The Queensland Widening Participation Consortium Case Studies 2011–2015

The Queensland Widening Participation Consortium

Case Studies 2011–2015 Acknowledgments

The Consortium acknowledges the contribution of the Australian Government Department of Education and Training Higher Education Participation and Partnerships Program which funded the projects featured in this publication.

Thank you to all Consortium University partners (Australian Catholic University, Central Queensland University, Griffith University, James Cook University, Queensland University of Technology, The University of Queensland, University of Southern Queensland and University of the Sunshine Coast) and their Widening Participation Working Group representatives who have overseen development and implementation of these projects since 2009. A particular thank you to Mary Kelly, QUT Equity Director and Chair of the Working Group, who has provided strong leadership and guidance to the Consortium. Also thank you to Geoffrey Mitchell, Widening Participation Project Manager who has provided coordination of joint Consortium activities including this publication. Delivery of this publication has also been assisted by an editorial committee consisting of Gabrielle O’Brien (QUT), Ann Stewart (USC), Melinda Mann-Yasso (CQU), and Sharlene Gordon (USQ).

The Consortium also acknowledges Queensland Department of Education and Training for their support and for providing access to schools and institutes across the State.

The case studies illustrated in this publication are only a small sample of the outreach work being undertaken throughout the State. For more information on Queensland’s Widening Tertiary Participation activities contact [email protected].

Credits Editing: Melissa Jeffreys Graphic Design: Belinda Davis, remarkabel.com Printing: Zink Print

Table of Contents

Project Overview �� 2

Introduction ��4

Map of Queensland showing Regions and Universities ��9

ACU: Playing with Numbers ��11

ACU: Uni Step-Up: early access to tertiary study ��15

CQU: Widening Participation: a whole school approach �� 19

CQU: The Hero’s Journey �� 23

CQU: ‘Now I have had this experience I am looking at studying…’ ��27

GU: Launch into Life at Logan ��31

GU: Engaging parents in career conversations with their children ��37

JCU: Charters Towers Education Hub: a partnership between James Cook University, Charters Towers Regional Council and secondary schools in Charters Towers �� 41

JCU: James Cook University Partnerships: engagement through Aboriginal and Torres Strait Islander reference groups ��45

QUT: Explore Uni ��49

QUT: Career Counselling and Aboriginal and Torres Strait Islander Communities �� 53

UQ: Uni – Yes I Can! An initiative to engage secondary school students in tertiary education ��57

UQ: Motivating Indigenous Students to Succeed ��61

USQ: USQ’s Intensive Tertiary Preparation Program: a pathway to university for Year 12 leavers ��65

USQ: DARE: Dream Aspire Reach and Experience ��69

USQ: Beyond Year 10 Camp: career development for rural and remote students ��73

USC: My Tertiary Education Day (MyTED): encouraging primary school students to consider tertiary education opportunities ��77

USC: Here there be no dragons: establishing pathways to tertiary education through creative practice ��81

USC: Developing Digital Literacies ��85

1 Project Overview

Eight universities form Queensland’s Widening Tertiary Participation Consortium, which is focused on improving the participation of low socio-economic background and Aboriginal and Torres Strait Islander people in tertiary study. Between 2011 and 2015 the Consortium collaborated on School Outreach and Indigenous Engagement Projects funded through two Australian Government Higher Education Participation and Partnership Program grants. This overview of Consortium universities and project activities provides a context for the case-studies featured in this publication.

School Outreach Indigenous Engagement Institution Project Project

Indigenous-focused school and ACU offered a suite of programs community events included to primary and secondary campus visits, an Indigenous schools in the Northern games day and an Indigenous Brisbane suburbs (shared dinner to engage with school with QUT). See Playing with students and the wider Numbers and Uni Step Up. community.

CQUniversity undertook CQUniversity provided a staged two projects: Community delivery of activities to students Aspirations Program (CAP-ED) from Year 5 to Year 12 in the focusing on delivery of small Central Queensland, Bundaberg community based learning and North Burnett regions. See projects; and Correctional Partnerships: a whole school Centre Undergraduate Pathways approach, and The Hero’s (CUPS) exploring undergraduate Journey. pathway development for incarcerated people.

Griffith extended its pre- The Gumurrii Student Support existing Uni-Reach program to Unit delivered short community target all year levels from Year based pre-tertiary learning 6 to Year 12 in Brisbane, Logan, modules to Gold Coast, Inala, Redlands and Gold Coast Logan and Moreton Bay schools. See Launch into Life at island communities and has Logan and Engaging parents in established a homework centre career conversations. on the Gold Coast.

2 JCU provided outreach and JCU’s extensive engagement engagement with schools in the with schools, communities and North Queensland and Far North organisations across North Queensland regions including and Far North Queensland school visits, camps and resource included engagement through development. See Charters regional hubs. See James Cook Towers Education Hub. University Partnerships.

QUT’s Explore Uni program QUT provided Indigenous provided on-campus focused career counselling experiences to primary and services in the Moreton Bay secondary schools from north region as well as tertiary Brisbane and Caboolture, preparation support and school complementing other in-school outreach activities. and community activities.

Community engagement included an Indigenous UQ provided in-school and on- Youth Sports Program, youth campus activities for secondary leadership program, InspireU schools in the Ipswich and camps and the Deadly Choices Lockyer Valley region through Pathways to Success program. their Uni – Yes I Can! program. See Motivating Indigenous Students to Succeed.

USQ provided a range of USQ worked with local programs to partner schools communities and schools to in the Darling Downs, South deliver the DARE mentoring West and Fraser Coast schools. program as well as Indigenous See Beyond Year 10 Camp and Connections motivational Tertiary Preparation Program events in Toowoomba, Intensive Pathway. Springfield and Hervey Bay.

Indigenous engagement USC have worked with primary has included delivery of the and secondary schools in AIME mentoring program to the Fraser Coast and Wide secondary students; a digital Bay regions. See My Tertiary literacies project; as well as Education Day and Here there arts, literacy and leadership be no dragons. programs.

3 Introduction

Queensland’s Widening Tertiary Participation Consortium is a unique state-wide collaboration that aims to improve participation of low socio-economic status background (low SES) and Aboriginal and Torres Strait Islander Queenslanders in tertiary education. The eight university Consortium, in partnership with the Queensland Department of Education and Training (DET), have undertaken School Outreach and Indigenous Engagement Projects across the State between 2011 and 2015. These projects were funded through Australian Government Higher Education Participation and Partnership Program (HEPPP) grants. This grant funding complemented and built on existing outreach and engagement work undertaken by Consortium universities. In some universities, grant- funded projects were a small component of a broader widening participation strategy.

The Consortium’s collaborative This publication draws together Islander people, people of Maori approach, encoded in a formal 19 case studies of projects and Pacific Island descent as Memorandum of Understanding delivered using HEPPP grant well as migrant and refugee (MOU), was based on a consensus funding. Together they groups. amongst the universities about illustrate the range of activities the nature of WP work (not covered under this grant; the School outreach projects have competitive marketing promoting diversity of approaches; and involved each Queensland a single institution, but stimulating the positive impact these university working with an interest in tertiary study itself); projects have had on the identified group of schools. the key outreach activities students and communities Activities were focused primarily universities were best-placed to who were involved. This on Year 6-12 students from low provide (immersion experiences project diversity reflects the SES backgrounds and included: to de-mystify tertiary study, role diversity of Queensland: from ■ raising awareness about models, learning partnerships to urban populations in south- tertiary study; enhance curriculum, and practical east Queensland to regional assistance with pathways); and and remote communities in ■ conducting university visits the need to eliminate gaps and far north, central and western and overnight camps; duplication in outreach provision Queensland. Widening Tertiary ■ building student achievement to schools by using a federated Participation activities were in school; model of activity, with each tailored to meet the needs university taking responsibility for of different cohorts including ■ strengthening career a particular area of the state. Aboriginal and Torres Strait development skills; and

4 ■ providing information on Project Impact that more low SES background university access, scholarships students and more Aboriginal and financial support. Each university conducted and Torres Strait Islander people evaluations of its own projects, apply to study at a university Over 500 schools were engaged and the case studies include or other tertiary institution in in these projects and up to 65,000 evidence that demonstrates Queensland. Experience from students a year participated in the positive impact of project the United Kingdom1 has shown project activities. Engagement with activities. Together, the that it may take up to 10 years of teachers, parents and community Consortium also undertook three widening participation activity members has led to changed joint evaluation tasks: before a clear impact on tertiary expectations about what young applications and enrolments can ■ monitoring Year 12 tertiary people can do with their futures. be seen. applications;

As well as school outreach ■ a common survey question for University application data seen projects, a number of Indigenous students attending on-campus in Figure 1, shows that students engagement projects were events; and in identified low SES schools apply to study at university at delivered within Aboriginal and ■ investigations with Student only a little above half the rate Torres Strait Islander communities. Ambassadors employed on of students in medium and high These projects incorporated Widening Tertiary Participation SES schools. Overall, only small outreach to both school students projects. improvements in application and the wider community and rates have occurred between included: Year 12 tertiary 2011 and 2014, however, positive ■ career advice services; application trends are emerging in applications locations where intense long-term ■ access and support to The primary objective of the outreach has occurred. Improved participate in tertiary Consortium’s work was to application rates have also been preparation courses; ‘stimulate interest in tertiary study’ seen for students in academic ■ on-campus visits and events; which means in the long-term programs at low SES schools.

■ student mentoring programs; and Percent ■ partnerships with community 60 Medium/high organisations. SES schools 50 Partnership agreements with over 100 community and 40 Low SES government organisations 30 schools significantly strengthened the reach of these activities and their 20 community connection. As well 10 as engagement with Elders and community members, more than 0 2011 2012 2013 2014 5,000 school students participated in Indigenous engagement Figure 1: Proportion of Year 12 completers (percent) applying to a Consortium university activities over the last three years. (Semester 1 courses) low SES Schools and medium/high SES Schools 2011–2014

5 Higher education enrolment data

is also showing some early signs 4000 that increased numbers of low 3800 SES and Aboriginal and Torres 3600 Strait Islander Queenslanders 3400 are attending university in 3200 Queensland. In 2014, low 3000 SES students at Queensland 2800 universities made up 20.3% of 2600 domestic undergraduate students. 2400 2200 This is up from 19.6% of students 2000 in 2010. Aboriginal and Torres 2010 2011 2012 2013 2014 Strait Islander higher education enrolments in Queensland have Figure 2: Number of Aboriginal and Torres Strait Islander higher education enrolments in Queensland, 2010-2014 experienced particularly strong growth in recent years. Figure 2 Percent shows that between 2010 and 100

2014, Aboriginal or Torres Strait 90

Islander enrolments increased by 80

almost 40% to 3,758 students. 70

60 On campus survey 50 question 40 30 A common element of Widening 20 Tertiary Participation programs Pre event 10 has been providing opportunities Post event 0 for school students to visit a Agree Unsure Disagree university campus. These visits Figure 3: Percentage of students in agreement or disagreement with the statement have included sitting in a lecture “I believe it is possible for me to go to university.” theatre; talking to university students and lecturers about university life; and joining in were asked to say if they agreed pre-visit and post-visit questions. hands-on learning activities. or disagreed with the statement Figure 3 shows that after visiting Visits varied between one day “I believe it is possible for me to a campus, almost 90% of students university visits to week long go to university” before and after said attending university was camps. All university visits aimed possible, and just 3% believed the campus experience. Between to show school students that it was not. This result shows 2013 and 2014 approximately universities are places where that well-designed on campus 13,000 survey responses were people like them can attend experiences are effective in collected. Responses showed and succeed if they choose. To changing student perceptions test if students were getting agreement that attending about university. this key message, all students university was possible improved attending an on-campus event by 14 percentage points between

6 Student Ambassador A number of the case studies As well as being a good Investigations featured in this publication refer to strategy for breaking down the important role these student perceived barriers to tertiary Another feature of Consortium ambassadors played in the study, the ambassador projects has been the use of delivery of widening participation programs have helped low SES enrolled university students activities. A report prepared for students improve their skills as role models, mentors or the Consortium by the National and success at university. The ‘ambassadors’. International and Centre for Student Equity in ambassadors reported a high Australian research has shown Higher Education2 found that level of satisfaction with their that student ambassadors, the use of student ambassadors role and that it contributed to the particularly when they come had been an effective strategy development of self-confidence, from similar backgrounds to the with benefits both for school communication, team-work and school students they work with, students and the ambassadors employability skills. According can be a powerful source of themselves. Teachers said that to many ambassadors it also led information about tertiary study. their students could identify to greater commitment to their When these ambassadors share easily with the ambassadors and studies and deeper engagement their stories about how they got recognised that many of them had with university life. to university, school students’ come from similar backgrounds beliefs about who can go to and faced similar difficulties. university are often changed. Parents and teachers reported This QUT student ambassador Other Consortium that the discussions started with described how attending a ambassadors were continued in Activities university camp in Year 12 was a school and at home. A teacher A working group representing all turning point in her life: featured in the Launch into Life at universities has met since 2009 Logan case study wrote: to support the development and implementation of the Widening Tertiary Participation program. This Working Group, supported “ by a full-time project officer, has “ monitored policy developments If I hadn’t attended an Many of our young affecting delivery of outreach Explore Uni camp in people tell us they have and engagement programs and Year 12 I wouldn’t be at never had conversations supported collaboration between uni today … Hearing the like this and their universities. Three state-wide world view has been Ambassadors’ stories seminars have been held to share extended. made me realise some good practice and build links people had overcome between the various projects and

far greater obstacles ” their leaders. than mine and made it to uni; therefore The Consortium has also been I could too. successful in gaining funding for two further projects under the ” HEPPP National Priority Pool. The Social Marketing Strategy

