Higher Education Participation and Partnerships Program - Participation Component 2019 Progress Report
For the period 1 January 2019 to 31 December 2019
University University of New England Contact officer Prof Todd Walker Position title Provost & Deputy Vice Chancellor Email address [email protected] Telephone number 02 6773 5050
You must submit: • the completed and signed Declaration form, in PDF • the completed Progress Report, in both Word doc. and PDF
You may also choose to submit: • up to four (4) HEPPP Activity Case Studies from your university for 2019, in Word doc. All documents must be submitted to [email protected] by 31 May 2020, extended to 1 August 2020, with special extension deadline of COB 14 August 2020
Please note: a) Participation activities are grouped according to the areas of activity addressed by the HEPPP Participation component outlined at section 1.65.1 of the Other Grants Guidelines (Education) 2012. As stated in the Guidelines, universities may undertake, but are not limited to, these activities using Participation funding. All activities must meet the Participation funding objectives at section 1.55.1 of the Guidelines. b) The information obtained from this report will assist the Department to evaluate the HEPPP and ensure funds are expended in achieving the HEPPP objectives. c) Only include activities that were funded, either in part or in full, by your university’s HEPPP 2019 Participation & Partnership allocation. If you require additional guidance or clarification please contact [email protected]. UNSPENT 2019 HEPPP FUNDS
The information in this section relates to the reporting of unspent HEPPP grant funds provided for the 2019 calendar year under the Participation component. Competitive grant projects managed under separate Conditions of Grant are excluded, as these are grants are made in respect of a project and not a year.
Grant recipients are required to fully expend Participation component grant funds in the year for which the grant is made and report to the Commonwealth on this expenditure, including the amount of any unspent funds.
Universities are required to fully expend funds in the year for which the grant is made and report to the Commonwealth on this expenditure. Any amount of unspent funds or any amount of funds not spent in accordance with the Guidelines will become a debt due to the Commonwealth and recoverable as a debt or by adjustment from future payments.
The Higher Education Support Act 2003 (the Act) requires that the value of any funds approved for rollover from one year to the next will be treated as inclusive of a university's grant for the year the funds are rolled over into. Because the Act specifies a maximum grant amount to be paid in respect of a year, the Department is then required to adjust downwards each university's grant allocation in that year by the amount of the university's rolled over funds from the prior year.
2
What activities did your university undertake with HEPPP Participation component funding in 2019? Complete the table below, adding extra rows as required.
Title Description and objectives Progress achieved Expenditure ($) Title: Personalised 1. What was done? Of the 13,070 phone calls to low SES students, 4,850 were 1) HEPPP funding Retention and Over the course of T1 - T3, 2019, the PREP Team directly answered by students. Student Advisors sent $350,000 made 13,070 phone calls and held meaningful conversations personalised emails to all of the students called, regardless Engagement Project 2) Other funding 33.7% of the time (n = 3,479). Student Advisors generated more of whether they were able to make contact. (PREP) than 1,397.1 hours of one-to-one contact time with students. Nil ☒Partnership activities These calls were made after the student enrols and prior to the Of the 4,850 calls answered, 613 (13%) resulted in a call (outreach) census date of the respective trimesters. back request and on 606 (12%) occasions the student requested information to be provided to them via email ☐Inclusive entry 2. For which groups? instead of a phone call. On the remaining 3,479 (74%) processes All low SES commencing students, including students from occasions, students were willing to engage in a meaningful ☒Transition programs Regional, Rural and Remote areas, Indigenous Students and conversation.
☐Academic Students requiring special needs assistance. In 2019, the PREP project employed a logistic regression preparation analysis to determine if there was a statistically significant 3. Why? ☐ difference between the rates of attrition between low SES Mentoring, peer The initial aim of the Personal Retention and Engagement students who receive a PREP call and those who do not. support, tutoring Project (PREP) was to apply the research in early student
☐ intervention to the problem of low SES students withdrawing Programs for parents The PREP Call was determined to be a significant predictor from units in the period after the start of teaching, but prior to ☐Monitoring student of attrition though it accounts for only 0.48% of the census. Initial pilots showed a modest effect on the loss of low variation in attrition. This is comparable to the variation progress SES student load pre-census, and this persists to date. explained by Socio-economic status in the 2017 regression ☐Administering analysis by the Higher Education Standards Panel. In a PREP conversation, the Student Advisor might cover such student scholarships topics as study load, how to access Moodle, Internet access ☐ The estimated probability of attrition for students who did Institutional (Eduroam) and where to seek support. These meaningful not receive a PREP call was 6.0% higher compared to those scholarships conversations serve as early interventions and aim to build who received a PREP call. The difference in between groups skills and set expectations for the students which are important ☐Research and is significant. elements in the success of online low SES students in higher monitoring education. ☐Other ☒ Access and 4. Where? Participation Plan 2019 All calls were made from the Student Success Directorate call centre at UNE Armidale
Title Description and objectives Progress achieved Expenditure ($)
The odds ratio and 95% confidence intervals were calculated. The odds of attrition for a low SES student who received a PREP Call is 0.768. That is, the estimated odds of attrition is 23.2% lower for a low SES student receiving a PREP call than for a low SES student who did not receive a PREP call. With 95% confidence, we can state the odds of attrition for a low SES student receiving a PREP call is between 32.5% and 12.5% lower than for the low SES students who do not receive a PREP call.
However, as we collect more data from each iteration of PREP, it becomes increasingly apparent that the value of the PREP call might be in its effect on student retention Title: reSTART 2019 1. What was done? Overall, 1,437 low SES students were case managed by the 1) HEPPP funding ☐Partnership activities A small project team (0.4 FTE Coordinator, 1.0 FTE Student project team. These students were identified from $100,000 Adviser) was established with the broad responsibilities: information system data and student relationship data. The (outreach) 2) Other funding - Identify low SES students who at a point-in-time had group were either requesting withdrawal from their course, ☐Inclusive entry discontinued or were requesting withdrawal from their had become inactive from studies or were coming out of an Nil 4
Title Description and objectives Progress achieved Expenditure ($) processes studies intermission from study. Of these low SES students, ☐Transition programs - Contact these students and attempt to reengage them by outcomes were as follows: the applying a case management approach to determine if - 157/11% students decided to re-enrol ☐Academic positive outcomes could still be achieved, including: - 79/5% students opted to take an intermission preparation - Re-enrolment - 147/10% opted to receive an alternative exit award. ☐Mentoring, peer - Remaining engaged by taking a course intermission - Opting for an alternative exit award - 36/2% students decided to transfer to a new UNE course support, tutoring - 195/13% were undecided at the time of project end ☐Programs for parents A dashboard of student contact was built and maintained - 823/59% continued to discontinue from their studies. ☒ Monitoring student throughout the project to inform the institution about the reasons behind students disengaging as well as the outcomes progress Case managers discussed discontinuation from their studies achieved according to objectives above. ☐Administering with the low SES students. Reasons were diverse, and student scholarships presented challenges when categorising. Across the student 2. For which groups? cases handled: ☐Institutional Low SES students who were disengaging from their studies. - 39% indicated ‘Personal’ reasons broadly without scholarships detail. ☐Research and 3. Why? - 12% wanted to or had already changed monitoring Where low SES students were presenting indicators of institutions disengaging with their studies, the aim of this project was to - 10% chose not to disclose reason ☒Other – Alternative increase the number of low SES students who: The remaining responses were a diverse mix of qualitative Exit Programs (a) Reengage with their studies in the current teaching responses all unique to each student case including changes ☒ Access and year (future teaching period) to employment (8%), medical/health reasons (7.5%), family obligations (6%) and financial considerations (4%). 13.5% Participation Plan 2019 (b) Reengage through taking a leave of absence (rather than no engagement with UNE) provided reasons difficult to summarise. (c) Opt for an identified exit pathway and graduation where appropriate For future initiatives of this kind, an improvement in data collection would be to provide pre-defined options built from this data-set for low SES students to select rather than 4. Where? qualitative responses. All activities were conducted by phone or email to the students, and staff were located on campus in Armidale.
Title: Science Outreach 1. What was done? Recent analysis of Science Outreach Results 1) HEPPP funding and LMSx Project Science Outreach There was a total of 1,515 low SES students identified in all $24,810 The aim of Project Science Outreach is to contact at risk low SES Science Outreach reports. Students may have appeared in ☐Partnership activities 2) Other funding students in high-attrition units in the schools of Environmental more than one report and also may have withdrawn or (outreach) and Rural Science and Science and Technology. This have been contacted as a part of the LMSx process. We Nil ☐Inclusive entry undertaking was initiated by ERS and passed on to the Student were able to speak to 354 students. Of those students Success Directorate to continue, with significant support from reached, we managed to have 333 meaningful processes 5
Title Description and objectives Progress achieved Expenditure ($) ☐Transition programs Unit Coordinators. The benefit of Engagement and Retention conversations with low SES students over the phone. Every ☐Academic taking on this project is based on the fact that the team has student identified (n=1515) will have received, at the very been running similar project, called LMSx, which contacts least, a personalised email and/or a voicemail from a preparation students who have not logged on to Moodle. Student Advisor. ☒Mentoring, peer support, tutoring Accordingly, the Engagement and Retention Team Of the low SES students who remained enrolled past the had processes built for LMSx, which were quickly adapted for census date, the pass rate for those who have a Science ☐Programs for parents the Science Outreach project. Added benefits of the project Outreach conversation is 42.5% in the unit compared to ☒Monitoring student being run by Student Success include: those who receive only an email or a voicemail and an progress • provision of student advice about issues affecting academic email, who have a pass rate of 34.2% and 33.0% respectively. ☐Administering performance not necessarily within the purview of the unit coordinators (such as, admin issues, advice on referrals for student scholarships personal problems, and/or access and equity issues); GPA ☐Institutional • students receiving consistent advice from the one source All grade codes that carry an academic penalty result in a scholarships of advisors, trained to confidently navigate university grade point of 0; grades such as WE and W that do not carry processes and systems, and chosen for their empathic academic penalty are null and, for passing grades, the ☐Research and nature. points are as follows: pass = 4; credit = 5; distinction = 6; monitoring and high distinction = 7. ☐Other LMSx The average GPA for "Outreach conversation" is 0.45 points ☒ Access and The aim of the LMSx project is to contact low SES students that higher than the "Voicemail Left & Email Sent" group and are enrolled in a unit but have not yet logged into that unit in Participation Plan 2019 0.52 points higher than the "Email Only" group. Moodle within a specified date. Student advisors call both The median GPA for "Outreach Conversation" is 2.83, with commencing and returning low SES students to remind them "Voicemail Left & Email Sent" being 0 and "Email Only" that their Moodle units are open and to discuss any obstacles being 1.13. students may be facing which might be delaying their start to
study, such as issues related to work, health, or family From our analysis the low SES students who have an commitments. outreach conversation have a 14.8% chance of receiving a
Fail Incomplete (NI) grade in the triggered unit compared to 2. For which groups? 21.7% for those who are in the “Voicemail Left & Email Science Outreach Sent” category Low SES Students studying first-year Science units identified as
being at risk through a number of triggers arranged with Whilst there has not yet been a full logical regression relevant unit coordinators. analysis done on the Science Outreach results, the results
suggest that the Science Outreach call has a positive impact LMSx on low SES student success and overall grades. All Low-SES students that have not logged into Moodle by the
end of the second week of teaching (call from Student Advisor); LMSx All Low SES students (Social Media campaign on importance of In 2019, Student advisors made 653 calls to low SES Moodle login). students who were listed as not having accessed Moodle. 6
Title Description and objectives Progress achieved Expenditure ($) Of those calls, 391 (60%) resulted in the SA leaving a 3. Why? voicemail. Of the 163 (27%) low SES students who Science Outreach and LMSx answered the call, 148 (91%) engaged in a meaningful The Federal Government’s Higher Education Standards conversation with the SA. There were 136 students who did Framework outlines a number of specific strategies to support not receive a call from a Student Advisor. student transition. These include ‘undertaking early assessment or review' of students and providing 'formative feedback on LMSx on Social Media academic progress' and providing 'timely referral to academic or other support'. The Framework also stipulates that this should be done 'within' units of study where possible. This becomes increasingly important in the case of low-SES students, who may not have had access to subject offerings that will have prepared them for university study, this might be especially relevant for STEM subjects.
Further, as many students might be off-campus, or studying part-time and have other responsibilities besides studies, it is
important to monitor the early progress of these students, so Student Support posted a reminder to ‘get organised’ by that they do not miss early assessment tasks, and also to logging into Moodle on 1 July, 2019. A total of 1,472 provide them with options going forward if they do. Students students have viewed the page. who come to university from low-SES backgrounds might be lacking in cultural capital compared to other students and might also be juggling other responsibilities.
4. Where? All Science Outreach and LMSx calls were made from the Student Success Directorate Call centre, UNE Armidale.
On 1 July, 2019, Student Support sent out a reminder via the Ed UNE (Student Support) Facebook Page that Moodle had opened. It reached 4,496 students of whom 490 actively engaged with the post. This in an engagement 7
Title Description and objectives Progress achieved Expenditure ($) rate of 11% which is 10 times the industry average engagement of 1% and 3 times the higher education average engagement of 3%. The post was shared 6 times by other Facebook users.