7 project, led by QUT, is bringing Lessons All universities have ongoing together research on widening Access and Participation Plans participation and social marketing The Queensland Widening Tertiary in place that commit them to to develop a national social Participation Consortium has been continuation of outreach and marketing strategy for use by the highly effective in maintaining engagement activities with Australian Government. Griffith a State-wide collaboration that their local communities. These University is leading a small has engaged with schools and activities seek to improve the “Bridging Pathways” project that communities for over three years. tertiary participation of people will help potential students find The success of the partnership has from low SES backgrounds, out reliable information on tertiary been based on: Aboriginal and Torres Strait preparation or bridging programs ■ extensive consultation and Islander people, and other groups available in Queensland. Both consensus-building prior to under-represented in tertiary these projects will finish in the first commencing program activities; education. The Consortium half of 2016. universities have seen the benefit ■ a “federated” model which of taking a collaborative approach allowed universities a high level of to this task and are exploring new autonomy and flexibility in how Sustainability ways in which they can continue they delivered programs within this collaboration. The large scale of outreach an overall shared approach; and engagement activities has ■ sufficient funding to allow resulted in deeper relationships a large scale State-wide between universities, schools and program to be implemented; the wider community. Universities will make use of ongoing HEPPP ■ commitment by the funding, institutional resources, universities to engage with philanthropic and industry funds their local communities and to maintain these partnerships build strong local partnerships and to continue outreach and that have been respectful and engagement activities beyond based on mutual benefit;

the end of grant funding in ■ support from the State June 2015. Universities are Government’s Department of using evaluations of programs Education and Training; undertaken in the past three ■ years to refine and refocus high levels of trust between Endnotes outreach activities. Many of partners; and 1. Higher Education Funding Council for England (2013) Trends in young the projects featured in this ■ a shared commitment to the participation in higher education, publication will continue in their success of the program. Higher Education Funding Council current form while others will for England, London UK. change and develop as needs and priorities change and project 2. Cupitt, C., Costello, D. & Mitchell, lessons are implemented. G. (2015) Widening Tertiary Participation Queensland: Student Ambassador Investigations, National Centre for Student Equity in Higher Education, Curtin University, Perth WA

8 Queensland Regions and Universities Nambour Maroochydore Each university has focused outreach and engagement Caloundra activity on its local region, with a small number of activities North Coast crossing these regional boundaries.

University campus Caboolture or study centre JCU Thursday CQU Island Brisbane USQ Metropolitan USC Ipswich Logan GU Weipa ACU, QUT, UQ South East

Beaudesert Boonah

Far North Robina Queensland Cooktown

Cairns

Normanton

Townsville North Charters Queensland Towers Mount Isa Hughenden Mackay

Winton

Central Rockhampton Longreach Emerald Queensland Gladstone

Biloela Bundberg

Hervey Bay Birdsville Gympie Charleville Roma Kingaroy Nambour Darling Downs Caboolture Brisbane South West Toowoomba Cunnamulla Gold Warwick Coast Stanthorpe

9 10 Playing with Numbers

About Aims University: Playing with Numbers is a Playing with Numbers aims to Australian Catholic primary school on-campus support student engagement and University (ACU) program designed to promote achievement in mathematics by Theme: student engagement in fostering a community of practice School Engagement mathematics and numeracy. The in three ways: program supports a national 1. Engaging students in hands-on Authors: focus on science, technology, activities at the ACU campus. Catherine O’Donnell engineering and mathematics Associate Director, (STEM) and complements other 2. Involving parents and teacher- Equity Pathways Australian Catholic University aids in the on-campus visit. (ACU) programs integrating Rose Wood these subjects. The aim is to 3. Building teacher capacity by Equity Pathways Officer, build primary school students’ modelling activities during Queensland mathematical skills so that they learning sessions and through can succeed in high school additional professional mathematics and progress more development. confidently into STEM areas at university. Playing with Numbers Strategy builds capacity in mathematics Playing with Numbers uses by supporting both teaching and a best practice model called learning and is offered exclusively RoleM, a hands-on, evidenced- to ACU’s Equity Pathways partner based learning program. RoleM schools. stands for Representations, Oral Language and Engagement in Mathematics. RoleM resources have been specifically developed for educators that work with Aboriginal and Torres Strait Islander students, English as a Second Language (ESL) students, and students from low socio-economic status (SES) backgrounds.

11 The activities are tailored to The visiting school students are 2. The activities reinforced specific year levels and integrate also accompanied by current the use of mathematical with key concepts across the ACU students (sourced from the language with many mathematics core curriculum ACU buddy and student2student students using specialist including: Number and Algebra; programs). The ACU students terms to identify their Measurements and Geometry; provide personal support and help favourite activities of and Statistics and Probability. the visiting school students settle the day. The context and learning into what is an unfamiliar learning environments are designed environment. 3. At the end of the program to show a clear link between students had high mathematics and various careers. Student visitors also have the aspirations for their career opportunity to meet with an ACU goals with 90 percent The Program Professor and to explore career of students reporting goals in an aspiration-building an interest in attending The Playing with Numbers session. university in the future. program is a full-day university

experience at ACU. Each year ACU These trends were supported invites whole cohorts of students Evidence of Impact anecdotally by conversations (rather than only selected Since 2013, 700 students in between visiting students and students) from the partner Years 4 to 7 from eight partner ACU staff and students. In schools in Years 4–6 to attend. schools have participated in addition, the day assisted to break The rationale is to encourage the Playing with Numbers. Attending down stereotypes about what kind greatest student participation students were surveyed on their of person participates in university possible. There is no cost for experience of the program using and what university life is like. partner schools to participate an age-appropriate three-point and transport is provided where scale. They were asked about Teacher Feedback required. Students are invited to a) the mathematics activities; Teachers also provided feedback share a healthy snack on arrival b) the aspirations activities; and with university students and staff. on the activities, the use of c) their interest in attending This provides an opportunity university resources, and student university in future. to ensure students are relaxed engagement. Teacher feedback and have the maximum energy highlighted that: available for learning. Student Findings Key survey findings included: ■ students were highly engaged Part of the day’s strategy involves throughout the day; training selected ACU pre-service 1. The context, learning ■ the connections between Education students as program environment and mathematics and careers facilitators, who work closely hands-on nature of the were clear; with ACU lecturers to coordinate activities promoted a the day. As well as benefiting the positive connection with ■ the material complemented school students, this approach mathematics. A total of school programs; also provides opportunities for 98 percent of the students the trainee teachers to deepen surveyed stated they ■ the program increased their practice and skills as they enjoyed the mathematics students’ awareness of transition into their profession. activities on campus. university; and

12 ■ teachers were keen to engage Conclusion in further professional learning The short-term, positive impact opportunities in mathematics. “ of Playing with Numbers on Teachers often student engagement with Anecdotally, teachers reported are amazed by mathematics and aspirations their professional learning the mathematical towards higher education was enhanced by the learning knowledge students is compelling. However, a contexts, mathematics language, apply and demonstrate systematic approach to tracking engagement in hands-on during the activities. and evaluating teachers and activities, and through observing It is such a pleasure students over the longer term the ACU facilitators. to be part of a special will determine the extent day and inspire young to which the momentum Testimonials students to follow their is sustained and how it is aspirations. manifested in mathematics and in other learning areas.

Dr Jodie Miller, ” To maintain program “ Lecturer, Education momentum, it is recommended The feedback from that follow-up professional our students, staff learning opportunities be and parents was that offered to teachers and further it was A FANTASTIC STEM holiday workshops be DAY! The staff is lit up Lessons offered to students. about teaching Maths, ACU identified three key the parents were challenges of the program. blown away and the The first was to find a balance students have a REAL between a deep engagement appreciation for the in mathematical concepts real world context of and offering a diverse range Mathematics and their of activities and learning interest in learning Maths environments during the day. has lifted. I would love to The second challenge was keep this spirit alive. managing the expectation of ” teachers that the mathematics Head of Curriculum, activities offered in a university Equity Pathways partner context would target higher school order skills such as problem solving. The final challenge was to ensure that the skills of the university student facilitators were of a high enough level to engage, question and challenge the visiting students appropriately.

13 14 Uni Step-Up: early access to tertiary study

About Structure University: ACU’s Uni Step-Up offers Year 12 Australian Catholic Cost students the opportunity to study University (ACU) To make the program as inclusive a first year university unit from as possible and to minimise the Theme: the disciplines of Arts, Business, barriers to participating, students Pathways to Education and Health Science. can study the USU units at no Higher Education ACU developed Uni Step-Up cost. The university provides every Authors: (USU) to meet its Equity Pathways student with the prescribed texts Catherine O’Donnell, Widening Participation access and study guides and covers the Associate Director, objectives. For this reason the cost of higher education (HECS) Equity Pathways program is offered exclusively to fees. Equity Pathways partner schools Rose Wood, and communities. ACU’s Equity Learning Environment Equity Pathways Officer, Pathways program aims to USU students study in a supported Queensland build partnerships in low socio- learning environment. Faculty Jake Hardiman, economic areas with schools, members and academic skills Equity Pathways Officer, educational providers and advisors in the Office of Student Queensland communities. Student participants Success provide ongoing learning may be from Indigenous and teaching support. In addition, backgrounds or from low socio- students are provided with extra economic-status areas. support such as access to the Internet and transport to campus, Aim when required, so that they can fully participate in their learning. The program introduces students to university learning in a more A unique part of this project is structured and supported that students participate in a environment. It aims to build learning environment separate the academic skills and cultural from other first year students. competencies necessary for a This enables ACU to provide an successful transition to tertiary experience tailored to the age of study and allow students to start the students and their competing their vocational pathway earlier Year 12 study commitments. than usual. Students complete the subjects

15 as holiday intensives on-campus Participation Evidence of Impact with interim online components. ACU encourages a range of USU offers students both short The academic standard expected students from partner schools to and long term advantages. is at the same level as for first participate, including those who Students who successfully year university students. Small have not considered university classes have helped to foster a complete their unit are awarded as a likely option in the past. close rapport among students and two Credit Points towards Eligibility criteria are kept to between students and lecturers. their Queensland Certificate of a minimum, requiring students This has supported effective Education (QCE) and course to have: communication during the course. credit towards a relevant ACU ■ attained at least a Sound undergraduate degree. Credit may Another strategy to build Achievement during the be awarded by other universities students’ confidence when they previous four semesters of at their discretion. start is the orientation program. English; Students learn academic skills, Consistent with the aims of library skills and IT navigation ■ the endorsement of their the program, evaluations show before tackling subject content. teacher and/or Principal; and positive outcomes for students,

■ sound organisational skills. even those who do not finish a unit. Outcomes include: While the program operates ■ increased academic skills independently of schools, and confidence transferable students are recruited primarily to Year 12 studies; “ within the school environment and Completing a USU success relies on school support. ■ better Year 12 outcomes; subject before entering Teachers play an important role as an undergraduate in identifying and encouraging ■ vocational aspirations gives these students students and promoting the increased students’ motivation the confidence to know benefits of USU. to work hard at school; they can succeed. ■ increased belief that university Even though they may is more attainable; and still experience other challenges associated ■ greater awareness of the with being first-in-family standards and expectations to attend university, they of university study. have a solid foundation – they know they can pass Students who successfully their subjects and access complete one or two units support networks when through USU have a reduced load required. in their first year of study, thus further supporting their transition. ” Additionally, those participating Jennifer Grant, in USU are identified for ongoing Lecturer, USU Business support in first year, an advantage as an undergraduate.

16 Since 2011, 109 students have Lessons completed a USU unit in A key priority and challenge Queensland with 20 students identified is sustaining the participating in Semester 1 2015. program beyond HEPPP grant On completion, achievement rates funding. It is likely to be more show 70 percent (77 students) effective to recruit cohorts larger were awarded a pass or higher than 15 from across partner (16 percent High Distinction, 19 schools to make the program percent Distinction, 17 percent economically viable. The university Credit, 18 percent Pass). Of these is continually monitoring the students, 21 have subsequently unit offerings to ensure that they enrolled in undergraduate open genuine pathways and that courses at ACU. A further suitable resources are in place to three students who were not support the units on offer. successful in completing the units they began in USU are also Establishing cohorts that are completing degrees at ACU. able, willing and committed to The clear message this program the objectives of the program communicates is that university is is a challenge. Lecturers have achievable and is not just for the noted that outcomes for students highest achievers. are optimised when teachers take a more active interest in student progress and enhance the enthusiasm, confidence and “ commitment to pursue university Being able to dip study. my feet in the water The Uni Step-Up program has been through the Uni Step-Up successful in achieving its aims of program and experience introducing students to university what university study learning, improving academic was actually like allowed skills, and facilitating transition to me to make a more tertiary study. However, as the first informed decision. group of USU students complete their undergraduate courses, it is ” important that their experiences Current USU student and reflections are collected to measure the contribution of this program on their pathway to successful university study. It is the lived experiences of these students that will provide real insight into the longer term outcomes of the USU program.

17 18 Widening Participation: a whole school approach

About Program University: CQUniversity’s Widening From Years 6 to 7, a Mobile Central Queensland Participation team engaged Education Trailer (MET) travels University (CQU) with over 17,000 school students to schools in the rural Central Theme: from more than 150 schools in Queensland region. For students School Engagement, the Central Queensland region in Years 8 to 12, additional Partnerships to help raise students’ aspirations programs reinforce positive key towards university study between messages about university. These Author: 2012 and 2014. programs are complemented by Melissa Nunn two Indigenous specific programs Widening Participation Rural school students in particular targeting students in Years 5 to 12. Officer face many challenges when accessing higher education and The sequence of programs and Robinson1 suggests that rural objectives (directly linked to university campuses must begin program key messages) are to employ creative and innovative outlined below: strategies to more effectively engage with the increasing ■ Year 6–7: MET. Mobile number of excluded students. classroom with a program that CQUniversity’s approach to encourages primary school address this issue was to design a aged children to reach for the program for students from Years stars and dream big. 5 to 12 that sequentially delivered ■ Year 8: Hero’s Journey. A age-appropriate activities school and campus-based about the benefits of higher film project to assist students education and career planning. identify and overcome This pedagogical approach of challenges and/or barriers to reinforcing messages at each year accessing university. level allows students to build a comprehensive framework of skills ■ Year 9: My Career Match. and knowledge so they can make Based in the classroom, more informed decisions about students complete an online their future. survey to discover their personality profile and career matches. They use this profile to research jobs of interest.

19 ■ Year 10: Uni Skills. Delivered Evidence of Impact Teachers have also made at the university over two comments that students enjoy The schools that have days, this program immerses seeing ‘Mel from the Uni’ each participated in CQUniversity’s students into the university year as they progress through the full suite of programs have seen programs. culture and allows them transformational change in their to experience academic school culture. For example, a activities. It is aligned with small rural school (prep to Year the Senior Education and 10) in Bundaberg recognised Training (SET) planning and the importance of sequential subject selection dates. aspiration-raising programs and “ has now participated in the whole They [students] make ■ Year 11–12: The Great Race. program of activities. a connection with Mel A program loosely based and she makes university on the TV show, The Amazing The programs started in Years 6 seem less daunting and 7 with the MET visiting the Race. Students race around and approachable the university for a day school, and continued through for them. to learn more about Years 8 to 10 with programs that were designed to raise aspirations university life. towards university study. As a ” Teacher from Kepnock ■ Year 12: Scholarships and result of these activities, teachers State High School 2014 Access. The scholarships and observed students discussing access module is a snappy their futures and pathways in a 20 minute program delivered more complex manner throughout to students in the classroom. the year. A larger regional school also It provides an outline of participated in the program from For example, a mathematics scholarships and access Years 6 to Year 12. During this teacher commented to a services available to students time, a CQUniversity practitioner practitioner that, when starting university. developed a close working relationship with the school, which ■ Year 5–10: Indigenous included getting involved with Youth Sports Program. This “ school-based initiatives. Student program uses sports, health, a couple of the [more and teacher reflections showed education and cultural difficult] boys seem a positive change in student activities to build confidence to be paying attention attitudes towards study, university and develop aspirations. after you highlighted and careers over this time. In the requirements for addition, principal and teacher ■ Year 10–12: Indigenous apprenticeships last visit. feedback from this particular Access. This program works Students become more school has been used to improve closely with Indigenous focused on performance aspects of the program. Education workers and uses and behaviour after they Indigenous perspectives connect their future on learning. It focuses with what they do in the specifically on broadening present. Indigenous students’

aspirations. ”

20 Lessons Conclusion A by-product of involving whole As programs are delivered school cohorts in aspiration- more deeply into schools across raising activities is that the the CQUniversity footprint, number of teachers who attend project staff have observed these activities also increases. The transformational change in teachers join students on their school culture. In schools that own self-discovery journey and have adopted the full suite of receive up-to-date information Widening Participation activities, about university pathways, entry, students become familiar with the scholarships, etc. Fleming and program and the university itself Grace2 identify that teachers, as as they progress through the year a result of this process, are more levels. Students in these schools likely to promote higher education are more receptive to program to their students. messages in comparison to schools that have less involvement This project has also discovered with the program. Not only does that whole-of-school approaches the school build and reinforce to school outreach influence partnerships with the university, school culture. For example, the students themselves form a widening participation programs relationship with the practitioner, become a natural part of the which helps to dispel university school timetabling processes. myths. Principals, teachers and other student service staff such as Indigenous Education Workers and Guidance Officers create opportunities to embed the aspiration activities into the curriculum and find creative and innovative ways to support students. In addition, teachers and principals provide input Endnotes into enhancing the university’s 1 Robinson, S. (2012). ‘Freedom, aspiration and informed choice in programs. rural higher education: why they are saying ‘no’’. Education in Rural Australia, 22, 79-85.

2 Fleming, M & Grace, D. (2014), ‘Widening the lens: Utilizing teacher perspectives to assess widening participation efforts in Australian higher education’, Widening Participation and Lifelong Learning, Volume 16, Number 2, 46-62.

21 22 The Hero’s Journey

About The underpinning key messages of University: the Hero’s Journey were: CQUniversity’s Widening Central Queensland Participation team developed ■ my education is the ticket to University (CQU) and delivered an experience for the job or career I want in the future; Theme: Year 8 students to explore their futures, called Hero’s Journey School Engagement ■ I create my own future through from 2012 to 2014. Hero’s Journey the choices I make now; Authors: was a creative film program that Desley Pidgeon drew on students’ imaginations to ■ getting the right information Widening Participation explore careers and pathways to helps me make the best Officer university. The aim of the project decisions about my future; was to provide a program that ■ planning my goals and how to was inclusive to students of all reach them connects me to the academic ability levels regardless future I want; of their aspirations beyond school. The project was rolled ■ talking about my future plans out to a total of 20 prioritised with others helps me work out schools. what I want; and ■ university is something I can Strategy consider at anytime in the future. Hero’s Journey was a group film project that required students to identify their skills, personal Program qualities and career potential. The components of the Hero’s Over a series of sessions, Journey program included the students worked together to program launch, a conference day, write, edit and produce a film a campus visit, an editing day and depicting how they would the presentation event. overcome potential challenges during the transition to university. Program Launch Their work was filmed on a The launch of Hero’s Journey was CQUniversity campus and was conducted at each school a month later showcased at a school or so prior to a campus visit. presentation evening. Students were stepped through

23 the process of identifying each CQUniversity Evidence of Impact stage in the journey of a hero: Campus Visit In 2012, 327 students from 13 1. the ordinary world; Students visited a CQUniversity prioritised schools participated in the program. In 2013, 398 students 2. the call to adventure; campus for one or two days, depending on the location of their participated from 15 prioritised 3. the refusal of the call; school. During the visit students schools and in 2014, 507 students from 20 schools participated. 4. the meeting with the mentor; were able to interact with staff and access various parts of the 5. crossing the first threshold; The positive aspects of the university campus (for example program can be seen in the 6. tests, allies and enemies; offices, lecture theatres, tutorial responses by the students 7. the supreme ordeal; rooms, labs, student residences, themselves and the teachers the library, etc). Some students representing the schools. 8. the reward. travelled over 20 hours (round Students began by identifying trip) to participate in the program. their journey from primary school One thing I learnt about to high school and then applied Editing Day myself is... these same steps from high school The editing session allowed to an imagined career. Research students to reflect on what they that“ I need to work with undertaken for CQUniversity had learnt by ensuring their films my group better. asserts that when students have followed the journey of a hero. the ability to imagine their social Practitioners worked together Year 8 student, ” position in relation to others, with students to revisit the key Rockhampton State aspirations are shaped1. With this messages and reflect on the film High School in mind, the Hero’s Journey allowed making process. Students also students to express themselves as reflected on what they had learnt One thing I learnt about future university students and to about themselves, each other, university is... identify their key influencers (for university and career pathways example peers, family members, throughout the program. “ teachers, lecturers, Widening that there are heaps Participation Officers, counsellors, of programs that help employers etc.). Presentation Evening students getting to uni. The school presentation evenings Conference Day provided details about the Year 8 student, ” The conference day allowed small program and showcased the films Biloela State High School groups of students to discuss to students, teachers and families. their ideas with CQUniversity The presentation emphasised “ practitioners. Practitioners met the ability of every student who it’s so different to with each group to discuss scripts, participated, and highlighted what they show on the revisit aims and key messages, group achievements. On average, movies. and identify equipment and 35 parents, family members Year 8 student, ” venues for filming. Practitioners and other guests attended each Glenmore State High spent approximately 30 minutes presentation evening along with School with each group. the student participants.

24 A teacher from Biggenden State Lessons Conclusion School stated: Hero’s Journey challenged Hero’s Journey provides an students’ stereotypes and the environment for students to limitations that students place dream about their futures without on themselves or that are placed the restriction of academic “ on them by others. Programs performance or expectations. There was one student like this broaden aspirations as Students were inspired to with Asperger’s they facilitate self-awareness and consider pathways they had Syndrome who has enable students to identify their never imagined before. Since the handled the experience individual strengths. program began, past students incredibly well, I am very have updated practitioners on grateful that he was fully Because the attending students their career plans, inspired by included in the class. are often vulnerable and are their imaginations as a result of challenged to be creative outside being part of Hero’s Journey. ” their comfort zone, the team found that it was important to And finally from a Glenmore State quickly build rapport and trust. It High School teacher: was also important that students were allowed to define what success was to them and to “ If you treat an individual provide them with an experience as he is, he will remain that was both memorable and “ how he is. But if you ‘It was a wonderful challenging. treat him as if he were opportunity for rural what he ought to be and students to interact Audio and visual resources could be, he will become with people from the enhanced the program by what he ought to be and university. Visiting the stimulating discussion and could be. campus gives students a engagement, and included the students’ own video clips and sense of what university “TED Talks”. By integrating iPads ” ‘feels’ and looks like. Johann Wolfgang and movie making software It takes away the von Goethe intimidation factor and technology into the program, the mysterious nature of students could record positive university life. statements and images of themselves, which helped to Endnotes 1. Gale, T., Parker, S., Rodd, P., Stratton, Hopefully some students reinforce their belief in their own G. & Sealey, T. with T. Moore (2013) potential. The range of tactile, will be inspired to further Student Aspirations for Higher their education.. visual and oral aids used enabled Education in Central Queensland: students from all ability and a survey of school students’ ” skill levels to participate in the navigational capacities. Report aspiration-raising activities. submitted to CQUniversity, Australia. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne, Australia.

25 26 ‘Now I have had this experience I am looking at studying…’ The Community Aspirations Program in Education (CAP-ED)

About Engaging With University: The Community Aspirations Central Queensland Communities Program in Education (CAP-ED) University (CQU) From the start of the was started by CQUniversity’s engagement process, the Theme: Office of Indigenous project team aimed to establish Community Engagement in 2013. CAP-ED’s a two-way communication engagement aim was to focus on building process with relevant aspirations through small individuals and communities. Authors: manageable learning projects, The team was interested in Bronwyn Fredericks and to increase Aboriginal seeking stakeholder views on Professor and Pro Vice- and Torres Strait Islander what might work best, rather Chancellor (Indigenous students’ participation in higher than just ‘telling’ them what Engagement) and education. was going to happen. This BHP Billiton Mitsubishi early phase was important Initially the scope of the project Alliance (BMA) Chair in as it enabled the team to was to develop and deliver Indigenous Engagement develop solid relationships an accredited certificate-level and a shared understanding Tasha Lamey program to help Indigenous of what was needed in each Project Coordinator, students transition into tertiary community. Stakeholders Community Aspiration education by a) improving participated in identifying roles Program (CAP-ED), pathways and b) addressing and cultural protocols and Office of Indigenous their current knowledge gaps. making decisions about what Engagement activities were most suitable for However, the initial investigatory Marina Mikecz their community. This two-way process and community Executive Officer, process enabled the project consultation found that a more Office of Indigenous team to achieve community localised, targeted and intimate Engagement buy-in around the program approach would work more design and delivery, and also effectively. In addition, a free helped them to understand the or affordable certificate course unique strengths and needs of that would meet community each community. needs was beyond the financial scope of the project. From here, the Office of Indigenous Engagement began to explore other possibilities.

27 The project team worked How Was CAP-ED achieved. Sessions included a from the viewpoint that networking luncheon for working local knowledge plays an Implemented? Indigenous people to learn about important role in keeping The CAP-ED program was studying at university and to people and places together, designed to build capacity and encourage university aspiration. inspire Indigenous people to: and in co-creating new forms of Two keynote speakers with links togetherness. This created an to the local community were ■ become role models for family understanding of how attitudes, engaged at each networking members; cultural protocols and ways of luncheon to share their sharing information and issues ■ gain respect from the experiences and discuss the varied from community to Indigenous community; benefits of tertiary education. community. ■ take steps to build a better A key principle of the project future and career pathway; Evidence of Impact team’s practice was to build on ■ reconnect with Indigenous what communities currently do, CAP-ED has offered the Office of culture; and rather than imposing an external Indigenous Engagement a deeper way of undertaking this process. ■ transition into enabling connection to the communities The project team embedded programs or undergraduate in the CQUniversity footprint Indigenous culture within the studies. and enabled the university to be program and took an approach more responsive to community Each session focused on identity, of working ‘with’ and not for needs. There were 25 partnerships culture, aspirations and a ‘can the communities. What resulted established with community do’ approach to help participants was a short achievable five- organisations, service providers, discover that they had the week course (workshop mode) and government departments potential to participate in higher called CQU and Me. In addition, during the project. education. Each session built in communities said they wanted a flexibility to reflect the needs of series of information events with At the end of the program, participants and presenters. guest speakers who would share participants could identify the stories of success and create pathway they needed to take to Participants also visited a networking opportunities for reach their education and career CQUniversity campus to participants. goals. The project team found experience student life. They visited classrooms and a mock- that there were a high percentage hospital ward, sat at a student of community members who desk, took a tour of the library, had not completed Year 10 and and browsed the bookshop. therefore needed support and Participants also met with further education to improve their Indigenous graduates who numeracy, literacy and/or computer were working in their chosen skills before they would be career within their community. eligible to enrol in undergraduate This affirmed the professional programs. The CAP-ED team have and community role of these been investigating other options graduates and in some cases to assist these participants a realisation of what they had improve their skills.