On 8 July, 2019, reminder was sent students via the Ed UNE (Student Support) Facebook Page to inform that teaching had commenced. It reached 2,704 students of whom 177 actively engaged with the post. This in an engagement rate of 7% which is lower than the original post but still 7 times the industry average engagement of 1% and more than double that of the higher education average engagement of 3%.
8
Title Description and objectives Progress achieved Expenditure ($)
On 9 July, 2019, Student Support posted a follow up to remind students that teaching had commenced. It reached 2,130 students of whom 98 actively engaged with the post. This in an engagement rate of 5%.
Overall, using a social media strategy, Student Support reached a total of 9,330 students with the three Facebook posts with an average engagement rate of 7.66% and 1,472 students viewed the Insiders’ guide post. Title: Schools and University Connect 1. Program coordination and liaison with schools, In 2019 the program developed a connection directly with 1) HEPPP funding community and government agencies school students based on the Future of Work Forum $150,000 Organise and engage with key decision makers in education outcomes. Students from local high schools participated in 2) Other funding ☒Outreach activities who advise Low SES school leavers several workshops to develop a better understanding of Inclusive entry School visits to key places in the UNE footprint with high Low where tertiary education might fit in their plans. Interviews The ETT scholarship ☐ SES enrolments with both students and staff who attending revealed a very processes program provided • which group/groups of low SES students the high level of satisfaction with the event as a catalyst for funding for materials ☐Transition programs program/project engaged with students to broaden their outlook on the purpose of Schools in the university footprint with significant numbers of education. for the community ☒Academic preparation low SES enrolments as indicated through the Index of involvement project Mentoring, peer ☒ Community Socio-Educational Advantage (ICSEA) and Family Secondary Principals Council (SPC) worked with us to support, tutoring Occupation and Education Index (FOEI) promote opportunities for schools to build closer
• the number and type of engagements, relationships with the university and ensure students from ☒Programs for parents Information sessions were conducted with NSW Department of low SES backgrounds were well supported in pathways to Monitoring student ☐ Education, the Smart Region Incubator team, and other university. Twenty-five schools expressed interest in 9
Title Description and objectives Progress achieved Expenditure ($) progress government agencies. A specific forum for school students was participating in programs offered and a number have Administering student conducted. agreed to take Social Workers (details in SWiS section) ☐ Joint initiatives with Oorala were conducted for HSC and/or implement Studiosity and the Flourishing at School scholarships preparation and also a student workshop on STEM. initiative. ☐Institutional Scholarships were provided for 2 Low SES university students to scholarships enable them to complete placements in targeted communities. The first cohort of over 60 girls graduated from Year 12 as • the number of schools or other organisations, part of the Harding Miller Education Foundation initiative. Research and ☒ The combined number of schools involved in 2019 was 33 All of these students have been provided with information monitoring across all of the Schools and University Connect programs. in regard to possible university pathways, scholarship Liaison also occurred with Armidale Regional Council, Regional support for accommodation and advise on study programs. ☐Other Collab, Regional Development Northern Inland and MAPA. Access and ☒ • the number of students internal/external, A small scholarship ($400) allowed two students from UNE Participation Plan 2015- The total student enrolment in the targeted schools is over to participate in placements – in places that were too 2017 6,800 of which at least 80% of students are from low SES expensive for the students to be able to go to. families. Please note: The prolonged drought has had a significant The experience was highly beneficial to both students as impact on low SES status for many families in the areas where well as the school communities where they placed. the program is implemented. • facilities/resources used, and Where possible on-site school facilities have been used to reduce costs. Other organisations such as RDANI, have also made facilities available at no cost. • number of staff. Dr Jim White (former Regional Director and School Principal with expertise in Low SES) as project lead has been conducting the information sessions in liaison with Marketing and Public Affairs (MAPA) to ensure program opportunities are well explained. Scott Gartshore has led the Social Worker in Schools program and liaises with Jim on school participation.
Why? The rationale for the information sessions is to ensure school executive are aware of the low uptake of university study in low SES student cohorts. The schools are then provided with a number of strategies that can assist students in pathways to university including mentoring, social work, well-being tracking and better communication and engagement strategies with parents.
10
Title Description and objectives Progress achieved Expenditure ($)
2. Pre-service teacher mentor program
• which group/groups of low SES students the program/project engaged with Only one UNE student participated in the Enhanced Teacher A report was prepared on the impact of the Enhanced Training (ETT) in 2019. Research was completed where the Teacher Training model on Teacher Education students in value of the ETT program for low SES students was reviewed. low SES schools was completed in 2019. • the number and type of engagements, The Professional Experience Liaison Officer, Peter Pickett, The university students emphasised how important the liaised with schools. links with community were for Low SES students. They • the number of schools or other organisations, described how having parents and community involved in Eleven schools over the past 3 years. the schooling process strengthened the relationship with • the number of students internal/external, students and allowed discussions of career pathways. One internal student participated in 2019 • facilities/resources used, and Resources were provided through a separate allowance of $1,000 per student provided by DoE. • number of staff. Peter Pickett was the liaison officer working with the students and the schools involved. Why? The project is designed to give student teachers greater insights into issues of Aboriginal Australia. It will also provide student teachers with a better connection to the Low SES communities they are working in.
It will also provide a mentoring opportunity to Aboriginal
students by teacher trainees who have current first-hand
knowledge of university life.
3. Social Work in Schools (SWiS) The School of Health in a joint approach with the School of Education has continued to support the SWiS initiative.
Throughout the 2019 year the SWiS program has again grown In 2019 the total number of social work interns mentored exponentially with many new schools added to the program, through the project was 19. They participated in field and many new schools approaching UNE after hearing from educational placements in school settings. The following colleagues about the positive outcomes for school students. schools hosted placements.
11
Title Description and objectives Progress achieved Expenditure ($) Other universities still show a keen interest in partnering with 1. Armidale High Trimester 1 & 2 UNE in some school sites. 2. Bringelly Public Trimester 1 3. Drummond Memorial Primary Trimester 1 & 2 New schools must have a significant low SES enrolment and be 4. Eagle Vale High 2 students Trimester 1 & 2 able to demonstrate that the program will be sustainable. 5. Fairfield West Primary Trimester 1 Numbers reflect the school’s willingness to participate and host 6. Fairbridge College Trimester 1 a social work student for Trimester 1 and/or 2 . Though UNE 7. Farrer Memorial Agricultural High Trimester 2 cannot supply a student to every school in every trimester, all 8. Francis Greenway High Trimester 2 placements were successful. Thirty percent of interns have 9. Gunnedah High Trimester 2 been employed in a capacity in schools at the completion of 10. Guyra Central Trimester 2 placement. School students are excited to have their support 11. Hunter River High Trimester 1 person continue at the school. 12. Kempsey South Public Trimester 1 13. Oxley Vale public Trimester 1 & 2 • which group/groups of low SES students the 14. Oxley High Trimester 1 program/project engaged with 15. Taree primary Trimester 1 The schools are divided into 2 groups shown on the right. ‘Priority’ schools that we endeavour to fill first are bolded, and ‘Recently added’ that we will fill if possible. At times we do not have a student geographically close to one of our schools Outcomes have included: though. • Several social work interns retained in • the number and type of engagements, communities Placement of Social Workers started at the beginning of 2017. • 4 confirmed ongoing employment from this year. The target was to have a total of 15 students undertaking practicums in a school setting throughout 2019. This number • Number of partnerships established and retained: remains stable each year, and above our expectation. the number of schools or other organisations, 1. Bingara council, Bingara central school and UNE The schools mentioned on the right with approximately 5000 regarding accommodation of social work students low SES students enrolled collectively. Social work students relocating for placement. network and refer to in-school and external organisations for 2. Buckets Way Neighbourhood Group, Gloucester student/family support. We continue to assist schools in High and UNE regarding accommodation of social streamlining referral systems with external organisations. work students relocating for placement. • the number of students internal/external 3. UNE and Southern Cross University (SCU) in In total 15 internal and external students are participating collaborating in establishing new school sites for • facilities/resources used, and future social work field education placements. Minor scholarship support has been set aside to the value of 4. UNE works collaboratively with Australian Catholic $1,000. Social Work students who can demonstrate genuine University in school social work placements. hardship are eligible to apply. Without such scholarships some 5. Kyogle Primary and University Centre for Rural placements would not complete due to financial hardship. Health (UCRH) Murwillumbah in community • number of staff. engagement projects based in Kyogle primary
12
Title Description and objectives Progress achieved Expenditure ($) Scott Gartshore has been employed as a project officer to school continue form 2018 – Intergeneration coordinate the program. program and Cultural Garden 6. UNE research data continues to be collected by Implementation of Social Work in Schools (SWiS) model interns. This pilot data will be written in 2020 as a - Partnerships with schools (engage schools) published work adding to innovative social work - Capacity of schools to support the program through field education in regional NSW. supervision of all social work students (1.5 hours per student per week minimum) - Availability of social work students - Availability of student supervisors - Ethics approval and data gathering
- Development of SWiS Resources and manuals (copyrighted and now sit in UNE ePublications as outputs) - Development of SWiS website with embedded public interviews (newspaper articles) and links to manuals - Development of quality tailored health and wellbeing programs - Continued development of SWiS Moodle site embedding quality resources and support mechanisms
-Provision of scholarships for social work students as some students relocate for the duration of their practicum - Development of partnerships with universities interested in the SWiS program; Southern Cross, Australian Catholic University (Canberra), Charles Sturt University and University Centre of Rural Health. Why? The implementation of the Social Work in Schools (SWiS) model has resulted in: - Partnerships with schools (engage schools) - Developing partnerships with other interested universities - Direct support and mentoring for low SES children in primary and high schools from the Social Workers to engage with classrooms and learning
- Development of quality tailored health and wellbeing programs to assist children to learn more effectively -Promote the importance of education toward career opportunities 13
Title Description and objectives Progress achieved Expenditure ($) - Data gathering and research development to be written as a peer-reviewed article in 2020. -Developing stronger referral networks between schools and local service agencies as part of the National Health Priorities.
4. Professional learning workshops and conference
• which group/groups of low SES students the
program/project engaged with
The workshops and conference are targeted at the staff from Workshops successfully presented at Tamworth and schools with high numbers of students from low SES Armidale. backgrounds. Twenty one schools were represented at the Future of the number and type of engagements, Work Forum. Workshops have been held in Tamworth and Armidale and on- The feedback from the school communities was very going support has been provided to other schools previously positive with all recognising the value of strategic involved in Schools and University Connect. communication strategies. Aboriginal community members • the number of students internal/external, were particularly impressed with the range of options No students directly involved. available to ensure community members get information in • facilities/resources used, and a timely plain English way. Costs for workshop and conference have been built into the budget. • number of staff. Rob Asser conducted the workshops. Why? Schools continue to ask for more strategies to help engage Low SES parents and get more students succeeding at University. The workshops cover strategies such as improved communication, alternate programs to support university pathways, increasing parental engagement and knowledge on the latest research into low SES students and career aspirations.