28 Of the 221 participants, 13 are Conclusion progressing towards completing CAP-ED has demonstrated CQUniversity’s Tertiary Entry CQUniversity’s commitment to Program (TEP). Once they have Indigenous communities and has completed TEP, students may created learning opportunities either enrol in an undergraduate that build on the strengths and degree program with CQUniversity capacity of these communities. or at another university. One In addition, it has provided person has been readmitted to Indigenous Australians in university and numerous people the region with a pathway to have enquired about studying at university education that was university. One of the main aims not available before this program of the project was to plant the was developed. The project seed that study at university is team expects this will lead to an possible. The project team expect improvement in the educational that outcomes will take time to be outcomes for participants long realised with some participants after they have finished the enrolling at university at a later program. date when their circumstances are favourable. Acknowledgements Lessons We acknowledge the contributions to the CAP-ED Through this project, the project program made by the participants, team discovered that to build trust Elders and community members and gain support for the program, along with Malcolm Jarrett and first they had to build and sustain other CQUniversity staff. These relationships with community people have all contributed to members and service providers making the CAP-ED program what over the long-term. For example, it is today. initially the community members and service providers were hesitant to engage with project officers. Community engagement became easier when CQUniversity employed Indigenous staff with Photo details connections and local knowledge. Top. Networking luncheon, This also helped to foster a more 30 May 2014, Rockhampton. open dialogue between the Bottom. Networking Luncheon with communities and CQUniversity. Dean Jarrett, Tasha Lamey, Professor Gracelyn Smallwood, Professor Another vital link for participants Bronwyn Fredericks and Malcolm was connecting with the Elders Jarrett along with students from North and Traditional Owners of each Rockhampton State High School, 25 community. May 2015.

29 30 Launch into Life at Logan

About The Program University: Launch into Life at Logan (LILAL) The LILAL program includes: Griffith University (GU) is a regional careers development ■ A full-day careers event at Theme: initiative which seeks to Griffith’s Logan campus with School Engagement broaden the career aspirations of students from identified campus familiarisation and Author: low SES primary schools. The hands-on activities facilitated Suzanne Wilkinson concept was developed in by Griffith staff and student Manager, Student 2010 at a consultation forum mentors, many of whom Equity Outreach involving representatives of attended participating primary and Educational Griffith University, Queensland schools. Department of Education and Partnerships, Student ■ Three in-school lessons: a Training (DET) executive and Equity Services preparatory lesson for the Logan state schools. on-campus event; a lesson to design parent invitations to The program was initially the event; and a post-event delivered to ten Logan state reflection and goal setting schools in 2011. In 2014, nineteen lesson. state and non-state schools in Logan and Inala participated. ■ A careers-themed art Twenty-five northern NSW schools competition, with student have also taken up the program. entries displayed at the careers It has become a sustained, event. successful careers initiative ■ High Five Lessons co-facilitated overseen by a management by Griffith mentors, the lessons committee comprising school and support students’ career university representatives. development and transition to high school.

■ LAUNCH Awards which recognise and reward Years 6/7 students who demonstrated significant academic and/or personal growth in the face of challenging circumstances.

31 ■ Development of innovative increased by a remarkable 680 and community engagement; multi-media careers and percent between 2012 and and competence in culturally parent/caregiver engagement 2014. A total of 3,699 students diverse environments. LILAL has resources. participated between 2012 and enhanced Griffith’s long-standing 2015. Uni-Reach program and has The program is inclusive of achieved professional and public students, parents/caregivers, recognition. Griffith staff and mentors from Evidence of Impact diverse cultural backgrounds, Detailed quantitative and including from Griffith’s Gumurrii qualitative data was collated Indigenous Support Unit. Griffith and evaluated from 2011 to 2014 staff and student mentors and activity/event reports were “ with disabilities were actively regularly provided to partner Going [to a LILAL involved in program delivery schools and other stakeholders. Careers Event] has and ‘good practice’ accessibility changed my life. Now I Students’ participation in LILAL arrangements were in place for have seen a university has achieved its core goals of: students with disabilities. and met people who

■ raising students’ awareness of go there, I know I want Participation Data future career options; to do it! Doing well at From 2011 to 2014, 2,693 Year 6 school will help me get ■ students, 285 parents/caregivers raising students’ awareness of there. and 198 school personnel what a university offers; and

participated in LILAL on-campus ■ strengthening the capacity of ” Student participant, 2014 events with 677 students parents/families to engage in submitting art entries. The team their child’s careers exploration. also delivered 112 in-school lessons to 5,015 Year 6 school students. The program has created Less than half of the students (42 an earlier awareness of the percent) had someone in their connection between school extended family who had studied achievement and students’ future at university. In addition, almost careers and has challenged “ three-quarters (74 percent) of students’ perceptions of their Every primary participating parents/caregivers career potential. It has also student should have hadn’t visited Griffith University encouraged some parents to the opportunity to do (their closest community-based consider or enrol in study as a this. campus) prior to attending the result of their participation and

LILAL event. interaction with adult learner ” mentors. Parent participant, 2011 In 2012, a new career development activity, called High Five Lessons, Griffith student mentors have was piloted with Year 7 students benefited from participating in the with the aim of building on the program through development LILAL experiences those students of effective communication and had in 2011. Schools’ take-up teamwork; social responsibility

32 Program feedback has been very Research positive since inception. In 2014, In 2011, the program implemented pre- and post-event evaluation “ a research initiative titled Building results showed that: This project may be the vocational aspirations in the only time many of these middle years to enhance subject ■ 78 percent of student young people have a choice in the primary to secondary participants enjoyed visiting conversation regarding transition in collaboration with the the University and 79 percent higher education. Griffith School of Education and would like a return visit (97 Professional Studies and a partner percent response rate); ” school. This confirmed available Teacher participant, 2013 ■ the percentage of students research findings that children who believe it is possible eliminate potential career choices for them to go to university early based on their gender and increased from 63 percent pre- socio-economic status. Students’ event to 72 percent post-event subsequent participation in LILAL “ (+ 9 percent); broadened their career interests. The students gained a lot by visiting the ■ all 62 school staff (100 percent) university but the agreed or strongly agreed National Award most important thing that students enjoyed the on In 2014 the Careers Development I think they gained is campus visit, information was Association of Australia (CDAA) that university is for provided at the right level, and presented its Practitioner of the everyone. that they would like the event Year Award to Dr Tammy Muckert, repeated; Griffith’s Careers Outreach Coordinator, for a “comprehensive, ” ■ 97 percent of parents/ Student Mentor multi-level and collaborative caregivers agreed or strongly participant, 2014 approach to overcoming agreed the day helped them entrenched and challenging CD to understand the importance [career development] issues in of encouraging their child to areas of social disadvantage.”1 achieve to the best of their “ abilities; and This program does ■ 95 percent agreed or strongly so much to go (in) agreed that they had learned to schools, find kids about a range of career and from low socio- study options for their children economic areas and and they intended to talk enourage them to go to further with their child about university…’ future job and study options (96 percent response rate). ” Ministerial mention by Dr Jim Chalmers, MP Woodridge, 2013

33 Lessons The value of undertaking career development activities in low SES “ [We} have found it highly the possibilities for their primary schools; using student beneficial to our young future. They no longer see mentors for program delivery; and people and have noticed university as an option for customising programs to local significant change in their other people or the lucky school and community needs has conversation and thoughts few but a very real possibility been affirmed both anecdotally towards the possibility of for themselves. This change and through program data and them going to university. has taken place through research. Many parents in the St Paul’s school has a total their interaction with the program schools had no prior enrolment of 262 children. student mentors (many of experience of tertiary education Of these, 72 percent are whom are just like them!), and/or came from diverse cultural from ESL backgrounds, their visits to the university, backgrounds where English is 10 percent identify as the introduction of ‘The Real not their first language. Careers Aboriginal or Torres Strait Game’ program in our school outreach staff have gained greater Islanders and very few have and the integration of our insight into the challenges these significant conversations leadership programs with parents face in navigating the with family members about the LILAL process […] Many education system and supporting career possibilities or of our young people tell their children’s education pathway. indeed aspirations to higher us they have never had education. conversations like this and Conclusion their world view has been LILAL has delivered a In the three years that we extended. curriculum-connected, in- have been associated with school and on-campus careers LILAL we have watched our ” education program focused young people form very Email communication, on early intervention from different opinions about December 2014 Year 6, purposely aligned with DET policies and strategies2. It has successfully demystified university through a variety of ‘hands-on’ activities and engaged parents/caregivers in considering university as an achievable post- school option for their children Endnotes and themselves. 1 See http://www.cdaa.org.au/default. aspx?Page=Practitioner%20of%20 Jon Sorohan, Cultural the%20Year Development Worker, St Paul’s School, summarises the benefits 2 Department of Education and of the program as follows: Training United in Our Pursuit of Excellence agenda for improvement (2012-2016) and Learning and Wellbeing Framework (2012-)

34 35 36 Engaging parents in career conversations with their children

About The parent/caregiver engagement University: strategy has become more nuanced The parent/caregiver engagement Griffith University (GU) across the grant duration to strategy was developed to respond to the information needs of ensure parents were involved Theme: specific communities and cohorts. in Griffith programs that aim to Community broaden the career aspirations Engagement of students from primary school Activities Author: onwards. A consultation forum Parent engagement is delivered Suzanne Wilkinson (2010) between representatives through four key activity areas: of Griffith, the Queensland Manager, Student 1. customised parent outreach Department of Education and Equity Outreach resources; and Educational Training (DET) executive and regional state schools identified 2. Talking Careers: Making it Partnerships, Student the need to: ‘provide parents Happen Together program; Equity Services with information that counters 3. Launch into Life at Logan commonly held ‘myths’ about parent engagement activities; higher education as many parents 4. Tertiary Education Experience in low SES areas do not value (TEE) for students with higher education’. disabilities. Strategy Parents and caregivers have a Customised Parent powerful role in encouraging Outreach Resources and supporting their children The parent outreach resources to aspire to and succeed at were developed for in-school and university. Contemporary career on-campus outreach and careers research attests to the significant education activities, and also for influence that parents have on community events. their children’s vocational identity formation. Additionally, other Parents with Impact external consultations and forums Parents with Impact is a series of convened by Griffith (many web-based video stories profiling involving parents) have affirmed students from diverse backgrounds the importance of parent/ and pathways who describe the caregiver engagement in Griffith’s role their parents have played in widening participation strategy. supporting their academic success1.

37 Postcards for Low- Refugee Postcards included facilitator training materials, workshop activities income Communities A similar series of postcards is framed around stimulus picture These postcards seek to dispel being developed for refugee stories in different languages, myths and provide practical communities. Focus groups and resources for parents/ information for families about including Griffith University caregivers. It provided participant university as a viable study option Refugee Student Association parents/caregivers with a greater for their children. Postcard themes representatives and parent understanding of career pathway were derived from focus group refugee students were used to options for their children and raised discussion with parents of children identify content for this series. awareness of available resources. in The Smith Family’s Learning for Life program. Resources for People The pilot program – comprising with Disabilities two sequential workshops – was Pasifika Postcards delivered to school staff in 2013 Griffith University’s Disabilities The Pasifika postcards are part under a ‘Train the Trainer’ model Service developed a suite of a suite of resources that and subsequently delivered to of innovative and accessible provide specialised information parents in 2013 (Year 10) and 2014 multi-media outreach resources to Pasifika people (a term used to (Years 9 and 10). Significantly, in refer to Pacific Island and Maori including e-cards. The resources 2013: peoples) on higher education. The were designed to encourage postcards were developed as a people with disabilities to ■ 51 percent of parents in recommendation from an on- participate in higher education Workshop One (n = 51) agreed campus Pacific Island and Maori and explain how people with or strongly agreed that they did Focus Forum (2011) and included disabilities can access the support not understand Senior School the input of the Griffith Pasifika services available. and available options for their Association (2012). child;

■ These resources are used in church Talking Careers: following Workshop Two, and other community outreach Making it Happen 100 percent (n=32) agreed or activities including Griffith’s strongly agreed they would start Pasifika Families with Purpose Together a conversation about future Program, a joint initiative of This customised resource was study and careers with their Student Equity Services, partner developed for parents/caregivers child after the workshop; and high schools and community of Year 9 students to engage in ■ 91 percent agreed or strongly agencies. This program provides career conversations with their agreed that they felt more a weekly themed workshop children before Senior Education confident about talking to their program for disengaged youth and Training (SET) Planning in child about their career options. and their families focussed on Year 10. strengthening connections within Similar outcomes were achieved their family unit; improving the This initiative was designed in the two 2014 workshops, with health and wellbeing of their collaboratively with Woodridge 94 percent and 100 percent of families; and raising awareness of State High School in response parent participants respectively higher education and employment to a need to stimulate parental stating increased confidence levels pathways. Up to 157 family engagement within its culturally and 100 percent saying that the members attended between 2011 diverse community to complement materials provided would be useful and 2014 and their feedback has SET Planning activities. The in having career conversations been very positive. Talking Careers workshop program with their child (n=96+).

38 Launch into Life Tertiary Education Parent participants said: at Logan Parent Experience (TEE) Engagement for students with Activities disabilities Thank“ you for this wonderful opportunity, This program included parent The Tertiary Education Experience which dispelled many information sessions at its annual (TEE) program provided a suite myths and answered on-campus careers events. of activities customised for Between 2011 and 2014, a total of different audiences and purposes, many questions. 285 parents attended these events from raising tertiary awareness ” (with numbers capped due to bus and ‘myth busting’ to transition transport constraints). Positive support. From 2011 to 2014, 65 parent feedback was received students, 48 parents/caregivers from participants: and 40 school staff attended these “ activities. A further 14 students, Excellent on every 10 parents and 2 school staff level – many thanks participated in new, transition-to- for providing the opportunity. [Student’s] Feeling“ totally university activities in February first comment was encouraged to pursue a 2015. Griffith sponsored travel and “these kids are great, future in learning and to accommodation costs to enable they are just like me, I be a role model for my the participation of students, think I’m going to like daughter also attending families and school staff from uni” – so the first hurdle today. regional and remote locations. The program was supported by 27 is well and truly over. mentors, many of whom also had ” disabilities. ”

On average, over 50 percent of Conclusion students reported: The parent/caregiver engagement What“ I gained today strategy has been highly successful is that university is for ■ a positive change in their in engaging parents of children everyone who wants to perceptions about their ability from different age groups, cultural further their studies. to attend university; backgrounds and abilities. Using a wide variety of activities and locally ■ ” being motivated by the developed resources, the strategy presentations and working with has helped to address Griffith the mentors; and University’s widening participation goal to broaden the career ■ that they had learned many aspirations of school students from “ practical strategies to assist I gained a great deal Year 6 to Year 12. The strategy has them to manage themselves more understanding and contributed to the effectiveness and their learning if they were it has removed some and sustainability of widening to study at university. preconceived ideas and participation programs through fears. successful engagement with the key influencers of students’ career

” and education choices.

Endnotes 1 Parents with Impact resources available at: griffith.edu.au/student-equity-services/outreach-activities/parents-and-families 39 40 Charters Towers Education Hub: a partnership between James Cook University, Charters Towers Regional Council and secondary schools in Charters Towers

About JCU adopted this approach University: because partnerships between James Cook University’s (JCU) James Cook University universities, schools and School Engagement team (JCU) communities have been widely established a unique model to documented to positively engage with secondary students Themes: impact on: in the Charters Towers region Partnerships, 1. the social and educational through the Charters Towers School Engagement outcomes of school students; Education Hub project. 2. the regional development Author: The main aim of the project was of communities; Mikaela Dockrill, to provide students in Charters 3. regional economic priorities; former Team Leader Towers with greater access to and School Engagement (and knowledge of) university 4. the academic community opportunities and pathways. It of the region.1 was expected this would help raise students’ aspirations towards All project partners valued achieving a tertiary education. education as vital to the social A second aim was to promote and economic development of stronger economic development individuals and communities, and diversification in the Charters and were committed to work in Towers region through awareness collaboration to achieve these aims. raising, partnership and education activities during the project. After initial consultation with the Charters Towers Regional This project was based on a Council Mayor and the principals partnership with the Charters from the participating schools, Towers Regional Council and four JCU’s School Engagement team secondary schools in the region worked with the schools to – All Souls St Gabriels School, develop a comprehensive school Blackheath and Thornburgh College, engagement program with Charters Towers State High School activities that were relevant and and Columba Catholic College. meaningful to secondary students.

41 School Engagement ■ build upon existing Community Events partnerships between JCU, Program Following the camp, students from Charters Towers schools and There were three parts to the the camps participated in a series the wider community. school engagement program: of activities that were delivered in the Charters Towers community. ■ residential camps – a three- The inaugural Charters Towers These activities: day camp at JCU’s Townsville Residential Camp was held in ■ reinforced the key messages of campus for Year 10 students; 2014 and brought together a total the camp program; and of 40 Year 10 students from the ■ in-school activities – delivered four secondary schools. In 2015, ■ showcased the outcomes to by JCU’s School Engagement the project was extended with 65 parents, school staff and the team; and students attending the residential wider community. ■ community events – program. The additional places The events were attended by aspirational workshops and were funded collaboratively by the school staff; friends and family of presentations in the Charters schools, the regional council, and camp participants; councillors from Towers community. a local industry partner, Evolution Charters Towers Regional Council Mining. The increased interest Residential Camps including the Mayor; JCU staff; and from students and the financial JCU Student Ambassadors. The Charters Towers Residential commitment from local industry, Camps were held on campus over the Council and the schools three days at JCU Townsville to demonstrated the success of the Evidence of Impact provide a first-hand experience of program and the value that the The aim of this partnership was university life. opportunities and partnerships to make a long-term impact on had within the community overall. the educational choices made The aims were to: by the student participants and more broadly, to support the ■ contribute to raising aspiration In-School Activities regional economic development and awareness of tertiary study The JCU School Engagement priorities of Charters Towers. within Charters Towers schools; team delivered weekly in-school Long-term tracking of student ■ deliver activities to empower activities and regular in-school choices will need to be measured, however early indicators have students and increase their sessions across Years 7 to 12. been promising. The impact and self-esteem and self-efficacy; The program focused on raising achievement, awareness of, and preliminary outcomes of these ■ explore course and subject access to, higher education; programs have been measured areas and match those with through: feedback from residential exploring the affordability of students’ career aspirations; camp participants; feedback from further education; and promoting parents, staff and students; an ■ recruit interested camp the aspirations of all students. In increased interest and participation some schools, activities leveraged participants as Get into Uni in JCU facilitated activities (in- Ambassadors. Ambassadors off existing school programs and school and on campus); and became role models in their initiatives (where appropriate) and sponsorship provided by local school and wider community have since become embedded industry, council and schools to to advocate for, and promote within the school career ensure higher numbers of students university education; and development curriculum. had access to these programs.

42 Camp participants were surveyed Feedback from partners was also This approach to engagement before and after the residential encouraging: could potentially be replicated in programs. Feedback confirmed the other regional areas because it is camp met its aims and objectives region specific; responsive to need; collaborative and consultative; and provided participants with and has mutual benefit to all a meaningful and memorable “ I am very happy to be involved. Further, it is a systemic learning experience. The camp also involved in assisting in and sustainable approach to had a positive impact on students’ creating outcomes for engagement and works to embed higher education aspirations, with the students of Charters the university into local schools and 82.7 percent of students surveyed Towers and in North communities. It also ensures that after the camp agreeing or strongly Queensland. We have a big the university has an understanding agreeing that they were planning future with regional centres of and a meaningful commitment to attend university when they left such as ours and JCU in to specific regional priorities. school, compared to 58.4 percent educating our students before the camp. and supporting them onto Conclusion university pathways. These Partnerships between universities, In 2014, students were surveyed ongoing collaborations councils and schools can play an two months after the camp to will positively affect the important role in advancing the measure the ongoing impact of whole region. academic, social, educational and the camp. Ninety-one percent economic priorities of a region. Charters Towers of students indicated that they ” The Charters Towers Education Regional Council Mayor, agreed or strongly agreed with Hub partnership project has Frank Beveridge the statement, ‘Since going on worked well to demonstrate the the Year 10 Camp I am more value of partnerships and school focused on subjects that will help Lessons engagement in the short term. It is expected that long-term outcomes me get into uni’ and 71 percent The Charters Towers Education will provide further evidence of students agreed or strongly Hub partnership provided a to support the success of this agreed that the camp had given unique model for engagement partnership. them more confidence. and demonstrated how regional councils, schools, industry and Feedback from participating universities can effectively work Endnotes school staff was overwhelmingly together to: 1. Barnes, J. E., Altimare, P., Farrell, positive with 100 percent of R., Brown, C., Burnett, L., Gamblke ■ help support the aspirations of respondents strongly agreeing and J. Davis (2009) ‘Creating and young people; sustaining authentic partnerships that the Year 10 camp was with community in a systemic model’, ■ contribute to career ‘successful in raising awareness Journal of Higher Education Outreach development opportunities and Engagement, 13, 4: 15-29 of the accessibility of university’ within communities; 2. Cooper, J.G., Kotval-K, Z., Kotval, and ‘successful in informing Z., and Mullin, J. (2014) ‘University participants of the different ■ support and diversify the Community Partnerships’, Humanities 2014, 3, 88–101 regional industry; and entry routes into university’. All 3. Hillier, Y. (2013) ‘Working together: respondents indicated that the ■ increase promotion of, and community and university partnerships’, Higher Education, Skills ‘aims and expectations of the Year access to, higher education and Work-Based Learning, Vol. 3 Iss 2 10 camp’ had been fully met. opportunities for all. pp. 94–106.

43 44 James Cook University Partnerships: engagement through Aboriginal and Torres Strait Islander reference groups

About Program University: James Cook University’s This case study focuses on the James Cook University (JCU) Indigenous Community partnership between JCU and (JCU) Engagement project delivered the Rainforest Aboriginal Peoples Themes: higher education aspiration Alliance, a regional network Partnerships, and awareness raising activities of 22 groups representing Indigenous Engagement to Aboriginal and Torres Strait approximately 20,000 Aboriginal Islander people across North, people in North and Far North Author: North West and Far North Queensland. The network Janine Gertz, Queensland. The project engaged provides a coordination point former Team Leader reference groups, community for native title, cultural heritage, Indigenous Engagement networks and organisations natural resource management, to ensure it was aligned with and community development community driven, locally relevant activities. initiatives. JCU’s objective of raising higher An essential principle of James education awareness and Cook University’s Indigenous participation is aligned with the community engagement approach network’s aim to develop human is collaboration with reference capital. The geographic region of groups. This encourages mutually interest for the Alliance includes beneficial relationships through the JCU identified community trust, cooperation and respect, hubs of Cairns, Atherton and enables JCU to create Tablelands, Cassowary Coast, partnerships with established and Townsville. Member groups Indigenous reference groups, include: Aboriginal and Torres Strait Islander communities, government ■ Western Yalanji agencies, and industry partners. ■ Eastern Kuku Yalanji

■ Muluridji

45 ■ Yirranydji 1. University 2. Sustainable ■ Ngadjon-Jii Pathways and International ■ Djabuguy Engagement Leadership ■ Jirrbal Workshop in Indigenous ■ Yidinji (July 2013) Research ■ Mbarbarum This workshop invited community Conference role models and key influencers to ■ (July 2013) Gunggandji learn about university pathways The residential program provided ■ Warangnu within the native title, cultural heritage and natural resource an opportunity for participants to ■ Mamu management sectors. Key attend the conference and discuss ■ Warragamay messages included: strategies to build the capacity of Aboriginal and Torres Strait ■ Djiru ■ Parents and grandparents Islander people and researchers ■ Gugu Badhun can encourage primary and to engage in ethical, community-

■ Gulnay secondary school children driven research. to study science subjects, ■ Wulguru Kaba helping to open options for This initial event with the ■ Girramay future employment and higher Rainforest Aboriginal Peoples education in the cultural Alliance provided the foundation ■ Nywaigi heritage and natural resource for further engagement with ■ Bandjin management fields. individual traditional owner group members. This included: The Indigenous Community ■ Indigenous role models Engagement Project relationship working in these fields JCU’s Rock Art Field with the Rainforest Aboriginal can showcase their higher School (July 2013 and Alliance was formalised in 2013 education and career pathways. when JCU hosted traditional July 2015) owner representatives on a three- The Alliance members identified Gugu Badhun Aboriginal day residential program. Ongoing future opportunities with JCU Corporation hosted JCU students activities arrising from this for school, community, careers and participating community partnership are detailed below. and research engagement, and members (including a primary confirmed an agreement to school group) on country for an channel project activity through introductory subject on the study the network. of rock art, images and symbols encountered in an archaeological context. The program created higher education awareness and promoted university pathways to Ewamian Aboriginal Rangers. JCU provided Gugu Badhun with a cultural heritage management report as a result

46 of the students’ assessment and document was drafted outlining This model for engagement can recommendations. A second Rock priorities and strategies for the be applied in other regions where Art Field School was conducted in Girringun network. Discussion on existing Indigenous reference July 2015. human capital development needs groups provide a channel and within the workshop led to JCU structure for collaborative and Meetings and sharing information, advice and consultative industry engagement. The model works to embed the Presentations guidance on relevant careers and university pathways. university in local communities JCU partnered with the Ngadjon as a resource, and builds Choorechillum Corporation, Gugu JCU also facilitated a Community university commitment to the Badhun Aboriginal Corporation, Research Protocols Workshop to priorities of its region. Girringun Aboriginal Corporation, approximately 60 participants at and NQ Dry Tropics Natural the Rainforest Aboriginal Peoples Resource Management Body – Conclusion Alliance Summit in December Traditional Owner Management The JCU-Rainforest Aboriginal 2014 and a Tableland Yidinji Group. These partnerships Peoples Alliance partnership Community Research Protocols enabled JCU to regularly attend provides a unique model Workshop (Atherton) in August and report at board meetings and for engagement with the 2014. present information on career Aboriginal and Torres Strait pathways to Elders, directors and Islander community. The model employees/rangers. The meetings Careers Brochure demonstrates how universities, also provided opportunities to In partnership with the Gudjuda traditional owner groups, native promote JCU on-campus events Reference Group, Djunbunji Ltd title representatives and natural such as UniPrep, campus visits, and Ngadjon Choorechillum resource management bodies can open days, public lectures and Aboriginal Corporaiton, JCU effectively work together to: information events. In partnership developed a Cultural Heritage with Ngadjon Choorechillum ■ support and facilitate native and Natural Resource Corporation, JCU promoted title and ‘caring for country’ Management Careers brochure. university pathways as part of aspirations of traditional owner The brochure showcases local the 2013 and 2014 NAIDOC Week groups; role models and their learning activities. and career aspirations, and raises ■ contribute to the community awareness of education pathways. Workshops development goals of Indigenous groups through Girringun is a cultural heritage, research partnerships; natural resource management Evidence of Impact In 2014, a number of objectives body representing nine traditional ■ promote career opportunities were achieved with key owner groups in the Cassowary within an Indigenous stakeholder and industry groups. Coast region (Bandjin, Djiru, community-led regional In total, 52 events and workshops Girramay, Gugu Badhun, Gulnay, industry; and Jirrbal, Nywaigi, Warrgamay were delivered to 17,550 and Warungnu). Partnership participants across North, Far ■ raise awareness of higher with Girringun led to a research North and North West Queensland education opportunities. protocols workshop in June 2014 in 2014. This compares to for Elders, directors, members 79 events delivered to 8,472 and staff. A research strategy participants in 2013.