Title: Pathways to 1. What was done? The project was initiated during a planning phase by the 1) HEPPP funding university/tertiary The project team and project coordinator delivered a range of project team and the project coordinator, Jane Weier. This $64,704 activities designed for secondary school students and young included liaison with stakeholders (ASC, TAFE, SSI, NSS, education for the 2) Other funding adults, members of the Armidale Ezidi refugee community, to STARTTS, Armidale Sanctuary, Centrelink, employment secondary school build awareness of and aspiration for tertiary study. These agencies) and the Ezidi community. Nil students and young activities included orientation to academic study in Australia, as
14
Title Description and objectives Progress achieved Expenditure ($) people in the Armidale well as information technology and cultural awareness training The project coordinator organised groups of ASC students Ezidi community with a focus on the university experience. In addition, an from the Ezidi community to attend TAFE and UNE Open academic English orientation class was established at the UNE Partnership activities Days and collaborated with the ASC careers teacher to map ☒ English Language Centre for interested Ezidi students. pathways for the students to tertiary study via HSC and/or (outreach) TAFE. 2. For which groups? Inclusive entry The project coordinator also provided weekly support at ☐ Secondary school students and young adults from the Ezidi processes Armidale Secondary College (ASC) for students from the refugee community in Armidale. Armidale Ezidi refugee community with a view to furthering Transition programs ☒ their aspirations to attend university. This included 3. Why? ☒Academic preparation introducing students to computer use and computer Project Objectives literacy alongside conversation practice during which ☒Mentoring, peer support, tutoring i) To support students from the Ezidi community attending students talked about their future dreams and careers and Armidale Secondary College through specific initiatives that the project coordinator talked about pathways to ☐Programs for parents build aspirations to study at university for students who university. previously have been unaware of pathways to university study, ☐Monitoring student At the end of 2019 a student survey of ASC students from progress or had predetermined attitudes to post school options that did the Ezidi community revealed that 97% now aspired to not include tertiary study. Planned initiatives included: study at university. In total, 80 students from the Ezidi Administering student ☐ • TAFE NSW and UNE campus experience visits community attending ASC participated in these activities. scholarships • mapping of pathways to tertiary study from secondary
☒Institutional school, via tertiary preparation courses (HSC alternatives) scholarships at TAFE NSW if needed, to university in a range of The project coordinator planned outreach activities to disciplines support up to 35 young adults from the Armidale Ezidi ☐Research and refugee community interested in tertiary study. Activities • monitoring specific instruction in information technology and cultural included social, cultural and sporting events in conjunction awareness that will assist both secondary school and TAFE Other with UNE Life, Sport UNE and UNE International. The young ☒ NSW students from the Armidale Ezidi community to build adults visited the UNE Smart Farm and UNE International and improve academic English language skills and access to ☐ Access and Groups and attended UNE Culture Fest celebrations education Participation Plan 2019 alongside others from the Ezidi community. Following these ii) To identify through liaison with Settlement Services activities participants expressed interest in future studies in International (SSI), Northern Settlement Services (NSS) and nursing, teaching (including early childhood teaching), teachers delivering the Adult Migrant English Program (AMEP) interpreting, engineering, and technology. at NSW TAFE at least 15 young adults from the Ezidi refugee In mid-2019 a twice weekly university orientation class community in Armidale who are interested in tertiary study. organised into two 8-week modules was established at the These students were to be supported in the following ways: UNE English Language Centre (ELC). This class was attended • TAFE NSW and UNE campus experience visits by 17 young adult participants from the Armidale Ezidi refugee community who were achieving at the highest • mapping of pathways to tertiary study from the AMEP Adult Migrant English Program (AMEP) level at TAFE. This starting point, via tertiary preparation courses (HSC cohort also attended parallel tertiary preparation alternatives) at TAFE NSW to university in a range of workshops delivered fortnightly by UNE Counselling and disciplines 15
Title Description and objectives Progress achieved Expenditure ($) • identifying at least 15 potential students to attend a part- Psychological Services (CAPS). All participants also received time academic English orientation and preparation class at refurbished computers from UNE with initial IT training. the UNE English Language Centre (ELC) The attendance rate for the first eight-week UNE • providing tailored parallel educational counselling and orientation module was 80%, rising to 90% for the second career development workshops delivered by UNE Student eight-week module. Counselling and Psychological Services (CAPS) Through the ELC university orientation classes, the 17 students in the program have become familiar with the UNE campus and facilities, including the bus service, library, 4. Where? clubs, and sporting facilities. They have been given access University of New England (whole of campus orientation, Sport to UNE email and a customised Moodle site, and have UNE, English Language Centre, UNE library, MacLab) engaged regularly with on-campus students. Five students Armidale Secondary College – Intensive English Centre (IEC) transitioned to English for Academic Purposes (EAP) Level 1. NSW TAFE Armidale - Adult Migrant Education Program Through the CAPS component of the program, students (AMEP). were oriented to the demands and requirements of university study, and also developed leadership skills they now apply when acting as spokespeople for their community. Topics covered included: - the language and administrative demands of university study, student obligations (engagement, punctuality, due dates, seeking information) - accessing university facilities (email, library, Moodle, student services), and communication with academic and professional staff - safety and integration of the Ezidi community into the Armidale community; these included water usage and fire safety, support services and managing barriers to participation in the community, workplace and education (e.g. gender, discrimination, finance). A parallel foundation workshop on interpreting was attended by 20 young adults from the Armidale Ezidi community. Each student in the group has now set a goal related to gaining university qualifications in fields as diverse as nursing, early childhood education, law, interpreting and translation, paramedic training, design and technology, philosophy and dentistry. Notably, many of the students want to gain qualifications in service roles that will enable them to contribute to the Australian community. Participating students sat both initial placement and end- of-program English language tests. Overall results included 16
Title Description and objectives Progress achieved Expenditure ($) 93% improvement in listening; as well as gains of about 50% in reading, grammar and writing. A survey completed by participants revealed that 100% were either happy or very happy with the ELC classes, the CAPS workshops and the interpreting workshop, in terms of the quality of the teaching, the content covered, the help they received and progress made. The survey results showed all participants (100%): - planned to study at UNE in the future - were aware that to achieve this goal, they must continue their studies in English through the AMEP and related opportunities - would recommend the program to other member of their community - were unreserved in their thanks to the project team, coordinator, teachers and counsellors for the opportunity. While the project was designed for the pre-access stage, the project coordinator provided support and advice that assisted two students to gain scholarships to study English for Academic Purposes (EAP) Level 2 at the ELC. One is now completing EAP Level 4 and is enrolled in the Bachelor of Pharmacy for 2020. Another with a qualification in psychology from an Iraqi university is now working towards university entrance to gain an equivalent Australian qualification (Master of Psychology). Another four students who have university qualifications or interrupted university studies have already sought the assistance of the project coordinator to access future university study. The project concluded with end of year activities on the university campus attended by most participants, as well as others who hope to participate in 2020. Activities included rock climbing, spin class, singing, brainstorming Things to Do in the Armidale, yoga, Zumba/Dance, and movies. All participants chose to study English online over the summer break. Because of TAFE holidays this was not possible for all so the HEPPP team provided English support for a group of 10 to 16 students each Thursday for six weeks during January and February 2020. The success of the outreach activities and ELC and CAPS 17
Title Description and objectives Progress achieved Expenditure ($) programs have resulted in an increase in demand, with up to 40 students from the Armidale Ezidi community expressing interest in participating in 2020. The project coordinator has established strong links between the UNE HEPPP project and community organisations concerned with the successful settlement in Armidale of young people from the Ezidi community. These include links with Settlement Services International (SSI), Northern Settlement Services (NSS), NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS), Centrelink, the AMEP and tertiary preparation programs at TAFE, local employment agencies, and UNE campus services, including UNE Life, SportUNE, UNE International, ELC, CAPS and Yarm Gwanga early childhood centre. The coordinator is also now a member of the Armidale Multicultural Development Team. All these organisations are supportive of the UNE HEPPP project. Importantly, UNE HEPPP activities are now Centrelink approved activities for young adults in the Armidale Ezidi community. Title: Rural Scholars in 1. What was done? A total of 105 high school students were given the 1) HEPPP funding Medicine • Outreach visits to rural high schools and high school opportunity to meet and talk with two rural doctors $97,024 forums by two experienced rural doctors. (administrative data). 2) Other funding ☒Partnership activities • Participated in the Rural Health Expo organised by the $6,305 (in-kind (outreach) Rural Doctors Network specifically for children of rural The two rural doctors reported that many of the questions contribution from ☐Inclusive entry background studying in Sydney. were about the admissions process for the Joint Medical staff in the School of processes • Attended career expo in Coffs Harbour Program – indicating a seriousness of intent of these Rural Medicine – • Participated in the UNE Open Day – including a visit to students (individual feedback). including Head of ☐Transition programs the Tablelands Clinical School. Future students were School / Project lead, ☐Academic given a tour of the simulated medical learning Tablelands Clinical preparation environment where medical students are taught Dean and human clinical skills. resource staff) ☐Mentoring, peer support, tutoring 2. For which groups? ☐Programs for parents The aim was to afford high school students from rural ☐Monitoring student backgrounds and their parents and teachers an opportunity to meet with and talk to experienced rural doctors in order to progress learn about their life and work. ☐Administering The focus on rural background students is underpinned by 18
Title Description and objectives Progress achieved Expenditure ($) student scholarships evidence that the socioeconomic status of rural and remote ☐Institutional locations in Australia is lower than that of major cities. scholarships 3. Why? ☐Research and This project is informed by evidence that rural background monitoring when combined with a positive rural training experience is a strong predictor of uptake of rural practice. Rural communities ☐Other experience poorer health status compared with their urban ☒ Access and counterparts. By creating opportunities for high school Participation Plan 2019 students to learn about the medical profession and the pathway leading towards being a rural doctor, we aim to inspire, encourage and support their aspirations of studying medicine and becoming rural doctors.
4. Where? Glen Innes High School, Glen Innes, NSW Inverell High School, Inverell, NSW Moree Secondary College, Moree, NSW Pymble Ladies College, Sydney, NSW (organised by the Rural Doctors Network Coffs Harbour Careers Expo, Coffs Harbour, NSW UNE Open Day, Armidale, NSW
Title: KRUKI Program 1. What was done? • Weekly tutoring was provided to seven students in 1) HEPPP funding Partnership activities • Academic tutoring provided for Indigenous students total (one in year 3, one in year 2, and two in year $123,760 ☒ currently enrolled in the Joint Medical Program (JMP) 1 of the JMP at UNE). Two students are (outreach) 2) Other funding at UNE (retention activity) performing well academically and have not Nil ☐Inclusive entry • Students eligible for the Kruki progression prize have identified the need for additional tutoring. processes been identified and awarded appropriately • All eight Indigenous students enrolled in the JMP • Kruki Indigenous Summer School (Access activity). at UNE have been identified as being eligible for Transition programs ☐ the progression prize (of $1000 each). These ☐Academic preparation 2. For which groups? prizes awarded in early July 2019. • Indigenous students currently enrolled in the JMP • Three outreach activities delivered July, August ☒Mentoring, peer (retention). and September. support, tutoring • Indigenous students attending high school within a • Project staff contributed to the Miroma Bunbilla ☐Programs for parents 300 km radius from Armidale (access activity – Program held at University of Newcastle in planning has commenced). October and November 2019. This is the admission ☐Monitoring student process for Indigenous students into the Joint progress 3. Why? Medical Program. ☐Administering student Indigenous Australians experience poorer health status • Kruki Indigenous Summer School held 28th of 19
Title Description and objectives Progress achieved Expenditure ($) scholarships compared with non-Indigenous Australians. The School of October 2019. Institutional Rural Medicine, as a partner of the Joint Medical Program, is ☐ committed to improving the health and wellbeing of Indigenous scholarships Australians. One strategy to achieve this goal is to train and ☐Research and graduate Indigenous doctors. In 2014, while approximately 3% monitoring of the Australian population identified as Indigenous, less than 1% of doctors working in Australia identified as Indigenous. ☐Other This program is aimed at inspiring young Indigenous children ☒ Access and attending high schools to consider and work towards a career Participation Plan 2019 in health and medicine (access). A second (retention) component of this project is aimed at supporting Indigenous students already enrolled in the Joint Medical Program at UNE through multiple strategies including recognising academic progression, providing academic tutor support and facilitating networking opportunities by attending the Australian Indigenous Doctors Association annual convention.
4. Where? Outreach activity to high schools within a 300km radius. Kruki Indigenous Summer School held at UNE. Project staff contributed to the Miroma Bunbilla Program held at University of Newcastle. Retention activity undertaken at UNE School of Rural Medicine, UNE Armidale. Title: UNE Discovery 1. What was done? 2019 saw the addition of 2 new members of the Voyager 1) HEPPP funding Voyager and team. We have made significant progress toward our $802,580 ☒Partnership activities 2. For which groups? immediate deliverables, and have gone above and beyond 2) Other funding (outreach) these to set up further partnerships, working towards Revenue from ☐Inclusive entry The UNE Discovery Voyager Program is an interactive program setting up a sustainable schools outreach & engagement schools – $32,918 processes of hands-on science workshops and experiences that combine model for UNE in our northern NSW catchment. ☐Transition programs Science, Technology, Engineering, Arts and Maths (STEAM). Sponsorship via in ☐Academic These experiences aim to cultivate a love of life-long learning in Since March 2019: kind chemicals preparation low SES students from an early age, and to inspire them to - We have had 10 staff members dedicated to the (ChemSupply) and ☐Mentoring, peer consider following this through into education beyond school. Voyager program. The team develop and deliver tablets (Telstra). support, tutoring Our program reaches out to students from Kindergarten to activities, finalise risk assessments, maintain lab and ☐Programs for parents Year 10 in primary and secondary schools around the New workspaces, create website and social media content, England (NE), North West (NW) and North Coast (NC) regions of and drive development of workshops and extension ☐Monitoring student NSW. activities, including PD for teachers; progress - We have engaged with the public in at least 15 local, ☐Administering Specifically: regional and national festivals and open days through 20
Title Description and objectives Progress achieved Expenditure ($) student scholarships - The Voyager team engage with low SES schools in facilitation of hands-on, interactive experiences as well ☐Institutional northern NSW; as highlighting research and educational possibilities at scholarships - The team facilitate up to 4 concurrent activities that are UNE to members of the public. Our best estimation of ☐Research and interactive, content-rich experiences in STEAM; people engaged with by our team is: monitoring - We provide positive role modelling to students in STEAM, . 26 students attended an intensive 3-day ☐Other critical thinking, creativity, curiosity and a love of university experience at the ConocoPhillips ☒ Access and learning; Science Experience Participation Plan 2019 - We work with schools across the public, private and . Approx. 36 at Regenerative Agriculture Field Catholic sectors, as well as community groups & Day, Thalgarrah organisations; . Approx. 400 at the Highlands Science and - We initiate the conversation about lifelong learning in Engineering Challenge, UNE regional NSW; . Approx. 500 at Minerama Fossicking and Gem - We work with UNE academics to develop & showcase Festival in Glen Innes research-based activities; . Approx. 50,000 at the Royal Easter Show, - We have 7 casual and 3 fixed-term Voyager-dedicated Sydney staff. . Approx. 100 at the Amazing Enviro Race, Tamworth Deliverables: . Approx. 250 at Ag-Quip, Gunnedah a. Visit ~100 schools in northern NSW in 2019; . Approx. 2,368 at Sydney Science Festival, b. Engage with ~8,000 students in low SES, disadvantaged Australian Museum, Sydney and indigenous areas from Kindergarten to Year 10; . Approx. 15 at the Peter Allen Festival, c. Facilitate interactive experiences in STEAM across 13 Tenterfield activities, including development of new activities; . Approx. 300 at TAS STEM Academy Open Day, d. Engage with the public at Open Days, Festivals and Shows Armidale in high impact, high visibility events in NSW. . Approx. 30 at Oorala Girls Youth Leadership Camp, UNE 3. Why? . Approx. 430 at Far Out Science, UNE Competency measures for STEAM in Australian students are . Approx. 52 at Arts North West Regional Art Trail, declining. Teachers face complex challenges in the teaching of UNE STEAM subjects including lack of confidence, time and content . Approx. 1114 at the Shell Questacon Science knowledge for increasingly demanding STEAM syllabi. In Circus Pop Up, UNE addition, we know that engagement in learning at schools is - In addition to the above, we engaged with 5859 also declining, particularly in STEAM subjects. The Discovery students from Kindergarten to Year 10 from 86 Voyager seeks to enhance engagement in STEAM, and aid in different schools across northern NSW, of which the delivery of the STEAM curricula. But further to this, approximately ~68% were from low SES schools (see facilitate interdisciplinary activities that highlight for teachers Attachment 2) the interconnectedness of STEAM and all other facets of - Collected a payment of $4.50 per student per visit, so learning. that we earned $32,918 in income for 2019. The Discovery Voyager visits provide a different approach to Collected evaluations from teachers about the program and STEAM learning, which invigorate both teachers and students. their visit experience, with overwhelmingly positive results. 21
Title Description and objectives Progress achieved Expenditure ($)
Furthermore, enrolments into science-related tertiary degrees In 2019, we also piloted a new suite of digital activities at in rural and regional Australia are on the decline. Many science Armidale Secondary School and PLC, Armidale. This engagement programs focus on engaging senior (yr 11-12) involved a new partnership with UNSW-based digital game students in an attempt to recruit them to university upon developers ARLUDO and Telstra, who provided us with completion of school. However, it is important to engage with $2,000 in funding to trial the programs in schools (paid in these students before this stage to spark an interest, March 2020). During the pilot, we ran a total of 5 sessions, confidence and disposition towards science before they choose totalling 100 students, and are working to further develop subjects for their senior years, which may not include subjects the activities to take to high schools in 2020, with further that facilitate entry into these degrees. monetary and in-kind contributions from both ARLUDO and Telstra. Ultimately we expect that increased interaction with high quality UNE programs in STEAM will result in motivated enrolled undergraduates. The Voyager program supports the pipeline of lifelong learning from 5 years old through to choosing tertiary education.