47 48 Explore Uni

About 300 Year 6 to 12 students per University: day. Additionally four three-day Explore Uni (EU) is the signature Queensland University residential camps attract 500 program of QUT’s widening of Technology (QUT) to 600 Year 10 to 12 students participation strategy. It is a annually. The program is free program of residential camps Theme: to students and schools, and and on-campus days, which School Engagement students may attend multiple immerses primary and secondary times over the course of their school students from low socio- Author: schooling. Gabrielle O’Brien economic status backgrounds Senior Equity Officer – (LSES) in experiences that aim Widening Participation to build aspiration for post- Program school study; shatter myths and The overall aim of the program misunderstandings about tertiary is to improve the access and education; and boost students’ participation of LSES students in capability and confidence. These tertiary education. are essential pre-conditions for informed post-school choices. Prior to 2011, QUT was running some day events and one camp Key elements of the EU program for Year 10 to 12 students. Using have included tertiary student Consortium and other funding ambassadors providing rich, sources, QUT was able to scale personal narratives for students; up the program to include Years an embedded career development 6 to 12; to concentrate on a philosophy that influences specific cluster of 33 schools students’ identity-formation by in the Moreton Bay region; to connecting their personal interests recruit and develop a dedicated with future study and career cohort of Student Ambassadors; options; and age-appropriate, and to re-design the experience curriculum-connected, hands-on for maximum impact on workshops which highlight future awareness, aspiration and career opportunities. development.

Since 2011 over 26,000 students The days and camps are designed have participated in EU programs. to be both a stand-alone Each year QUT has offered 40 experience and an experience to 50 one-day events for up to nested within other school-based

49 career development activities. Role Models Inclusivity They are designed to support the Student Ambassadors contribute QUT partners have helped to student and their family’s journey strongly to all aspects of the develop an inclusive program. over time. EU program. They facilitate Partners include the Oodgeroo programs, share their personal Unit (QUT’s Aboriginal and EU is under-pinned by the stories, interact with the students Torres Strait Islander support philosophy and approach encoded in formal and informal ways unit); specialists in working in the Consortium Memorandum and feature in publications and with culturally and linguistically Of Understanding – working online resources. Extensive diverse groups; and disability with whole classes, not selected training is provided to Student support staff. Apart from being students; taking a strengths- Ambassadors to meet both matched to the ages and based, not a deficit approach; program aims and to contribute career development stages of promoting all forms of tertiary to their personal development the participants, all programs study; and being inclusive of and graduate outcomes. Essential include an Acknowledgement Aboriginal and Torres Strait training components include: of Traditional Owners; diversity Islander students. understanding the program’s within the EU staff; Indigenous The content developed was underlying philosophy, cultural and Pasifika Ambassadors; and people-rich, narrative-based, and awareness training, presentation overt references to the diversity youth-oriented, and embedded skills, career development of students and staff in higher career development philosophies basics, behaviour management, education. around identity-formation and health and safety. Student and curriculum-based career Ambassadors also facilitate a Partnerships 1 range of hands-on activities competencies . Existing beliefs The EU program has strong designed by each of QUT’s six such as ‘uni is too expensive’, engagement from all faculties, faculties which highlight study ‘you have to be a genius to go who contribute to both the areas and career options. All to uni’ and ‘people like me don’t activities provided at EU days hands-on activities are age- go to uni’, are challenged by the as well as an extensive suite of appropriate with over 100 use of tertiary role models from in-school curriculum-enhancing different sessions available similar backgrounds (Student activities from robotics to dance3. so participants do not repeat Ambassadors) telling their stories This high degree of enthusiasm sessions. and facilitating activities. De- and engagement from staff and mystifying tertiary study and students across the University As well as the impact de-bunking myths through the is a partnership that has been Ambassadors have on school power of role-model narratives is strengthened and supported by students, they themselves benefit. a strategy QUT has been pursuing the HEPPP and the Consortium. 2 Both qualitative and quantitative since 2005 . Partnerships with schools have data reveals that Ambassadors similarly become stronger. develop enhanced communication and team skills; feel a sense of belonging at QUT; increase their employability; and improve their retention.

50 Evidence of Impact Participant surveys that measure improvements in aspiration, If“ I hadn’t attended an Explore Uni camp in Year 12 I wouldn’t awareness and motivation show be at uni today. I grew up in a single parent family with Mum, that all participants experience the sole provider, on a minimal wage. As both my parents left increased interest in and school after Year 10 and no-one in my wider family network aspiration for tertiary study after has been to uni, I had no idea what it was like. The camp was an EU event. the turning point. Hearing the Ambassadors’ stories made me realise some people had overcome far greater obstacles than Over time there has been a mine and made it to uni; therefore I could too. significant shift in the impact of Explore Uni days – especially on former Explore Uni participant and Student Ambassador, ” repeat visitors. Only 17 percent now graduated and working in Medical Imaging of Year 7 students attending their first EU day agreed/strongly agreed that they knew a lot about uni compared with repeating Conclusion participants (48 percent). For Year Overall, the EU program has Uni to build aspiration for post- 11 and 12 students attending their successfully supported QUT’s school study; to shatter myths first ever EU day 30 percent said widening participation strategy and misunderstandings; and to they agreed/strongly agreed they of de-mystifying tertiary study boost students’ capability and knew a lot about uni compared and de-bunking myths through confidence. QUT will continue with 64 percent of repeaters. The the power of role-model to provide this program into the immediate impact of a single visit narratives. Program feedback has future as part of its widening appears to have a residual positive illustrated the value of Explore participation strategy. effect over time. This is even more pronounced for students who attend camps. Prior to attending camps, interest in university was around 80 percent rising to 90 percent in a three month follow-up survey. Belief in the possibility of going to uni went from 88 percent to 95 percent between initial attendance and three month follow-up.

Endnotes 1 Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). (2010). The Australian blueprint for career development. Canberra, ACT: Commonwealth of Australia. 2 Project U www.projectu.com.au 3 QUT Widening Participation Activities Guide for Schools https://www.qut.edu.au/about/equity/widening-participation

51 Pictured: Barry Ryan, QUT Indigenous Careers Counsellor 52 Career Counselling and Aboriginal and Torres Strait Islander Communities

About Career Development in University: Since 2011, QUT has employed a Widening Participation Queensland University small team of careers counsellors, The role of career development in of Technology (QUT) including a dedicated Aboriginal widening participation is well- established. Career literacy helps Theme: careers counsellor to work directly Community with schools and communities people to make informed choices Engagement, in the Moreton Bay region. This about post-school study and work Career Development team provides free, impartial options. Career professionals can career services to school students assist people to: and community members from Author: ■ develop insight into their low socio-economic status Gabrielle O’Brien personal strengths and (LSES) and Aboriginal and Torres Senior Equity Officer – interests; Widening Participation Strait Islander backgrounds. This initiative is part of QUT’s ■ help to connect personal Widening Participation strategy interests and strengths to which infuses career development future goals; thinking and relevance to ■ make informed choices about Aboriginal and Torres Strait pathways and navigate those Islander people in all its programs. pathways; and

■ manage the career building process over time.

In LSES and Aboriginal and Torres Strait Islander communities, academic achievement and post- school opportunities are impacted by a legacy of disadvantage and racism. For this reason, providing access to career skills and services is even more important.

53 Studies of career development The Role of the For adults, the Indigenous Career and school-age children1 Indigenous Career Counsellor’s work involves a suggest that school-based Counsellor community engagement approach career development is essential and requires a deep knowledge for effective transition through QUT’s careers team is collectively of both employment and study school, especially for students referred to as the Your Future options and pathways. This from LSES backgrounds. They Career Services and works with includes: also recommend that access to school-age students, teachers and career development commence parents through schools; and with ■ working with a range of from a young age (primary and adults in the wider community. community organisations to early secondary school) and that raise awareness of careers For school-age students, the parents and other key influencers services available to adults and work of the Indigenous Careers should have exposure to career their families; Counsellor includes: development fundamentals. ■ providing one-to-one career ■ providing advice and an The Review of Higher Education counselling, with referrals to appropriate framework for Access and Outcomes for other services as needed; Indigenous-friendly, career- Aboriginal and Torres Strait based content across all ■ providing access to bridging Islander People2 identified widening participation and tertiary access programs; considerable gaps in the programs from Years 6 to 12; education outcomes for ■ developing community Indigenous students compared ■ providing specialised career partnerships that have led to to non-Indigenous students workshops and embedding Indigenous career expos and evidenced by participation in early Indigenous perspectives and job expos; childhood education, literacy and culturally-appropriate career numeracy, attendance, retention, development competencies for ■ developing intervention and post school transitions. Explore Uni immersion days strategies for at-risk youth and and camps; participating in community Several authors3 have found that get-togethers through the Indigenous students are often not ■ capacity-building and Community PRIDE program; encouraged to pursue academic professional development pathways and tertiary education for Indigenous Community ■ informing policy through options; don’t have sufficient Education Counsellors; collaborations with Indigenous information about pathways to community organisations higher education due to limited ■ career mentoring for Aboriginal and local, state and federal career counselling; do not have and Torres Strait Islander government agencies. For role models who have been to Student Ambassadors; and example, the Moreton Bay university; and may come from Aboriginal and Torres Strait ■ families that lack the knowledge collaborating with the Islander Education and needed to navigate the system. Oodgeroo Unit (QUT’s Employment Summit and the Aboriginal and Torres Strait Regional Education, Skills and Islander support unit) on Jobs Plan4. shared outreach activities.

54 The Indigenous Careers Evidence of Impact Endnotes Counsellor’s approach has 1 Polvere, R. and Lim, P. (2015). Around 1,500 Aboriginal and been to develop networks Career development supporting Torres Strait Islander school young Australians: A literature and partnerships with existing students attend QUT Explore review. NCVER in collaboration with programs and providers to build Uni immersion days each year the Brotherhood of St Laurence; capacity, and to promote careers and these students also access https://cica.org.au/wp-content/ services within these partnerships. additional programs such as Murri uploads/Improving-the-Career- Literacy-of-Australian-Students-. These partnerships include: Pathways in their school settings. pdf; http://www.lsay.edu.au/ publications/2285.html; and https:// ■ TAFE Queensland Over the last three years more cica.org.au/wp-content/uploads/ than 400 Indigenous adults ■ Moreton Bay Regional Council CICA-Response-to-the-National- have accessed QUT’s Indigenous Career-Development-Strategy- ■ Job Services Australia Careers Counsellor either through Green-Paper1.pdf (now called ‘jobactive’) one-to-one counselling sessions or via a career workshop. Around 2 Behrendt, L., Larkin, S., Griew, R. Review of Higher ■ Murri Pathways (Department 1,000 community members access & Kelly, P. (2012). Education Access and Outcomes for of Education and Training) career services through a variety Aboriginal and Torres Strait Islander of community events annually. ■ Murri Network People: Final Report. Canberra, ACT: Participants at these events Australian Government. ■ Elders groups discuss their own study and employment prospects or those of 3 Craven, R. and Marsh, H. (2005) ■ Disability Employment Services their families. These interactions ‘The centrality of the self-concept have clarified personal goals construct for psychological ■ Police Community Liaison staff wellbeing and unlocking human for work and study including potential: Implications for child ■ Carers Queensland and appropriate pathways to tertiary and educational psychologists’. other Registered Training study and employment. Educational and Child Psychology, Organisations Vol 25: 2; Lamb, S. and Rice, S. (2004). Effective Strategies to As a result of community Conclusion Increase School Completion Report. collaborations, career Across Queensland significant Department of Education and Early development has become a changes in the provision of Childhood Development, Victoria; and James, R. and Devlin, M. (2008). significant feature at events such training and employment services Participation and Equity: A review of as Community PRIDE (camps are heightening the need for the public provision of career services. the participation in higher education for young people and monthly of people from low socioeconomic In the Moreton Bay region QUT’s community BBQs for families); backgrounds and Indigenous people. Your Future Career Services is Indigenous Job Expos; Rugby Centre for the Study of Higher building a sustainable, long-term, carnivals and NAIDOC events. Education University of Melbourne. community-oriented careers service for low SES and Aboriginal 4 The Department of Education, and Torres Strait Islander peoples. Employment and Workplace The service is raising awareness of Relations (DEEWR). Regional Education, Skills and Jobs Plan 2012 career development in the region – 2014. and building career development skills needed to negotiate education and career pathways.

55 56 Uni – Yes I Can! An initiative to engage secondary school students in tertiary education

About ■ offering free campus-based University: experience days. The University of Queensland (UQ) University of developed the Uni – Yes I Can! Queensland (UQ) program to increase awareness Experience Days of, and interest in tertiary study The experience days were Theme: for secondary students in the designed to provide students School Engagement, Ipswich and Lockyer Valley with a positive encounter at Partnerships regions. The program comprises a a university campus, where suite of campus-based university they could experience both Authors: experiences and in-school theoretical and practical learning Katie Jackson presentations and workshops opportunities. They were also Outreach Program that were designed to de-mystify designed to help students clarify Coordinator university and break down their future education and career goals. Kellie Kayser perceived barriers to tertiary study. Young Achievers and Outreach Program Strategies Manager To initiate and build school participation, the program Alinta Brown “ developed a number of strategies It showed me how Program Research including: much I wanted to go to Officer university. ■ highlighting the long-term importance and relevance of ” widening participation; Student feedback

■ promoting the benefits of the program to participating The UQ experience day included students and linking the discipline-focused activities, program to educational goals campus orientation activities, and and the school curriculum; an activity at the end of the day to consolidate student learning. ■ targeting communication Program staff worked in close towards gate-keepers and collaboration with UQ faculty staff motivated school staff; to create and deliver interactive ■ distributing a program activities, drawing on discipline- information brochure and specific information to stimulate simplified booking system; and student engagement.