4. Where? Our program reaches out to students from Kindergarten to Year 10 in primary and secondary schools around the New England (NE), North West (NW) and North Coast (NC) regions of NSW. In 2019, we travelled over 15,000 kilometres to schools across our catchment, which extends from the Queensland border in the north to around Muswellbrook in the south, and from the coast to the Castlereagh Highway in the west.
We have also brought many students on campus to UNE, facilitating on-campus activities and events in addition to our school visits, including the UNE Natural History Museum education program and tours, the ConocoPhillips Science Experience, Far Out Science (reported elsewhere), and have been involved in GRASS, HSC Booster Days, The Highlands Science & Engineering Challenge, National Ag Day and more. Title: UNE HSC Booster 1. What was done? • 900 Year 12 students from across Northern NSW 1) HEPPP funding Days The Faculty of SABL offer HSC Booster Days across all our attended the UNE HSC Booster Days event at UNE $60,000 ☒Partnership activities schools. Education has also joined us offering general maths Armidale Campus on Monday June 3rd and Tuesday 2) Other funding (outreach) sessions. This program runs intensive, hands-on sessions over June 4th 2019 ☐Inclusive entry two days with Year 12 students from low SES and rural and • Around 28 academic staff from SABL and HASSE as Nil processes remote schools across Northern NSW. well as visiting specialists facilitated 15 different 22
Title Description and objectives Progress achieved Expenditure ($) ☐Transition programs HSC focussed sessions across the two days. ☐Academic These students attended the UNE Campus for sessions in 15 • Campus tours were run in each of the four sessions preparation subjects run mostly by UNE Academics to boost their HSC each day for those students, parents and teachers ☐Mentoring, peer studies and experience hands on activities they are unable to who were not attending curricula sessions at that support, tutoring undertake at school. time. ☐Programs for parents The students that lived over 110kms away were assisted in • Accommodation was provided for those students ☐Monitoring student their accommodation costs to facilitate attendance when and teachers travelling more than 110kms from progress resources are limited for opportunities such as this. Armidale. ☐Administering In 2019 to reflect the change in the NSW Curriculum we put student scholarships 2. For which groups? together a steering committee of teachers and academics Low SES and Indigenous High School Students. ☐Institutional to ensure that the sessions we were running were useful scholarships and of benefit to the students. We allocated each academic 3. Why? ☐Research and a teacher mentor to enable them to work together to Students from Indigenous, remote and rural areas and small design the best sessions possible. This new event resulted monitoring schools are often prevented from attending educational in an increase of students from 600 in 2018 to 900 in 2019. ☐Other outreach events due to the costs associated with travel and ☒ Access and attendance. Providing accommodation and meals significantly Participation Plan 2019 increases the number of students that attend and, therefore, benefit from these events. Furthermore, student experiences on a University campus in the final years of high school can be instrumental in decision making to continue on to University, especially for students from low SES, rural and remote areas who may not have visited a university campus before and who may be potentially first in family to go to University.
4. Where? The event took place at the UNE Campus, Armidale. Title: Far Out Science 1. What was done? FAR OUT SCIENCE: 1) HEPPP funding 2019 The original objectives of Far Out Science in 2019 were: • 1030 students registered for Far Out Science, however $45,000 1. To attract >1000 low SES students and teachers from due to the bushfires, several schools had to cancel at 2) Other funding ☒Partnership activities (outreach) HEPPP target groups to UNE over 2 days; the last minute. $627 ChemSupply 2. To involve UNE academics and students in facilitating ~18 • Ultimately, approximately 935 students and 53 sponsorship ☐Inclusive entry processes hands on science activities for participating students; teachers from 39 schools across northern NSW visited th th Transition programs 3. Establish a program that showcases UNE’s strength in UNE campus on 7 and 8 of November 2019. Of ☐ STEM; these, 510 were primary students from 20 schools (7th Academic preparation ☐ 4. Subsidise ~80% of travel costs to reduce burden on HEPPP November) and 425 high school students came from 19 Mentoring, peer ☐ target group schools, students and families; schools across northern NSW (8th November); support, tutoring 5. To increase the likelihood of participating students of • Over 62 academics, technical staff and demonstrators ☐Programs for parents choosing to continue their educational pathway at UNE. contributed to 27 unique science activities and shows 23
Title Description and objectives Progress achieved Expenditure ($) that ranged from groups of 18 to 141 students; ☐Monitoring student progress 2. For which groups? • Contributions to the program were cross-school and Students from low SES, rural, remote and regional Australia, faculty, with academics involved across 3 faculties and ☐Administering student scholarships with a contingent of Aboriginal students. 5 schools within the university. Facilitators came from S&T, ERS, School of Education, and Medicine & Health; ☐Institutional scholarships 3. Why? • 27 volunteer guides & helpers from UNE Discovery, Competency measures for STEM in Australian students UNE’s student body and Questacon gave their time to Research and ☐ continue to decline, and engagement in science is often due to coordinate, guide, wrangle and inspire students, monitoring lack of real life or confidence-building experiences. Teachers teachers and the event itself; Other ☐ face complex challenges in the teaching of STEM subjects, • We negotiated for Far out Science to be an eligible ☒ Access and particularly in rural, regional and remote areas. activity under the New England Award system for Participation Plan 2018 Students from low SES, rural, remote and regional Australia volunteer work contributing to the university; often either do not have the proximity, inclination or • ChemSupply sponsored the event, sponsoring opportunity to experience educational offerings on a university chemicals used in the Chemistry Workshops and campus before graduating from high school. Chemistry Shows; Far Out Science provides subsidised travel to schools from • Collaboration between more than 20 staff across FMS, around northern NSW to bring students from Year 5 – Year 10 Security and the VC’s Office contributed to smooth onto campus for hands on, interactive STEM activities across operations; disciplines, facilitated by real scientists in real research and • UNE Evaluations undertaken include: teaching labs. These experiences alter the aspirations of • Primary School responses: participating students to include tertiary education as an option - The far out science overall experience was rated 4.24 when it previously was not. Embedded into annual education out of 5 Likert scale (1-poor, 5-excellent); planning, these events can normalise the conversation around - Of the 368 evaluation participants, 54% indicated that university, and lead to increased students choosing to study due to far out science they now see themselves science in their senior school years, and leaning toward UNE as attending university; their preferred option. - Of the 368 evaluation participants, 89% indicated they were more interested in science after the event. 4. Where? • Secondary School responses: UNE Armidale. - The far out science overall experience was rated 4.21 out of 5 Likert scale (1-poor, 5-excellent); - Of the 246 evaluation participants, 56% indicated that due to far out science they now see themselves attending university; - Of the 246 evaluation participants, 85.5% indicated they were more interested in science after the event.
Title: Targeted SABL 1. What was done? Both events went ahead as planned. 1) HEPPP funding Engagement Activities - Two high profile student engagement events for low SES $38,319 Agmentation and UNE students were delivered: Agmentation was held on 26 and 27 July 2019 at UNE Cisco Coders’ Challenge Armidale and at the UNE SMART Farm in Armidale. The 2) Other funding 24
Title Description and objectives Progress achieved Expenditure ($) ☒Partnership activities 1. Agmentation – real world problem solving - is a successful event had 100 participants from High School, Significant in-kind (outreach) hackathon-style event held at the UNE SMART Farm TAFE, the Cisco Technical Team and UNE students to work funding was ☐Inclusive entry Innovation Centre which brings together low SES high on grassroots agricultural problems with a hackathon-style provided in the form processes school students, UNE students, agricultural producers, format. of UNE staff and ☐Transition programs technologists, innovators and start-ups to solve Cisco staff ☐Academic grassroots agricultural problems; and The Coders’ Challenge was held on 17 October 2019 in participation/travel. preparation 2. 2 x UNE Cisco Youth Coders’ Challenge in Armidale (x1) Armidale and on 18 October 2019 in Tamworth. The event The cost of this ☐Mentoring, peer and Tamworth (x1) for a group of 80 Year 7-10 low SES was delivered to 45 students from Years 7-10 at Armidale contribution would support, tutoring students from across New England North West schools and to 35 students from Years 9-10 at Tamworth. Building be significant in ☐Programs for parents to increase the awareness of the applications of on last year's success and to increase accessibility to terms of staff computer coding and robotics. students from the Tamworth area, we took the event salaries (estimated ☐Monitoring student directly to schools in Armidale and Tamworth (last year the to be in the order of progress 2. For which groups? event was held on a single day at UNE). This decision was $30,000-40,000) ☐Administering Low SES High School Students and UNE students (Pre-Access based on feedback from last year where staff from Peel student scholarships and Access HEPPP Stages). High School in Tamworth were keen to be involved but ☐Institutional weren't able to travel to UNE for the day. The two target scholarships 3. Why? schools where we delivered the events were Armidale ☐Research and 1. Agmentation Secondary College (which is the result of the recent merger monitoring • To engage Year 10 and 11 students in the ideation of the two main High Schools in Armidale - Armidale High ☐ Other process and how to determine if an idea has School and Duval High School) and Peel High School in ☒ Access and possibilities. Tamworth. These schools are both government schools Participation Plan 2019 • For Year 10 and 11 students to experience a ‘sprint with a high proportion of students from low SES and pitch’ hackathon as a way of forming teams and backgrounds and are therefore a good match for HEPPP solving grassroots agricultural problems. programs, especially one such as this which brings high-tech • To introduce Year 10 and 11 students to leading materials and resources directly to the schools for a day of researchers and innovators who are making a problem-based, engaging, hands-on learning. Resources difference in the New England North West by working including robots were gifted to the schools to enable with UNE. ongoing learning, engagement and development. • To inspire regional Year 10 and 11 students to consider Participating students worked with the Cisco team and the the opportunities of working in or on a start-up and UNE School of Science and Technology on non-competitive how this could be supported through UNE. structured coding challenges where they were taught the • To promote the value of an agriculture, business, basics of programming, challenged to work as a team to science and technology education and the problem solve, and given insights into technology and how opportunities within UNE to build a career in a it affects our society. technology enabled future. Feedback was obtained by electronic surveys of attendees 2. UNE Cisco Youth Coders’ Challenge of both events. The events received excellent feedback, an • To collaborate with technologists from industry (Cisco) example of which is presented below in relation to the to deliver two Coding Challenges with UNE in 2019. Coders’ Challenge. In response to the question “After today, are you more or less interested in STEM (Science, 25
Title Description and objectives Progress achieved Expenditure ($) • To create a real-world coding challenge that is Technology, Engineering and Maths)?” (37 responses meaningful to Year 7-10 students. obtained), over 70% of students said they were more • To engage teachers with technologists to demonstrate interested, with the remainder stating their interest was education and career pathways for young people in the same and with no students saying they were less the New England North West region. interested. • To expand the experience of a community of schools in undertaking collective robotics and coding challenge events of greater depth and complexity.