57 Student Ambassadors This reinforced the Uni – Yes I Can! Evidence of Impact objectives of aspiration-building, The team of passionate Student Since the program started in myth-busting, and improving Ambassadors were vital to 2011, the number of students who tertiary preparedness. achieving strong student have participated in on-campus engagement and contributed activities has more than tripled – greatly to the effectiveness of the In-School Activities 321 students participated in 2011 program. Ambassadors provided a In-school activities were and 1,127 students participated realistic picture of university study designed to develop students’ in 2014. Both on-campus and from a current university student’s skills in study, resilience, goal- in-school activities have grown perspective. They highlighted key setting, stress management significantly and in 2014, 116 messages about the benefits of and time management. Student activities were delivered, with university while sharing their own Ambassadors were trained to 6,419 students from 15 schools personal stories and transition deliver the in-school activities, engaged. to university. In later experience which enabled delivery of days, Student Ambassadors presentations and workshops to The program’s activities were developed and delivered their own a whole year cohort at one time. evaluated through surveying discipline-based activities that School staff responded well to this students, school staff, and Student offered information about study initiative as it minimised disruption Ambassadors. The in-school areas and potential career options, to the school curriculum. workshops and presentations while highlighting the differences were intermittently evaluated to between school and university Engagement Tools improve and develop the program. education. UQ also measured the impact of UQ used a variety of modes of on-campus experience days. communication to cater for varied Activities student learning styles, to capture At the end of an experience The campus orientation activities interest and strengthen student day, students were asked to rate learning. This included Student included scavenger hunts and their level of agreement with the Ambassador stories, break-away interactive tours so that the following two statements: student groups could explore the exercises, workbooks, videos, and large, unfamiliar campus in a fun, challenges. BEFORE participating in the self-directed manner. experience day, I believed it was possible for me to go to university Students in groups created short films to demonstrate the benefits Students“ were given the AFTER participating in the of university. This activity helped opportunity to create experience day, I believe it is to consolidate their learnings for their own goals and possible for me to go to university the day. These films were given to refine these. Students the schools to take back to share were engaged and Trends in the raw data indicated with the wider school cohort. the supplementary that participation in experience workbook was effective. days did contributed to increased The on-campus experiences I saw students really belief that it is possible to go to helped to establish stronger evaluating what they university. For example: relationships with the schools wanted at a deeper level. and led to UQ developing a set ■ Results from 2013 indicated of in-school activities to connect School staff feedback ” that 92 percent of students with a greater number of students. agreed/strongly agreed that it

58 was possible to go to university interest in university. Therefore, A secondary benefit of the ‘after’ participating in an all engagement activities required program was that activities experience day, compared to annual updating to ensure contributed to updating the 74 percent of students who learning opportunities remained knowledge-base of participating agreed/strongly agreed that it fresh and dynamic and that school staff: was possible ‘before’. Of note returning students were exposed is the increase in students to new experiences and varying who strongly agreed: from 36 study areas. percent ‘before’ to 61 percent “ The young people came ‘after’. The summaries of student feedback were provided to back telling others what ■ Similarly, results from 2014 schools promptly after on-campus a great time they had indicated that 94 percent experiences. This feedback was and all the things they of students agreed/strongly used as a tool to demonstrate discovered. Your program agreed that it was possible the program’s value to students really helps demystify to go to university ’after’ an and, consequently, build deeper university for them. And experience day, compared to engagement with schools. thank you from me too as 72 percent of students who I was not up to date with agreed/strongly agreed that it Anecdotal feedback all of the information that was possible ‘before’. could be so relevant to High school staff were highly young people here in the Qualitative and quantitative receptive to the experiential, future. feedback from participating on-campus activities: students and school staff was consistently positive. On average, School staff feedback ” 92 percent of students responded ‘yes’ to the question, “Has participating in the experience Summary day made you more interested in “ university as a future option?” The students were Collaborative partnerships thoroughly engaged with school staff, UQ faculties, Additionally, the benefits of an throughout the day. The Student Ambassadors, and experience day most commonly program was interactive program evaluation staff ensures selected by students were and hands-on which kept the continued success of the program. Overall, the broader consistent with the key program the students interested. program approach contributed objectives: seeing what a Both campuses exposed to substantially increasing the university campus looks like while them to a variety of engagement with schools and having a positive experience; courses and career created opportunities for multiple gaining more information about options, which they university-related experiences university and study options; and weren’t aware of prior to learning about new possibilities for participating secondary the excursion. Overall it for their future. school students. This enabled the was an educational and program to meet its aim of de- successful day.’ Survey results indicated that mystifying university and helped to students were returning to the break down the perceived barriers university campus for a second School staff feedback ” to tertiary study for those students or third time, consolidating their who attended the program.

59 60 Motivating Indigenous Students to Succeed

About Deadly Choices University: This paper will discuss the Pathways to Success University of strategies The University of Queensland (UQ) The Deadly Choices Pathways Queensland’s (UQ) Aboriginal to Success (Pathways) program Theme: and Torres Strait Islander Studies currently targets Year 7, 8, 9 and Community Unit (ATSISU) are using to provide 10 students across seven schools engagement opportunities for Indigenous in South-East Queensland. The students to access direct aim of the program is to transition Author: pathways into higher education. students straight from school into Shane Drahm The paper will identify some of university studies. Director, Aboriginal and the barriers that exist and how Torres Strait Islander to overcome them. It will also The Pathways program covers Studies Unit provide a description of the the steps involved in the process programs UQ is implementing of applying for and attending in the schools and the outcomes university. The steps include: achieved to date. ■ setting high expectations/ goals; Programs ■ acquiring the motivation to In order to achieve our desired achieve in the classroom; outcome of increasing the number of Indigenous students attending ■ achieving good academic university, we have focused our results leading up to and outreach activity into two major including Year 10; programs: ■ selecting OP subjects/tertiary ■ Deadly Choices Pathways pathway in high school; to Success; and ■ achieving required result for ■ InspireU. entry into selected course(s); and

■ applying to and attending university.

61 Current data shows that only These include: Evidence of Impact 15-20 percent of Indigenous ■ the chance of getting a job The Deadly Choices Pathways students undertake OP pathways after completing Year 12 to Success program is still in its (the traditional academic program increases by 53 percent, early days of delivery, however undertaken by Year 11 and 12 however 10.4 percent of these student feedback and teacher students in Queensland) and same Year 12 graduates are observations have provided some therefore limit their opportunity unemployed compared to key indicators that the program is to transition directly into higher the non-Indigenous Year 12 successful. These include: education. The Pathways program graduate unemployment rate aims to build Indigenous student’s ■ students, when provided with of only three percent; motivation to engage with existing incentives, are more motivated programs and resources available ■ there is ‘NO GAP’ in to achieve in the classroom; to them by identifying their role unemployment between ■ when students are presented as students, members of the Indigenous and non-Indigenous with real life scenarios of community, and potential leaders. people with a university success (i.e. Indigenous role The program provides incentives degree; and models), they get a sense of and rewards to motivate them and ■ further study leads to better self-belief; and also academic support such as an health and lifestyle. after school tutoring/mentoring ■ Raising the expectations of the program. students empowers them with InspireU self-confidence. Positive role models from the The aim of the InspireU program Throughout the program, Aboriginal and Torres Strait is to capture students on an OP Pathways students are regularly Islander community are used pathway and provide a detailed reminded that there are no as a source of inspiration and insight into their study area of boundaries as to what they leadership, while student interest. Currently UQ holds five can achieve, and that academic teachers from UQ’s School of InspireU camps for students success is a combination of hard Education deliver the educational interested in Health, Law, Science work and self-belief. component to Pathways students. and Engineering (junior and senior Parents also form part of the camps). During the week-long Below are some examples of role model network and provide camps, students are exposed feedback that highlight the the foundational support for to the university environment; benefits of thePathways program: the students. Students are also industry environment; networking offered tangible rewards such opportunities; and career as Deadly Choices and Broncos options and benefits. A follow merchandise, as well as attending up engagement program is also Broncos games and theme parks. implemented, which includes local and regional student and parent When communicating the events; social media engagement; importance of higher education and online tutoring and support. to the Pathways students, UQ compares the gap in outcomes for the most common post-school pathways for Indigenous students.

62 The InspireU program is in Lessons its second year under a new Considering that in 2008 only InspireU structure. In that “ 21 percent of Indigenous people After one term in the time, there have been eight aged 15–64 had completed program, a student from camps with over 100 students Year 12, there is not a history Albany Creek achieving attending. Of the students that of higher education in many Cs in Year 8 has told her graduated in 2014, nearly 60 Indigenous families. For this parents that her dream percent applied to university. reason, there is a limited number is to be a doctor. She has Empirical evidence supports that of strong Indigenous role- identified problems with continuous engagement with the models and family members with her maths knowledge student and providing a sense of experience of higher education. and is now seeking belonging to university will result As such, the focus and push homework assistance to in the continued aspiration of the for the current generation of help fill in the gaps. student to attend university. Indigenous high school students to attend university is not as

Tutor ” strong as it needs to be. “ In order for us to change the It allowed me to outcomes of Indigenous students, establish a better we have to first change their understanding of pathway. We have learnt that engineering and to figure students lack the knowledge “ out which subsections of about OP pathways and university Thanks for being such a engineering I enjoy. in general. Currently, very few great bunch of teachers! Aboriginal and Torres Strait Islander students undertake OP You’re teaching so many Student survey, InspireU” incredible things that Engineering 2015 subjects and therefore this makes have been really helpful the pathway into university more for my attitude with difficult. It is also evident that school work, and that it once the students are provided is important to try that with the incentive to achieve in little bit more when it The“ most valuable the classroom and therefore be comes to my education. aspects of the camp for more motivated, they are capable Deadly Choices has myself was learning the of achieving fantastic outcomes been fun and helpful and options and pathways and having the choice to go I’m so glad I have the of how to apply for the directly from school to university. awesome opportunity to courses and the types come to these lessons. of support groups/ individuals which are

Student ” here at UQ.

Student survey, InspireU” Health Sciences 2015

63 64 USQ’s Intensive Tertiary Preparation Program: a pathway to university for Year 12 leavers

About There are two courses that make University: up the core component of USQ’s The Tertiary Preparation Program University of Southern mainstream Tertiary Preparation Intensive Pathway (TPPIP) is Queensland (USQ) Program – a Studying to Succeed offered to Year 12 school leavers course and a mathematics unit. from low socio-economic, Theme: The Studying to Succeed course rural, regional and remote Community focuses on developing academic engagement backgrounds wishing to begin writing and study management an undergraduate program. By skills. TPPIP students are also Author: focusing on developing generic streamed into an appropriate Ms Charmaine Davis skills essential for successful mathematics subject based on Lecturer, Tertiary undergraduate study and by their diagnostic assessment Preparation Program, providing a positive university results. The courses run over Open Access College experience, this free program aims two, two-week intensive blocks to raise career aspirations and to on-campus over December and remove the barriers to starting January. university for these students.

During the two residential blocks, Program students attend timetabled classes each day, and access university TPPIP provides a direct pathway facilities such as computing into USQ undergraduate programs laboratories and library services for students who otherwise would to complete much of the work not meet entry requirements. normally timetabled over a whole Students undertake career semester. Residential students planning activities and access USQ in Toowoomba also have access career development practitioners to a supervised evening study and admission services to hall. Following the intensive on- streamline their application and campus component, students enrolment process as they move have approximately two weeks to into their selected undergraduate study online at home in the lead program. up to their end of semester exams.

65 The program also incorporates Evidence of Impact Thus, over the three years of the extra-curricular activities, and project, a total of 112 students TPPIP was initially offered at the students are introduced to a enrolled in undergraduate places Toowoomba campus in 2012, range of support areas across at USQ in the semester following and involved 20 students. This the university, including Student their completion of TPPIP, with number increased to 42 students Services, Student Relationship other students taking up USQ in 2013. In 2014, the program was Officers, Faculty information, undergraduate programs in later expanded to include Fraser Coast, Recruitment and Admissions, the semesters. Ipswich and Springfield campuses, Learning Centre and the Library. and 156 students participated. An analysis of progression data Students from remote locations Collaboration also indicates other notable were offered fee-free residential trends. Several students entering TPPIP also fosters close college places to attend undergraduate programs at USQ collaboration between USQ and Toowoomba classes. through TPPIP have since changed secondary schools to ensure their academic programs; some a coordinated approach to Progression data reveals that have not been successful in all identifying and engaging with TPPIP has made substantial courses undertaken; while some students from target groups. inroads towards its goal have moved in and out of study Principals and Guidance Officers of increasing access to in their selected programs. It is in schools in the region were undergraduate programs worth investigating the extent to provided with information about for students from diverse which factors that impacted upon the program. Relationships with backgrounds. Twenty students the success of these students the schools had been previously enrolled in the 2012 inaugural at school are still affecting their established through USQ’s TPPIP program and the success at university. Nevertheless, Opening Doors project, where completion rate was 85 percent. TPPIP has effectively provided USQ had delivered activities Sixteen of these TPPIP students students with access to tailored to each school’s needs enrolled in USQ undergraduate undergraduate programs at USQ, such as individual career programs in 2013, and nine of thus widening participation in counselling sessions, information these students are still active higher education for students sessions with selected students, in their selected undergraduate who would not have otherwise or sessions with Year 12 cohorts. program. attended university.

In 2013, 20 students (from a total of 42) transitioned into undergraduate studies at USQ in Semester 1 2014, while a further seven joined USQ undergraduate programs in subsequent semesters. Twenty-one of these students were still active in their programs in 2015. Of 156 students in 2014, 76 accepted places in undergraduate programs in 2015.

66 Lessons The TPPIP program presented academic and professional staff in the Open Access College with several challenges. Aside from the rather gruelling pace of the program, there was a clear imperative to tailor the curriculum, teaching practices, admission procedures and student communication processes to meet the often unique educational and social needs of TPPIP students. However, student feedback indicates TPPIP does effectively address many of these needs:

“ Not only does it prepare you for uni and give you the confidence that you can succeed at uni but also gives you the confidence that you can tackle anything that life will throw you.