4. Where? 1. Agmentation – at UNE Armidale and at the UNE SMART Farm Innovation Centre 2. UNE Cisco Youth Coders’ Challenge – at Armidale Secondary College and at Peel High School, Tamworth
Title: SMART Farms 1. What was done? • 818 school students from 42 schools across NSW, 1) HEPPP funding Education Program Our primary goals were to establish and promote the SMART QLD and Tasmania visited the SMART Farm $58,000 ☒Partnership activities Farm Education Program that will attract low SES high school Innovation Centre for a SMART Farms Education 2) Other funding (outreach) students from rural, regional and remote schools, to the site; program session. 70 hours in-kind ☐Inclusive entry and develop engaging, research-led experiences for these • A further 220 students (from a further 25 schools) from other SMART processes students in precision agriculture and the management for the participated in SMART Farms Education program Farms staff including ☐Transition programs farm of the future. This was done through: sessions held on campus as part of other events SMART Farm ☐Academic • Developing and updating comprehensive, curriculum- including National Ag Day and Far Out Science. Industry preparation aligned lesson plans or high school students at the • The SF Education program was promoted to at least Engagement ☐Mentoring, peer SMART Farm Innovation Centre another 350 students through outreach visits at Manager, SF Tech support, tutoring • Facilitating one teacher professional development (~50 schools and participation of the SF Education manager and SF ☐Programs for parents teachers) event in conjunction with UNE Agriculture to Officer at AgQuip, the Sydney Royal Easter Show, production managers and other ☐Monitoring student increase their awareness of technology in agriculture SMART Farms Open Days and other events on- UNE academics. progress • Promoting the SMART Farm Education Program through campus. Equating to ☐Administering UNE Discovery visits, UNE events, social media, • A total of 1038 students participated in a SF approximately student scholarships agricultural events/activities and school liaison officers. Education program activity. • $7,000 of value. ☐Institutional Facilitating SMART Farms visits and experiences for 40 • 102 high school teachers from 62 schools scholarships schools (~1000 students) from rural, regional and remote participated in the SF activities at the Teacher PD areas across NSW. Schools targeted have low levels of ☐Research and event access to educational experiences due to their low SES • monitoring 2 new program activities were developed and status. ☒Other updates made to the existing activities • Promoting UNE agricultural research and facilities, as well Feedback provided by participants was verbal or via email ☒ Access and as partnerships with UNE Discovery, Smart Region and did not include structured surveys however the Participation Plan 2019 Incubator and regional industry & business overwhelming response was that the students loved the 2. For which groups? activities and teachers were keen to bring more students in 26
Title Description and objectives Progress achieved Expenditure ($) High school and primary school students from a range of future years for similar activities. rural, regional and remote schools with low levels of access to educational programs. We aimed to reach 1000 students from across 40 schools. 3. Why? To expose students from rural, regional and remote schools to technologies associated with modern farm practices and the role of science in agriculture. This will increase the awareness of diverse opportunities and associated careers in agriculture and connect school based learning to university opportunities and careers. Bringing students to the SMART Farms and associated research facilities will also increase the awareness of higher education pathways to these students. 4. Where? The UNE SMART Farm Innovation Centre is the main site for this program however delivery of activities also occurs as part of other events on the main UNE campus and at AgQuip and the Royal Easter Show. Title: UNE GRASS 1. What was done? In late January 2019, GRASS contacted each student 1) HEPPP funding Program • Follow up communication to learn intentions/pathways of engaged at the GRASS camp in 2018, to discover 70% (14 of $124,000 (Growing Regional & low SES students engaged 20) are either already enrolled, or are planning to continue 2) Other Funding Agricultural Students in • Coordination of data analysis to be completed external studies at UNE following their HSC studies, or a gap year. $19,636 Science) from the program, investigating the retention and Of these students 1 in every 3 changed their tertiary Teacher PD performance of students engaged and continuing studies at intentions as indicated at the time of application, from Registration Income ☒Partnership activities (outreach) UNE. other universities to UNE, following their GRASS • GRASS Industry Placement Scholarship (IPS) project scholarship. ☐Inclusive entry processes Thus confirming the transformational GRASS experience! Transition programs • Engagement with school leavers in school visits Furthermore, rigorous data analysis completed externally ☐ from the program, by the Business Intelligence Unit, UNE in Academic preparation The GRASS school visits focus upon the development of greater ☐ January 2019, confirmed those students engaged by GRASS Mentoring, peer awareness amongst low SES students in their final years (yr ☐ and continuing studies at UNE, have higher academic support, tutoring 11&12) at school of: the opportunities for science based careers advancing Australian environmental and rural performance and with higher rates of retention compared Programs for parents ☐ industries; tertiary pathways to these careers; the to their peers at the university! Monitoring student ☐ opportunities for entry to and for undergraduate students at progress UNE. Furthermore, to invite students to apply for the GRASS IPS In May 2019, GRASS engaged with 568 low SES students in Administering student ☐ to discover these careers. 37 secondary schools in the New England, Mid North Coast, scholarships • UNE GRASS Industry Placement Scholarship Student Central West and North West regions. ☐Institutional scholarships Camp 27
Title Description and objectives Progress achieved Expenditure ($) The GRASS Industry Placement Scholarship student camp is Close to 50 applicants from students living as far afield as ☐Research and monitoring designed to offer low SES school students with a broad insight NT, QLD and across NSW were received prior to June 16 for to the opportunities for science based careers in the the Industry Placement Scholarship experience. ☐Other ☒ Access and environmental and rural industries. Students complete In collaboration with 23 industry and university partners, Participation Plan 2019 leadership activities; discover the smart and cutting edge GRASS hosted 25 students selected on application, at the science supporting Australian agriculture; tour award winning UNE GRASS Industry Placement Scholarship Student Camp industries; and gain an insight to the opportunities for students accommodated on campus at UNE, on July 4&5, 2019, at UNE through an overnight experience on campus, Full GRASS Industry Placement Scholarships (including an personalised discussions with course coordinators and exciting and immersive 5 day industry placement hosted by discovering the UNE experience. key industry leaders) were offered to 12 applicants after working with these students on camp. The 5 day industry • Immersive 5 day Industry Placement experiences placements are offered to students in an area of work of The GRASS 5 day industry placements immerse low SES their selection. students into a career and an area of work that they have selected. These experiences inspire and excite students for Key comments from student’s feedback evaluations specific careers /industries. processed by UNE evaluations included: “I would never have thought that there were so many careers available within the industry if I wasn’t given this • UNE GRASS Teacher Professional Development (TPD) opportunity” School teachers play the essentially important role in educating “Due to GRASS, I am successfully enrolled into B. Agriculture the leaders of tomorrow and their guidance and the impact Business at UNE and starting classes beginning of 2020” they have on their low SES student’s futures is phenomenal. “Before my industry placement I had not considered a The GRASS TPD program prepared in calibration and career in animal genetics, part of the reason for this was consultation with teachers, leaders in secondary science because I was unaware of the broad scope of possibilities education and research scientists. available through animal genetics. It really excites me The GRASS Teacher PD event is endorsed by the NSW now!” Education Standards Authority (NESA) and NSW Science
Teachers Association. The UNE GRASS Teacher Professional Development (TPD)
Registrations were received from 102 teachers from 62 • Young Scientists Awards regional judging schools, making payment to attend this event. In partnership with the NSW Young Scientists Awards and UNSW, UNE GRASS hosted on campus the NSW Young Teachers registering travelled from schools as far afield as Scientists Awards regional Judging event to celebrate and Broken Hill, Lightening Ridge, Albury, ACT, Sydney and recognise the young scientists in schools across NSW Northern rivers. Feedback included these comments: 2. For which groups? • “This is one of the most useful PDs around! Amazing School teachers and low SES student engaged through the value and very well organised, extremely relevant, while GRASS program activities include those in public, independent also offering the important opportunity to have those and the Catholic schools. The program directs greatest efforts professional conversations we all need”. to increase participation from identified target schools. • “I always enjoy GRASS and there is every time such a Targeted schools are those identified from the “My Schools great deal of great ideas to take back to our teaching.” 28
Title Description and objectives Progress achieved Expenditure ($) database”- a rural and regional assessment with SES status ranking of independent, Catholic and Government schools On September 13 & 14, 2019, UNE GRASS hosted at UNE, along with the Department of Education and Communities the 2019 NSW Young Scientists Awards regional judging (DEC) Family, Occupation and Education Index (FOEI) data. The event. This allowed 20 primary and secondary school DEC FOEI data provide rankings of schools based on their socio teachers to work on UNE campus to collaborate with other economic background, Aboriginal background, English language teachers in Sydney to judge 824 student science projects for proficiency, low level adjustment for disability and location. awards.
3. Why? University, State and Federal government reviews1 into agricultural education, skill development and work force demand highlight the need to increase the number of university graduates in the science and agriculture sector to meet demand. To this effect, the work towards increasing the number of able university graduates moving into careers supporting Australian agriculture is benefiting the wider society in general. 1Pratley J (2013) Review into agricultural education and training in New South Wales. NSW Government, ISBN 978- 0-646-59653-2; and Pratley, J. (2016). Graduate supply for agriculture: a glimmer of hope. Agricultural Science, 28(2), 12- 16
The GRASS program, with the HEPPP funding support, has delivered with a major focus in targeting and supporting participation of students from lower SES backgrounds. This is achieved by targeting and supporting engagement with those schools identified by state and federal government (detailed in the “for which groups” above) with a greater population of students from lower SES backgrounds. The purpose, or reason why this work is in place, is that GRASS program seeks to develop greater opportunities and is striving to change futures of those school leaving students regardless of their backgrounds. GRASS endeavors to develop experiences, which allow those school students engaged to discover, experience and develop a greater awareness of the broad range of careers supporting environmental and rural science and particularly those careers available following a tertiary pathway.
4. Where? 29
Title Description and objectives Progress achieved Expenditure ($) Teachers registering to attend the teacher PD travel from across NSW as far afield as Lightening Ridge, Broken Hill, ACT, Northern rivers, Mid North Coast and locations in between. Schools engaged through the UNE GRASS IPS are located primarily in the New England, North West and Mid North Coast regions. However, students located interstate and from other regions of NSW are still applying for this scholarship after hearing about the experience through word of mouth.
Title: SABL Outreach 1. What was done? • Agquip is an event held in Gunnedah every year and 1) HEPPP funding and Engagement - Field The Faculty of Science, Agriculture and Law take their has attendees from across Australia. UNE holds a stand $71,616 Days, Expos and School commitment to Outreach and Engagement very seriously. We there where we are able to connect with high school 2) Other funding Visits have spent time this year visiting Field Days and Expo’s off students, adults and alumni. We are able to showcase Nil ☒Partnership activities campus as well as facilitating visits from school to the to them the pathways to University as well as displays (outreach) University Campus. We do this to showcase to students from to show careers. Many of our alumni who are often ☐Inclusive entry low SES schools the advantages to be gained from attending parents of low SES students bring their children to see processes University once they have finished schooling. Many students us to discuss potential education opportunities. We ☐Transition programs do not realise the opportunity to attend University regardless spoke to and touched base with over 500 people at this ☐Academic of their ATAR due to other pathways offered. In many cases we event. preparation are showcasing careers in non -traditional areas to women such • National Ag Day Cattle Clinic is an event we hold ☐Mentoring, peer as maths, science, technology and agriculture. annually on campus. This day brings about 200 support, tutoring students to UNE to participate in livestock handling ☐Programs for parents 2. For which groups? skills. This event attracts low SES students as well as Low SES and Indigenous Students ☐Monitoring student indigenous students from places as far away as progress Bowraville. We have had comments from teachers that 3. Why? ☐Administering this event has had students saying that they never By hosting on campus as well as attending field days and expos thought of going to University but they now hope to. student scholarships off campus, students from indigenous, remote and rural areas • Sydney and Brisbane Careers Expos were held in May ☐Institutional and small schools are able to see and hear about opportunities and July. At these expos around 30 000 high school scholarships offered by Universities sometimes without leaving home. They students from around NSW attend. We spoke to ☐Research and can talk to our dedicated staff in a private setting and ask around 500 students on an individual basis as well as monitoring questions about study that they may not be able to in other their parents in many cases. In addition to the students ☐Other circumstances. In many cases we are showcasing careers in we had conversations with we also handed out ☒ Access and non -traditional areas to women such as maths, science, booklets to another 500 students. Again we were able Participation Plan 2019 technology and agriculture. In addition by welcoming students to outline the opportunities offered to them on to our campus in school groups we are enabling them to see a attending UNE as well as the careers opportunities. University Campus in an environment they are comfortable in. • AgVision is an event that showcases agricultural careers to high school students. Around 1000 students 4. Where? attend this event every year from all around the state UNE Campus, Tamworth, Brisbane, Sydney, Gunnedah, Wagga, and many from small schools. 30
Title Description and objectives Progress achieved Expenditure ($) Western Sydney. • Campus Visits are an important part of our Outreach and Engagement. We are often approached by schools and individuals for a tour of the University. We always endeavour to connect these visits to a meeting with an academic as well. • Property Planning Competition Northern NSW is a competition where students are able to use their skills in science, maths, agriculture etc to plan a property improvement process while working with teams. We connect with 20 high school students at this event. We then host the awards ceremony in our stand at Agquip and this brings the students and their parents to our stand.
Title: Boosting STEM 1. What was done? • Developed an online program of self-guided modules in 1) HEPPP funding Literacy Development of Boosting Science Pathways Course for students scientific literacy to assist low SES students who are $57,531 made offers to UNE science and Agriculture courses offered a place in an UNE STEM course transitioning 2) Other funding ☐Partnership activities (outreach) • The development and delivery of a pilot learning tool to both directly from secondary education and from other Nil improve STEM literacy by developing and delivering a life and occupational experiences. ☐Inclusive entry processes module-based online Science Literacy program for aspiring Transition programs (prior to commencing course) and current low SES students • Key issues in transition to UNE science courses were ☒ (first year focus of students transitioning to STEM courses identified through a survey to first year teaching staff ☒Academic preparation with limited discipline knowledge e.g., rural and regional in the Science Schools (S&T and ERS). Academic Staff areas, low SES backgrounds); have been identified as lesson designers for the Mentoring, peer ☐ • Identify key concepts about the nature of science required project. Lesson topics have been categorised, and support, tutoring to support student engagement during pre-enrolment outlines prepared for each module. Media support Programs for parents ☐ through consultation with STEM educators/academics; personnel were employed for producing video content Monitoring student ☐ • Identify LMS and/or platform appropriate for a science for introductory material and the lessons. Analysed progress literacy program that enables change and growth over and collated data identified common gaps and ☐Administering student time through benchmarking other models and current misconceptions from students in first year science scholarships initiatives for student engagement at UNE; units. ☐Institutional • Determine how to prioritise engagement from potential scholarships students offers for STEM courses to those from low SES • The Open Learning (openlearning.com) platform was ☐Research and locations. used to deliver four lessons designed as part of the monitoring Boosting Science Literacy program (re-badged as ☐Access and 2. For which groups? Boosting Scientific Pathways). These were trialled with Participation Plan 2019 Early entry offers for low SES high school students to courses in potential UNE low SES students who were made early the Schools of Science and Technology and Environmental & offers (November/December 2019) to courses in the Rural Science. Schools of Science & Technology and Environment & Rural Science. 31
Title Description and objectives Progress achieved Expenditure ($) 3. Why? We aimed to provide prospective and current low SES students From Early Offers in 15th Nov 2019 until December with an essential ‘toolkit’ of skills, knowledge and 2019, there were 47 participants in the course, of understanding that are useful for accessing, interpreting and which 27 accepted offers and 3 deferred offers prior to responding to scientific thinking prior to embarking on their 21st Dec 2019. The basis of admission for 72% of these discipline specific science journey at UNE. participating students was from School Recommended Early Entry. 4. Where? Online delivery. Title: UNE Industry 1. What was done? • Developed a website for the Industry Connect project 1) HEPPP funding Connect The UNE Industry Connect program aims to connect low SES to showcase the project and to enable us to showcase $45,000 ☒Partnership activities UNE students with Industry. job opportunities, workshop availabilities and our 2) Other funding (outreach) podcast series; Nil ☐Inclusive entry 2. For which groups? • Set up the podcast equipment to enable start of the processes In this program we are working with low SES students who are podcast series in 2020. This series will be talking to ☐Transition programs reaching the end of their degree. University graduates in regards to their career paths to ☐Academic showcase to graduates the type of career paths preparation 3. Why? available to them; ☒Mentoring, peer The students we are working with are low SES students in the • Established a steering committee to work with the support, tutoring last two years of their degree and are looking for direction in program. The committee includes academics, industry ☐Programs for parents their career opportunities. and UNE alumni;
☐Monitoring student • Reached out to a number of industry to establish our 4. Where? progress data base of opportunities for our students; Industry Connect activities to be run on campus and online. ☐Administering • Established connections with a number of industry and student scholarships experts to deliver the series of workshops to teach our ☐Institutional low SES students job ready skills such as wage scholarships negotiation, how to prepare for a first job, interview ☐Research and skills, people skills and more. monitoring ☐Other ☒ Access and Participation Plan 2019 Title: Oorala Experience 1. What was done? A total of 132 students attended the Four Experience 1) HEPPP funding Days During 2019 Oorala Aboriginal Centre delivered 4 Days from schools across the New England including: $40,000 ☒ Partnership activities Experience Days to local and regional Aboriginal and Torres • Armidale Secondary College 2) Other funding (outreach) Strait Islander students from low socioeconomic • New England Girls School ☐ Inclusive entry backgrounds. The Experience Days were supported by the • BackTrack processes Faculty of Medicine and Health (M&H), the Faculty of • Guyra Central School ☒ Transition programs Science, Agriculture, Business and Law (SABL) and the • McCarthy Catholic College 32
Title Description and objectives Progress achieved Expenditure ($) ☒ Academic School of Education. Each day had a specific focus and were • Inverell High School preparation targeted to the following: • Walcha Central School ☒ Mentoring, peer In addition students also travelled from support, tutoring • Experience Day 1 - Environmental Rural Science & outside the New England district ☐ Programs for parents Chemistry (ie:Bellingen High School). ☒ Monitoring student • Experience Day 2 – Business & Law The survey response showed that the students and progress • Experience Day 3 – Health & Medicine teachers had a much better understanding about UNE and ☐ Administering • Experience Day 4 – Stem Punks what alternative pathways are available to them. student scholarships ☐ Institutional The range of activities available to participants throughout all Experience Day 1 – Environmental & Rural Science & scholarships Experience Days included: Chemistry ☐ Research and • Visits to undergraduate lectures; • 22 students attended the Science & Chemistry monitoring • Hands-on tutorials, presentations, ☐ Other demonstrations and practical sessions; Activity A – Environmental & Rural Science Brooke Kennedy, an Aboriginal PhD Scholar and Academic ☒ Access and • Opportunities to speak to current university with the School of Rural and Environmental Science (SABL) Participation Plan 2019 students about what university life is like; • Targeted workshops providing information on a at UNE, facilitated a hands on practical based on her PhD nominated range of degree options and studies (relating to the management of domestic cat and pathways; dogs in remote Aboriginal communities). This included • Course and study advice; Brooke providing the necessary information and protocols • Alternative pathways into University. around safety in the Science lab, giving some of her personal background and detailing some of her 2. For which groups? achievements since coming to UNE, as well as explaining The 2019 Youth Leadership Program remained focused on some of her current research. low-SES Aboriginal and Torres Strait Islander high school The practical session featured students measuring the students from across Australia. cranial dimensions and studying the dental formulae of Canid skulls to determine whether they were domestic dogs 3. Why? or Australian dingoes. Discussions centred on relating the The aim of this project was to run 5 one-day programs cranial morphology of individual canids with their aimed at Indigenous high school students that would: adaptation and survival in particular ecological niches. • Increase awareness of higher education pathways; Throughout, students were made aware of how human • Increase awareness of diverse opportunities and activity can upset the balance of ecosystems and favour associated careers; introduced species. • Connect school-based learning to careers; • Inform aspirations and understanding of university Activity B – Chemistry life; Dr Erica Smith, Senior Lecturer in Chemistry in the School of • Extend student expectations of the ability to Science and Technology (SABL), engaged students in a complete a university course; and hands on experiment in which they synthesized aspirin • Provide hands on experience of University study from its constituent chemicals. Students were challenged to 33
Title Description and objectives Progress achieved Expenditure ($) work out the percentage yield of their reaction [It turns out 4. Where? that, for every 1 mole of salicylic acid they start with, they All four experience days were conducted at UNE’s Armidale should produce 1 mole of aspirin]. The experiment campus. The STEM PUNKS day was held at Armidale Bowling demonstrated to students how to select and use Club, Armidale. appropriate equipment, including digital technologies, to collect and record data systematically and accurately. Importantly, this experiment features in 1st Year UNE Chemistry and the Aboriginal and Torres strait Islander High School students that participated were engaged, challenged and successful in their conduct and analysis of this experiment.
Student comments and responses on what they gained from the day included: •“A lot of things to help me and other students to get to UNE and finish Year 12” •“Different types of Sciences and research projects” •“Potential careers about what I can do, a little more on what UNE can offer me and what it will be like.”
Experience Day 2 – Business & Law • 21 students attended the Business & Law Activities including: - A visit to the Moot Court to learn about studying Law at UNE and a short lecture about the career paths that are open to those who complete a Law degree. - Welcome from a first year advisor for UNE Law & Business School. The students learnt what it is like to be a first year student in study at UNE. - A Session on experiencing a Law Class with a senior Lecturer in the Law School.
Activity A – Law at UNE • Primary objective to make students familiar with the study and practice of law and to show that it is an option available to them.
The students had a welcome from 1st year Advisor for UNE Law & Business School, Ms Nola Holmes. Nola advised the students on her role in assisting undergraduate on-campus 34
Title Description and objectives Progress achieved Expenditure ($) students in their first Year of study. Paul Akon, a senior lawyer with over 35 years of experience practice and 13 years as a UNE Law School lecturer, conducted a Moot Court Tour, explaining to the students where everyone was positioned and the processes of the court. Paul Sattler, a practicing lawyer and UNE lecturer who teach in Equity and Trusts, and Succession Law, spoke of his personal experiences in practicing law. Julia Day, a Senior Lecturer in the Law School, who teaches both tort law and medical law, gave insights into the day to day of attending lectures in law at UNE.
Activity B – Business at UNE • Primary Objective to have students explore the steps to starting a new business and become the next generation of entrepreneurs and change makers.
The afternoon session was with Ed Lefley who has Bachelor and Master’s degrees in economics, and is now researching how universities relate to the needs of the surrounding regions for his PhD. Ed led a brainstorming workshop with the students about what they could do to develop and succeed in a local business.
Title: Oorala Youth 1. What was done? The Oorala Youth Leadership program successfully hosted 1) HEPPP funding Leadership Camp Continuing on the success of previous years, the 2019 Oorala 132 ATSI students in 2019. These students attended from $180,000 ☒ Partnership activities Leadership Camps focused on drawing attention to the over 28 Schools across NSW, including two schools that had 2) Other funding (outreach) educational opportunities, and pastoral supports that UNE previously not participated. At each camp students are $113,654 ☐ Inclusive entry offers to young Aboriginal & Torres Strait Islander students, accompanied by their local Indigenous high school teachers ISSP Funding processes particularly those from regional, remote and low socio and/or Aboriginal Education Officers. (Indigenous Student ☒ Transition programs economic backgrounds. It also continued to foster connections Support Program) ☒ Academic between the UNE–Oorala Aboriginal Centre and Aboriginal and The Core Values of the program: preparation Torres Strait Islander communities across NSW and beyond. • Leadership ☒ Mentoring, peer Each camp operated over three days at the UNE Armidale • Learning support, tutoring campus. The camps provided high school students with an • Culture ☐ Programs for parents introduction to university life, and exposure to a wide range of • Wellbeing courses and career options, personal development and other ☒ Monitoring student life skills sessions, as well as fitness education and Aboriginal progress Camp Years Participants Torres Strait Islander culture. Senior Girls Years 11 & 12 38 35
Title Description and objectives Progress achieved Expenditure ($) ☐ Administering Senior Boys Years 11 & 12 18 student scholarships Camp 1 – Senior Girls, May, 22–24 (Years 11 & 12) Junior Boys Years 8 to 10 39 ☐ Institutional Camp 2 – Senior Boys, June, 26–28 (Years 11 & 12) Junior Girls Years 8 to 10 39 scholarships Camp 3 – Junior Boys, September, 18–20 (Years 8 to 10) ☐ Research and Camp 4 – Junior Girls, October, 30–31 & November 1 (Years 8 monitoring to 10) Attendance at the 2019 Leadership Camps has resulted in ☐ Other the following offers and/or applications for study at UNE: ☒ Access and 2. For which groups? • 8 Principal recommendations The 2019 Youth Leadership Program remained focused on low- • 2 x TRACKS Participation Plan 2019 SES Aboriginal and Torres Strait Island high school students • 2 x Bachelor of Education from across Australia. • 1 x Bachelor of Criminology • 1 x Bachelor of Biomedical Science 3. Why? The aim of this project was to run 4 x three-day programs Other outcomes from students included: aimed at Indigenous high school students Indigenous students • Four students achieved Traineeships for 2020 including from low-socio economic backgrounds that would: Pharmacy, Banking, and Carpentry • Increase awareness of higher education pathways; • Offers from other Universities • Increase awareness of diverse opportunities and associated • One student offered formal entry into the Defence Force careers; • Participants reported achieving local employment e.g. • Connect school-based learning to careers; Priceline Chemist, NAB Banking, KMART. • Inform aspirations and understanding of university life; and • Extend student expectations of the ability to complete a The Schools that attended across the four Camps included: university course. • Armidale Secondary College • Macintyre High School, Inverell 4. Where? • Moree Secondary High School All four camps were conducted at UNE’s Armidale campus with • NSW TAFE, Armidale the students being accommodated at Austin College and St • St.Gregory’s College, Sydney Alberts College. • Tamworth High School Also trips to Nanyapura Boxing Program – for a Community • Uralla Central School Boxing Session. • Glen Innes High School • Gunnedah High School • Kempsey High School • McCarthy Catholic College (Tamworth) • Melville High School (Kempsey) • Moree Secondary High School • NBSC Mackellar Girls School, Sydney • New England Girls School • Tamworth High School • Uralla Central School • Walcha Central School 36
Title Description and objectives Progress achieved Expenditure ($) • Walgett Community College • BackTrack Youth Works • Bellingen High School • Bundarra Central School • Dorrigo High School • Gilgandra High School • Nambucca Heads High School • Quirindi High School • Buladelah Central School • Lightening Ridge High School Total = 28
Workshops conducted at the Camps included: • Leadership & Core Values • Career Development • Getting to know you • How role models affect us • Our actions Have consequences • Cultural Dance • Mindfulness • The easy way or the hard way • Planning for your future • HSC Booster • TAFE • Defence Force
• Information Sessions: • Yarning Circle • Professional & Student Panel • Dreams & Goals • Healthy Habits
Lectures Included: • Pathways in University - TRACKS • Sports Science • Drama & Theatre • Health & Nursing • Agriculture • Science • Business & Law 37
Title Description and objectives Progress achieved Expenditure ($) • Natural History Museum •Early Education
Hands on experiences included: • Barkindji Warrior Session • Nanyapura Boxing Program – Community Session • Sports performance Session • Teamwork •Exploring Culture Session
Leadership Camp Success: External recognition including: • Finalist - Australian Financial Review Higher Education Award • Media coverage & Social Media stories Relationship Building & Community Engagement: • Reconnecting with Naomi Moran, editor of the Koori Mail • Jasmine Russell, attendee of Leadership Camp in 2018 now studying Social Work at UNE coming back as a mentor to camps. • Panels and Yarning circles, great responses building relationships with community and UNE • Building stronger relationships with remote schools Operational Improvements: • Enhanced timetabling and organisational flow much better • Environmental Science session
Student Growth: • Enhanced student connection with UNE community • Watching students grow over the 3 days – strength, confidence • Cultural identity, connecting with culture • Watching the students take on Leadership roles • Students showing Leadership qualities.
Title: 1. What was done? We invited 6 scholars to participate in the program. All 6 1) HEPPP funding 38
Title Description and objectives Progress achieved Expenditure ($) Indigenous This project identifies high achieving Aboriginal and Torres accepted our invitation. Of these, 5 were able to $8,000.00 Scholar/TRACKS Peer Strait Islander students in a range of undergraduate programs participate in our on-campus intensive 2 day event – 2 male 2) Other funding Support Program at UNE. These students are invited to mentor students in the and 3 female students. Nil ☐Partnership activities TRACKS program and build a community of practice around (outreach) successful study at university. Scholars worked with: ☒Inclusive entry To identify our scholars they needed to meet the following Of the 33 TRACKS students, 7 Continuing and 6 processes criteria: Commencing students were able to travel to attend the ☒Transition programs • Have completed a minimum of 96 Credit Points and program. Over the course of Trimester 2 Scholars will work ☒Academic commenced study at least 2 years ago with all 33 on several occasions via ZOOM and regularly preparation • Maintain a GPA of 5.5 and above catch-up via a Facebook group. ☒Mentoring, peer • Include a balance of male and female students th support, tutoring • Have no more than 2 scholars from the same degree Across July 3-4 we ran an on-campus intensive 2 day event ☐Programs for parents program to provide an orientation to the program and professional development activities. Scholars were able to meet with ☐Monitoring student Study areas of these students/scholars: continuing and commencing TRACKS students and work progress • Health Practice/Community Services with them as they prepared for study in Trimester 2, 2019. ☐Administering • Social Work Day 1: Scholars joined with tutors working on the Targeted student scholarships • Agriculture Tutorial Assistance Program for one day of professional ☐Institutional • Arts/Science development activities with Educational Consultant Dr Kate scholarships • Education (K-12 Teaching) Bricknell. ☐ • Science Research and Activities included: monitoring • Working as a mentor ☐Other Scholars receive professional development opportunities and • Speaking in public ☒ earn points towards the New England Award. Access and • How to present yourself Participation Plan 2019 Scholars are linked with the TRACKS Tertiary Preparation Day 2: Program students – a Foundation Studies course for Aboriginal Scholars met with commencing and continuing TRACKS and Torres Strait Islander students who are hoping to students. commence undergraduate study at UNE, but who do not have Activities included: the necessary qualifications for direct entry, or who wish to • Each scholar prepared and presented a 10-15 minute spend time becoming orientated to the tertiary learning presentation to TRACKS students, outlining their study environment. areas and strategies for successfully combining study and family/community commitments • Scholars assisted continuing students to prepare and 2. For which groups? plan for Trimester 2 study, organise textbooks and Aboriginal and Torres Strait Islander high achieving students at discuss approaches to study on a one-to-one basis. UNE. • Social networking dinner function which included Aboriginal and Torres Strait Islander student admitted to the scholars, commencing and continuing TRACKS TRACKS program. students, academic and support staff.
Many of these students come from low-SES backgrounds. Scholar surveys post the 2 day intensive on-campus activity 39
Title Description and objectives Progress achieved Expenditure ($) provided the following feedback: 3. Why? • I felt very privileged to be asked to be a part of the The Indigenous Scholars/TRACKS Peer Support Program aims to program recognise the many high achieving Aboriginal and Torres Strait • I felt proud that someone acknowledged my successes Islander students at UNE. even when I had not • I was excited by the opportunity to be part of this Linking models of success with students commencing their program, and honoured to be recognised for my tertiary study journey in the TRACKS program allows for real achievements and authentic learning and sharing to take place. Our aim is for • I tend to play down my academic success though aware TRACKS students to see themselves in each scholar’s of it. It is nice to be acknowledged though in the experience and know they too can succeed in this space. academic domain • No, before I didn't see myself as high achieving and The scholars’ knowledge and experience of tertiary education is didn't take my successes as being overall important or a powerful tool which is harnessed to assist those Aboriginal something to feel proud of. Since participating in the and Torres Strait Islander students at the beginning of their program, I met many people who made me realise that university journey in the TRACKS Tertiary Preparation Program my achievements have not only made a difference in my life but could make a difference in others. 4. Where? • Definitely changed my perception of myself through The 2 day intensive on-campus event and the end-of-year this experience. I wasn't even planning on going to event were both held at the Oorala Aboriginal Centre, graduation prior to this program, the support and University of New England. acknowledgement I received participating in this program created a positive recognition for my achievements so far.
End of year on-campus activity At the end of the year we funded scholars to travel on- campus and participate in a ceremony which closed the 2019 program, saw the completion of TRACKS students from the TRACKS Tertiary Preparation Program; and recognised the participation and input from our 2019 Indigenous Scholars
• 5 scholars attended our end-of-year on0-campus activity along with 6 of our 7 completing TRACKS students. • This activity was a celebration of the program and the strong peer relationships which were developed across 2019.
Title: Removing Barriers 1. What was done? The project assisted the progression and retention of low 1) HEPPP funding 40
Title Description and objectives Progress achieved Expenditure ($) to Access Bursaries The Removing Barriers to Access Bursaries project aims to SES UNE students by providing financial support and $447,000 ☐Partnership activities provide bursaries to UNE low SES Students to improve their reducing financial burden, facilitating successful outcomes. 2) Other funding (outreach) experience and outcomes at UNE. The project has been Student progression has been tracked over trimesters, and Nil ☐ designed to assist with initial and ongoing expenses associated outcomes are monitored and recorded to evaluate project Inclusive entry with undergraduate education. These expenses can include, success. processes ☐ but are not limited to: Transition programs ☐Academic • Text Books For each trimester, a process was undertaken to identify all preparation • Internet connection costs Low SES students studying at UNE at that time to provide ☐Mentoring, peer • Unit specific resources (i.e. software or specialist the base group eligible for Removing Barriers to Access support, tutoring equipment) Bursaries: ☐Programs for parents • Software to assist with study ☒Monitoring student • Costs associated with intensive school participation Book Voucher Bursary Book vouchers were purchased to the value of $600 each progress such as travel, childcare, accommodation from the UNE Life Campus Bookshop to be distributed in ☐Administering • Costs associated with work integrated learning and 2019 to Low SES Students. student scholarships placements such as travel, childcare, accommodation T1 Book Voucher Bursary: offered 114 Low SES students a ☒Institutional $600 Book Voucher bursary, with 84 acceptances for use on scholarships It will be up to the student to decide how best to use these purchasing textbooks, uniforms and other resources. ☐Research and funds to assist in their studies, contributing to their ability to continue education at UNE. T2 Residential Colleges Book Voucher Bursary: the UNE monitoring Residential Colleges identified low SES College students ☐Other 2. For which groups? who were ‘at risk’ or ‘in need of assistance’ to remain ☒ Access and For UNE Low SES Students, including low SES and Indigenous, enrolled in T2 2019. 53 Low SES students were identified Participation Plan 2019 low SES with disability, low SES and in regional, rural and and offered a $600 Book Voucher bursary, with 44 remote areas, throughout all stages of the university lifecycle, acceptances for use on purchasing textbooks, uniforms and particularly progression and retention. other resources.
3. Why? Removing Barriers to Access Cash Bursary Aimed at improving performance for low-SES students, T2 Residential Colleges Cash Bursary: In May 2019, the UNE removing some of the financial barriers associated with tertiary Residential College identified low SES College students who study and to encourage students to remain enrolled in their were ‘at risk’ or in ‘need of financial assistance’ to remain studies. enrolled for T2 2019. 66 Low SES students were identified and offered a $1500 cash bursary, with 62 acceptances for 4. Where? use on ongoing expenses associated with undergraduate This project has targeted Low SES students on campus and degree. online currently studying at UNE and those within our colleges T2 $1500 Cash Bursary: Offered 200 Low SES students a who have been recognised by Heads of Colleges as ‘at risk’ or in $1500 cash bursary, with 160 acceptances for use on ‘need of assistance’. ongoing expenses associated with their undergraduate degree. T3 $1500 Cash Bursary: Offered 150 Low SES students a $1500 cash bursary, with 76 acceptances for use on 41
Title Description and objectives Progress achieved Expenditure ($) ongoing expenses associated with their undergraduate degree.
In total for 2019, 583 students have been offered financial assistance through this project, and 426 students have accepted a Removing Barriers to Access Bursary. A Qualtrics Survey has been distributed to students and feedback has been obtained and analysed to determine the benefits, improvements and the overall success of the Bursary.
The 2019 Removing Barriers to Access Cash Bursary recipient outcomes have been tracked to reveal 84.46% of the cohort have remained enrolled throughout 2019 and into 2020:
Surveys distributed after each trimester to bursary recipients showed on average across the bursaries: • 98% of low SES students found the bursaries assisted with their studies • 73% of low SES students were enabled to continue study into the next trimester after receiving the bursary • 89% of low SES students have intentions to continue studies • 93% of low SES students found the bursary value to be sufficient to make a difference.
Feedback from surveys include: “I felt less stressed about buying text books I couldn’t afford.”
42
Title Description and objectives Progress achieved Expenditure ($) ‘As an external student this money helped with internet, electricity, text books, stationery and also supplemented income from needing days off to study/prepare assignments. It also assisted with travel costs to my nearest local uni campus (one hour away) to use the library for research and study’
‘The motivation and acknowledgement provided by the bursary assists in achieving good results. Students are willing to put the effort in if their work and dedication is respected.’
‘I am a full-time working mum of 2, so have used it towards paying for days off work to study.’
‘I greatly appreciated the bursary and I really cannot thank UNE enough. The bursary took a lot of mental pressure off for me, without which I do not believe that I would have been able to make it through the trimester.’
The data outcomes and survey feedback will be used to inform further planning for HEPPP bursaries.
Title: Collaboration 1. What was done? The Collaboration Skills Development Project has 1) HEPPP funding Skills Development Collaboration Skills Development project is an attainment & completed a number of key activities including: $276,980 Project transition out project. The project aims to generate a • Online tool research and engagement 2) Other funding ☐Partnership activities framework and materials based on FYA job cluster theory, • Analysis and defining project approach Nil (outreach) online tool, website and workshops delivered to UNE Low SES • Development and sign off of framework and online ☐Inclusive entry Students with feedback loop and benefits realisation. tool processes • Micro-credentialing discussion ☒Transition programs 2. For which groups? • Content development ☐Academic UNE Low SES students. • Platform development commenced preparation • Workshop planning commenced. ☐Mentoring, peer 3. Why? support, tutoring The outcomes for this project are to assist UNE low SES Resourcing on this project became an issue in the final ☐Programs for parents students to have improved collaboration skills, including quarter of the year, which resulted in the stalling of the teamwork and interpersonal skills, “soft skills” and ☐Monitoring student project. The project will be re-visited in 2020 to understand competencies such as problem solving, critical thinking, 43
Title Description and objectives Progress achieved Expenditure ($) progress communication and leadership through knowledge of job the status and perhaps complete the work. ☐Administering cluster skills scaffolding, to assist post-graduation career student scholarships opportunities and ensure work-ready graduates. ☐Institutional scholarships 4. Where? ☐Research and Delivery will be online to both on campus and online low SES monitoring UNE students. ☐Other ☒ Access and Participation Plan 2019 Title: UNE Careers 1. What was done? Following licencing of the Abintegro Platform, rebranded 1) HEPPP funding Toolkit The UNE Careers Toolkit the Careers project aims to integrate UNE Careers Toolkit, 2019 was the first year of the licence. $76,521 ☐Partnership activities career readiness skills into the student journey at UNE for low The aim was to promote the program to UNE’s low SES 2) Other funding (outreach) SES students. In this implementation and embedding phase, the students and build specific programs within the platform, Nil ☐Inclusive entry project team will work with UNE faculties and schools to build for students to pilot. processes learning programs within the platform, to deliver in a pilot to ☒Transition programs UNE low SES students. Three (3) key approaches were identified to promoting the ☐Academic UNE Careers Toolkit to low SES students and piloting preparation 2. For which groups? programs within the toolkit: ☐Mentoring, peer For UNE Low SES Students, including low SES and Indigenous, 1. Identifying units of study with high numbers of low SES support, tutoring low SES with disability, low SES and in regional, rural and students (20% +) and piloting the program to students, ☐Programs for parents remote areas, throughout all stages of the university lifecycle, asking them to provide feedback via a survey. This would particularly TransitionOUT. involve collaborating with schools/faculties/academics. ☐Monitoring student 2. Introducing the program to HEPPP Bursary recipients progress 3. Why? (low SES students) in T2 & T3 2019, asking them to pilot ☐Administering The project aims to provide career and employment support, the program and provide feedback via a survey. student scholarships for low SES students throughout their studies and as they 3. Promoting the UNE Careers toolkit generally at UNE, to ☐Institutional transition to employment. The UNE Careers Toolkit platform raise awareness about the program. scholarships will deliver targeted programs connected to faculties/schools ☐ Research and to enhance this support. Processes and programs will be Project activities undertaken to implement and embed UNE monitoring written and continually delivered for the best use of the Careers Toolkit programmes: ☐ Other platform for low SES students at UNE. - UNE Stakeholder engagement was undertaken with the ☒ Access and nine (9) UNE Heads of School to gain support and Participation Plan 2019 4. Where? identify unit coordinators to ‘champion’ the UNE The pilot was conducted online with UNE Low SES Students, Careers Toolkit. specifically piloting to students within UNE - 8 Trimester 2 Unit Coordinators within the Schools of faculties/schools/units. The pilot also targeted HEPPP Bursary Business, Law, Health, and Humanities, Arts & Social recipients, asking them to access the Careers Toolkit & provide Science engaged to collaborate and pilot the program feedback via a survey. within their units The UNE Careers Toolkit platform is accessible for all UNE - “Career Foundations” programme developed to include 44
Title Description and objectives Progress achieved Expenditure ($) students, in any location, via the UNE website and mobile app. targeted activities such as articles, videos and interactive presentations and focusses on areas to assist students to build basic career skills including: #skillgoals, Networking & Etiquette, Wellness & Resilience, Work Experience and Communication Basics - Presentations to students within lectures (on campus and online) were undertaken to inform of UNE Careers Toolkit and links were set up from the UNE Website and LMS Moodle - Career Foundation delivered to target unit low SES students and feedback surveys collected: Key Highlights, insights & feedback from Survey Responses: o 42% indicated they would recommend the program to other students o Only 42% had heard about the program before piloting the program within their subject. o Student feedback: “It should be included as a mandatory unit before completing the degree as it offers a range of useful resources.” - Career Foundation delivered to UNE low SES Bursary students and feedback survey collected: Key Highlights, insights & feedback from survey responses: o 78% of students indicated they were likely to recommend the program to other students o 71% indicated they are interested in careers information/resources o 92% indicated they would find the UNE Careers Toolkit useful during their studies (i.e. the resources are relevant and informative) o “It is definitely an extremely valuable resource and should be made compulsory for all students. I will be going back to this later to look at the resources further.” o “This is a good resource as many students are set up to fail after Uni, as they aren’t provided with effective work preparation resources.” o “This is a great resource that will be valuable when it’s time to get a job.” 45
Title Description and objectives Progress achieved Expenditure ($)
Project Activities undertaken to promote the UNE Careers Toolkit to low SES students/UNE students include: - Communications added to UNE LMS, UNE School newsletters; - UNE Marketing created a poster to promote the toolkit - The Project team presented at a UNE School meetings - Communications via various UNE social media channels, such as UNE Library, UNE Law School, UNE Student Support, UNE Residential Colleges (e.g. Robb College) - Feature in the UNE Student Support “Insiders’ Guide”, student Blog - Presentations to Residential Colleges and Residential Colleges Academic Leadership Training by the Project Manager
UNE Careers Toolkit Activity Report - July 2019 UNE Careers Toolkit Usage report showed 790 users, 2,074 logins, 1,037 activities undertaken during July 2019 o December 2019 usage report showed:, 1,141 Users, 3,671 logins, 15,786 Activities, with 1,338 activities in November and 986 activities undertaken in December o January 2020 usage report (data 21 Nov-01 Feb) showed 1,218 Users, 3,929 logins, 16,719 Activities.
The activity reports July 2019- January 2020 indicate project activities achieved the outcome of embedding and promoting the program shown by students accessing the platform and its’ programmes. The data indicates increased usage and user logins increased throughout 2019 into early 2020, with the project funding ending 31 December 2020.
By piloting the UNE Careers Toolkit in units of study with 20% low SES students and promoting the program to HEPPP Bursary students, alongside wider publicity of the program, the project has met its’ objectives to integrate career 46
Title Description and objectives Progress achieved Expenditure ($) readiness skills into the student journey at UNE for low SES students.
Title: Pilot HEPPP Tutor 1. What was done? PASS Supervisor accreditation delivered by UoW was 1) HEPPP Funding Office for UNE Low SES The UNE Participation Stage project, HEPPP Pilot Tutor Office undertaken by five Academic Quality Staff to enable: $23,911 Students for Low SES Students involves the UoW Peer Assisted Study - Analysis of the PASS program and its’ fit at UNE 2) Other funding ☐Partnership activities Sessions (PASS) as a delivery program. PASS Supervisor - Defining and approval of project approach Nil (outreach) accreditation delivered by UoW was undertaken by five - PASS@UNE Program design and approval ☐Inclusive entry Academic Quality Staff to enable analysis, defining of project - Set up PASS@UNE Framework processes approach, UNE PASS program design and approval, training and - UNE Stakeholder engagement ☐Transition programs pilot delivery and feedback loop. - PASS@UNE software and premises research ☐Academic - PASS@UNE PASS Leader training documentation and preparation 2. For which groups? scheduling ☒Mentoring, peer The Pilot will be run for high risk units with the greatest - PASS@UNE Pilot delivery and feedback loop support, tutoring numbers of low SES students. documentation and scheduling. ☐Programs for parents 3. Why? The PASS@UNE Pilot will commence delivery in T1 2020. ☐Monitoring student Student feedback has indicated the need for tutor support and progress the PASS program can be run effectively across an institution. ☐Administering This initiative is supported by the Regional Universities Network student scholarships (RUN) submission for the National Regional, Rural and Remote ☐Institutional (RRR) Education Strategy framing paper. scholarships
☐Research and 4. Where? monitoring The PASS Pilot will be run as on-campus and online sessions ☐ Other through trained student PASS Leaders out of the Academic ☒ Access and Quality Directorate, Armidale. Participation Plan 2019 Title: Residential 1. What was done? 48 students were provided with support from this program. 1) HEPPP funding Colleges: Low SES The main objective of this project was to assist vulnerable low Of the 48 students supported, we were able to retain 42 $76,745 Support and Retention SES students struggling financially in the following areas: students within the residential system to either complete 2) Other funding Program - Academic their degrees or return in 2020 to continue their studies. Nil ☐Partnership activities - Medical (outreach) - Wellbeing For the duration of the project we have identified ☐Inclusive entry - IT/Communications residential costs as the most stressful and expensive issue processes - Transport for our internal students. Rental assistance was by far our ☐Transition programs most requested support option. We have also been able to ☐Academic Student needs were assessed by eligibility criteria to ensure provide our successful applicants with a follow up wellness preparation they met the project requirements. Once deemed eligible, the pack, which provided another avenue to check in and see ☐Mentoring, peer student was allocated: how they are travelling after receiving the support. A 47
Title Description and objectives Progress achieved Expenditure ($) support, tutoring - Financial assistance for approved products/services (eg comment from a student who recently received support: ☐Programs for parents practical accomm, medical costs etc) “This program is amazing and can assist so many people ☐Monitoring student - Financial assistance for other services who desperately need it. I want to thank the University for progress A timely response is required in this project to ensure early all its help.” ☐Administering intervention and enhanced student wellbeing, leading to student scholarships retention. ☒Institutional scholarships 2. For which groups? ☐Research and Low SES UNE Undergraduate Students: Domestic, Living at a monitoring UNE College, Students with financial hardship ☐Other 3. Why? ☒ Access and - Early intervention to reduce the likelihood of increased Participation Plan 2019 mental health problems, psychological distress and impacts on student capacity to study at best level - Enhanced wellbeing for vulnerable students and increased self-esteem, reducing the risk of adverse coping behaviours (i.e. binge drinking) - Assist more at-risk residential students in a timely manner by targeting appropriate services and products that are pre-defined and easy to deploy - Improve academic outcomes for residential at-risk low SES students at the end of Trimesters 1 and 2 2019 - Increase progress for residential at-risk low SES at the University through to completion - Increase retention rate of residential at-risk low SES at UNE - Increased understanding of residential at-risk student needs
4. Where? - UNE Residential Colleges, Armidale
Title: Regional Outreach 1. What was done? Low SES Students used the facilities available at each of the 1) HEPPP funding ☒Partnership activities Provision of access to and use of the Regional Study Centres, Regional Study Centres, which include computers, internet, $272,315 (outreach) which offer flexible learning options to those low SES Students tutorial rooms and quiet study areas, video conferencing 2) Other funding ☐Inclusive entry who wish to study or extend their qualifications and stay within and printers at no cost to them. Providing access to these Nil processes their community, work or home environment. facilities allows our low-SES students to be equipped with ☐Transition programs all the technology that is required to be successful at ☐Academic 2. For which groups? university, without having the burden of the associated preparation UNE Low SES Undergraduate Students costs. 48
Title Description and objectives Progress achieved Expenditure ($) ☐Mentoring, peer The Centres also provide information to low-SES students support, tutoring 3. Why? about study programs, course details, degree information, ☐ Providing these facilities, staffing them and having them Programs for parents and student support services. ☐Monitoring student available to students to use as they need ensures that the low- progress SES background students who utilise them, are given the best ☐Administering support to succeed at university. student scholarships ☐Institutional 4. Where? scholarships UNE Regional Study Centres ☒Research and monitoring ☐Other ☒ Access and Participation Plan 2019 a) Total Participation component allocation for 2019 $3,771,424.55 b) Total Participation funds spent on Participation activities $3,613,816.00 in 2019 c) Total Participation funding unspent in 2019 (a-b) $157,608.55 HEPPP Participation Component - 2019 Data Summary
DATA SUMMARY
Please provide final figures for 2019 for each type of activity in the table below. The count of the number of staff/students/schools against each activity should not be the number of contacts made but rather the number of individual staff/students/schools that participated.
ACTIVITY TYPE – Equity Number of Primary Secondary University School University Primary Secondary Other Other TOTALS Initiatives Framework: Activities School School Students Staff Staff Schools Schools TAFE Members of activities Students Students Staff/ public / Young Questacon adult Staff/Industry students: Partners
49
DATA SUMMARY
Please provide final figures for 2019 for each type of activity in the table below. The count of the number of staff/students/schools against each activity should not be the number of contacts made but rather the number of individual staff/students/schools that participated.
Aspiration raising – pre- entry university 85 1135 11851 259 600 261 53 1225 2 28 15414 experience
Aspiration raising – non- 100 6787 4360 355 20 71 18 35 50000 61646 university experience
Careers advice 30 338 2 40 64 444
Mentoring, peer support 63 1400 2693 82 91 101 8 18 35 4428
Academic 21 120 41 40 64 18 283 preparation/support
Professional 1 12 13 development
Parent/community 7 113 50 163 information/support
Other outreach 9 519 775 15 58 4 68 1439
Pre-university 17 113 6 40 159 qualification pathway
Foundation programs for 1 16 10 26 extra academic skills
Inclusive entry process 8 113 2 40 145
50
DATA SUMMARY
Please provide final figures for 2019 for each type of activity in the table below. The count of the number of staff/students/schools against each activity should not be the number of contacts made but rather the number of individual staff/students/schools that participated.
Orientation programs
First year transition 2 3495 50 3545 programs
Scholarships 5 426 426
Inclusive course 2 56 56 design/pedagogies
Alternative exit programs 2 188 3 191
Monitoring student 9 20 2010 57 16 2103 progress
Employment support – 10 990 42 51 1083 pre-completion
Employment support – post-completion
Monitoring/evaluation
Research 8 8 1 9
Enhancing program 1 5 5 implementation
TOTALS 381 9322 29562 8304 1271 799 132 1265 174 50080
51
52
DECLARATION
I declare that:
• I am authorised by the university to sign this Declaration on its behalf, and • to the best of my knowledge, the information that I have provided in this Progress Report for the Higher Education Participation and Partnerships Program Participation Component 2019 is true, correct and accurate in all particulars.
I understand that: • The provision of false or misleading information or the making of false or misleading statements to the Commonwealth is a serious offence under the Criminal Code Act 1995 (Cth). • If any actual or potential conflict of interest arises, I must notify the Commonwealth immediately in writing of the facts giving rise to the actual or potential conflict of interest and to take such steps as the Commonwealth may require so as to resolve or otherwise deal with any conflict of interest that may arise.
Title Professor Name Brigid Heywood Position Chief Executive Officer (Vice-Chancellor) Signature