” Kyle Mayocchi, TPPIP student

Photo details Top: Ipswich TPPIP students Linda A challenge for the future is to Godfrey, Jeff Fualau, Naima Ama, continue to address the needs Jordan Hicks, Chelsea Kraschnefski, of the program’s younger Manning Field, Jessica Suffolk, with cohort while ensuring students their lecturers, Dr Susan Hopkins (left) are adequately prepared for and Aruna Devi. undergraduate study. Bottom: Towoomba TPPIP students Kyle Mayocchi and Alice Sunzu with program coordinator Charmaine Davis.

67 68 DARE: Dream Aspire Reach and Experience

About ■ improve English literacy and University: numeracy for Indigenous The University of Southern University of Southern students; Queensland’s (USQ) DARE Queensland (USQ) (Dream Aspire Reach and ■ promote healthy and positive lifestyles for Indigenous Theme: Experience) Indigenous Secondary students to improve their Community School Student Mentoring participation in education; engagement Program models best practice in Indigenous engagement ■ promote and foster cultural through the development of Author: respect and understanding; and Megan Darr cultural knowledge and inter- Senior Indigenous generational knowledge sharing. ■ bridge the gap between Engagement Officer The DARE program was run schools, communities and across rural communities in the universities. Moreton, South West and Wide Bay regions of Queensland in Program 2012 to 2014. The program was The features of the program designed so that students could included: gain an understanding of cultural knowledge and knowledge sharing ■ Year 10 secondary school in a distinctly Murri worldview. A students targeted to coincide holistic approach underpinned with Senior Education and by Indigenous protocols and Training (SET) Planning; knowledge was integral to ■ 16 week program conducted in establishing school engagement, group sessions in schools; building rapport and trust. ■ mentor program – Indigenous and non-Indigenous Aims undergraduate university The program aims were to: students, Indigenous elders, Indigenous community leaders, ■ raise the aspirations of business owners, health Indigenous students towards service employees, Community higher education; Education Counsellors, ■ improve secondary school Queensland Police officers and attendance and completion Indigenous Liaison Officers rates of Indigenous students; engaged as mentors;

69 ■ cross-cultural awareness The USQ student mentors training and ongoing support provided a link between the provided to mentors via face- university and Indigenous “ to-face, telephone and online secondary school students and It’s been a real positive platforms; were able to “interpret” university in terms of achieving a student life. This was reinforced by more positive outlook for ■ cultural understanding, one principal stating: the students. Certainly historical awareness and the level of confidence self-identity development and self-awareness has incorporated to benefit both gone through the roof. mentors and mentees; So I’m very happy with ■ DARE Traditional Indigenous “ the outcomes. It’s made Games school competition; The big plus has been our students braver and the connections that stronger. ■ DARE Leadership Camp our students have been involving guest speakers, able to build with young leadership and motivational ” people from a tertiary School Principal workshops, team building and setting. As far as the kids cultural experiences; and are concerned DARE’s ■ DARE Awards Ceremony about them staying on to celebrate participation, in school and doing their academic and attendance best. But it has given our Engagement achievements. students a relationship By engaging holistically with the with someone at a students, school communities, tertiary institution who Mentoring families and the wider community, has ambitions and the DARE Program was able to The presence of Indigenous this has raised their facilitate cultural exchange and mentors including elders and aspirations. We are enhance the students’ cultural local leaders from the students’ seeing improvements identity and knowledge. home communities enhanced in our retention from students’ cultural knowledge Year 10 to 12 as a result DARE’s 2014 evaluation report development. As well as providing and more students are recognised that the cultural local cultural connections, their seeing it as acceptable awareness features of the engagement has been key to the and normal to be staying program enhanced connections effective delivery of the program in school. with Indigenous elders and in regional, rural and remote community members. Hidden locations where the nearest ” Histories (cultural awareness university is an eight-hour drive School Principal program) and the DARE away. These Indigenous mentors Leadership Camp contributed to also worked together with USQ Indigenous students’ growth and student mentors (Indigenous and confidence. This was reflected non-Indigenous) to deliver the in one Community Education program. Counsellor’s feedback:

70 Evidence of Impact Community mentors are also enrolling in the university and the The success of the program has DARE Program has contributed “ been demonstrated through I think it’s being stronger to a greater awareness of the school participation, secondary in their culture that has Indigenous presence within the student enrolment patterns and helped (with retention university prompting an Elder attendance rates, academic and completion). The to say: improvement records from booklet (DARE to be schools, surveys, focus groups a Deadly Leader) has really helped foster and reflective journals. Results understanding in the have reflected a positive and “ whole school…and I think meaningful program with: By talking to us, we they just feel stronger in (the community) are ■ 17 engaged targeted schools themselves. beginning to understand across the Toowoomba and that it’s not taboo; Fraser Coast catchment; ” universities. The (DARE) ■ 45 mentors (USQ students, Program has helped A Year 12 student who had Indigenous elders and build relationships previously completed the Year 10 community members); between the schools and program and remained involved as the community and the a peer mentor stated: ■ 204 secondary school students university. from Year 10 to Year 12;

■ 180 attending participants ” Community Elder “ for the DARE Traditional I know when the program Indigenous Games; first started that a lot of ■ students didn’t know their increased enrolments in IHEPP history or their culture (Indigenous Higher Education and I know I learnt a fair Pathways Program – USQ) from bit. I’ve always grown up DARE community members; knowing my culture and ■ reported attendance increase where my people have of secondary school students; come from but it’s good to watch other students ■ reported increase in completion grow and know about of secondary school for their culture. We talked Indigenous students; and about hidden histories for ■ reported increase in example and talked about progression from secondary the Stolen Generations and other stuff. I think school to university as based it’s about breaking the on evaluations. stereotypes that people have always followed.

”

71 72 Beyond Year 10 Camp: career development for rural and remote students

About Rationale University: The aim of this project was to Many Year 11 and 12 students in University of Southern provide Year 10 to 12 students in rural and remote areas travel Queensland (USQ) rural and remote communities an hour and a half (or more) to Theme: with applied learning initiatives school every day. In addition, School Engagement, including career education. on weekends, students in many Career Development The career education activities parts of South-West Queensland culminated in a number of Year typically travel over three hours Author: 10 students attending a three- to participate in competitive Jenny Ball day, on-campus residential camp sport. The long-distance travel Career Development experience at the University of and the attraction for students Practitioner and Southern Queensland (USQ) in to stay within their knowledge Educator Toowoomba. limits (the ‘knowns’) is more comfortable than extending Rural and remote school students themselves by travelling to the often live vast distances from distant ‘unknown unknowns’1. In tertiary education, which can addition, many students within limit their access to education these communities are at a opportunities when compared further educational disadvantage to their metropolitan peers. This because of their low socio- Widening Tertiary Participation economic-status (SES), and project sought to address the significant numbers of students tyranny of distance and the are Aboriginal and Torres Strait scarcity of local education Islander people. opportunities for rural and remote students. This project aimed to address these issues by engaging and connecting with students through activities that sought to demystify university and raise students’ awareness of, and aspiration towards tertiary study.

73 Strategy The Project Residential Camps USQ’s strategy supports USQ built relationships with Students from Year 10 were research that argues that career 38 low SES State and Catholic then invited to a three-day education and counselling may secondary schools and 11 external residential camp experience at assist students to overcome agencies and businesses within USQ’s Toowoomba campus called disadvantage by a) ensuring South-West Queensland. Each Beyond Year 10 Camp. The camp that they know which career of the agencies and businesses was a practical and hands-on path they want to pursue and appointed a ‘career development experience and culminated in b) highlighting how they might champion’. Sourcing and a graduation ceremony with achieve their goals through connecting with the right person eminent guest speakers such as tertiary education2. in each school and business was the Vice-Chancellor, the City’s paramount to the success of the Mayor and university alumni. Year 10 to 12 students in rural and project. remote schools were offered the Each camp was capped at a opportunity to explore a range USQ’s team has many years of maximum of 60 students to of aspects of career education. school and career development ensure a high quality experience In addition, Year 10 students experience and provided their for attendees. Over three years, were invited to attend a three- expertise as a visiting resource for USQ held four residential camps day residential camp. The camp each school. The team was well- with 19 different schools. The included sessions about campus positioned to support schools camps were held on-campus life and the opportunity to attend and was a valuable resource in and students stayed in the on-campus activities including a rural and remote locations where residential colleges to add to Careers Day. Students also visited career education expertise is the university experience. The relevant industry sites off-campus often limited. experience was timed around the in Toowoomba. on-campus Years 8 to 10 Careers The school engagement activities Day organised by the USQ School The aim was to build rural and were tailored to the needs of Engagement team. This event remote student’s self-efficacy individual schools, and varied attracts up to 1,000 students from by firstly teaching them about from one-hour presentations to Toowoomba and rural and remote professions and pathways that full-day workshops with parent schools annually. they had not previously known and professional development about, and by secondly helping sessions. The USQ team took As well as on-campus activities, them to believe that it was indeed a current USQ student to the students visited relevant possible for them to achieve schools to offer information industry sites such as the local these careers with a university from a peer perspective. Almost Performing Arts complex, the education. This aim is supported two thirds (24) of the schools local Magistrates Court, the by evidence that shows career were prep to Year 10 schools rural Medical Education facility, education can positively influence and benefited significantly from large businesses, engineering high school students in their the breadth of the engagement works, the local newspaper and career decision-making self- activities on offer which catered the TAFE. Long-standing and efficacy and confidence3. for students of different ages. new relationships with these businesses were strengthened through the project.

74 Evidence of Impact ■ Credibility – it was important Endnotes for the USQ team to establish 1 Rumsfeld (2002) Retrieved 22 There is ample evidence to a reputation as credible, well July 2015 from: http://www. demonstrate that career defense.gov/transcripts/transcript. informed, engaging career interventions produce positive aspx?transcriptid=2636 development practitioners outcomes for students.4 Of the 165 and educators. The team did 2 McIlveen, P., Everton, B., & Clarke, J. students who attended the four this by using best-practice (2005). ‘A university career service Beyond Year 10 Camps in 2013 and social justice’. Australian Journal resources and well-informed – 2014, 60.5 percent of the 137 of Career Development, 14(2), 63-71. students who responded agreed or presentations and engagement 3 McIlveen,P., Morgan, T. & Bimrose, J. strongly agreed with the question, activities. This allowed the (2012). ‘A longitudinal study of the team to gain repeat access to ‘I believe it’s possible for me to experience of a career development the schools. go to university,’ before the camp. program for rural school students.’ After the camp, 98.5 percent Australian Journal of Career ■ agreed or strongly agreed with Personalisation – time is Development, 21(1), 22-30. the question. USQ will now track very precious in crowded 4 Brown, S.D., & Ryan Krane, N.E. school curriculums, so being those students through enrolment (2000) ‘Four (or five) sessions and data and through continuing mindful of schools’ needs a cloud of dust: Old assumptions relationships and engagement was an essential aspect of and new observations about activities with the schools. being invited back again. The career counselling.’ in Mcilveen, P., team also kept in mind that Morgan, T. & Bimrose, J. (2012). ‘A the activities were a public longitudinal study of the experience Lessons of a career development program relations exercise for career It has been three years since the for rural school students.’ Australian development, post-school Journal of Career Development, start of this project and USQ now education and the University. 21(1), 22-30; Bimrose, J & Barnes, S. has widened its footprint into It was also clear that working (2006). ‘Is career guidance effective? more schools and communities, with families (brothers, sisters Evidence from a longitudinal study allowing the university to inform and parents) over the long- in England.’ Australian Journal of and raise the aspirations of more Career Development, 15 (2), 19-25; term would contribute to a students each year. Whiston, S.C., Sexton, T.L., & Lasoff, greater longitudinal impact D.L. (1998). ‘Career intervention There were several lessons learnt in raising aspirations of rural outcome: A replication and extension from the project: school communities. of Oliver and Spokane (1988).’ Journal of Counselling Psychology, ■ Culture – although all schools 45, 150-165. In Mcilveen, P., Morgan, T. & Bimrose, J. ( 2012). ‘A longitudinal were rural or remote schools, study of the experience of a career each had a different culture development program for rural that had to be considered. The school students.’ Australian Journal USQ team made an effort to of Career Development, 21(1), 22-30. understand each school culture by visiting every school in person, which contributed to building good relationships. The aim was to take the students on a journey from their own environment to the university setting.

75 76 My Tertiary Education Day (MyTED): encouraging primary school students to consider tertiary education opportunities

About aspirations are more effective University: when aimed at primary school My Tertiary Education Day University of the students than when traditionally (MyTED) provides an innovative Sunshine Coast (USC) aimed at Year 10 students framework to encourage primary onwards. The literature indicates school children to participate in Theme: that the prime developmental higher education. It is a multi- School Engagement time to begin discussions about strategy project, and aims to aspirations is between the ages of enhance the aspirations of Year 4 Authors: eight and ten. Dr Ruth Greenaway students and their parents from low socio-economic backgrounds Postdoctoral Research Strategies Fellow to aspire to attend university. The strategies used in the MyTED In an effort to inform, guide and Dr Uwe Terton program target this particular encourage students to reach their Project Manager primary school age group. They potential, programs should be put include an interactive eBook in place to awaken the aspirations MyTED: Ready, Set, Jump that of young people at an early age. has embedded Indigenous According to Gale and Tranter1, perspectives and focuses on interventions to encourage literacy and language, particularly students to consider their digital literacies. The eBook

77 contains the support materials the essence of the program. Many As the literature suggests and for all phases of the program of the underlying principles of from what has been evident in and aligns with the Australian the MyTED program align with MyTED, students begin to gain Curriculum to assist with the Indigenous cultural understandings insight into their aspirations and development of language, and storying around awakening capabilities in primary school. literature and literacy skills. The and dreaming. MyTED serves These insights are guided by eBook is based around the life of as a good example of how to interactions with their family an Eastern Grey Kangaroo named embed Indigenous perspectives in members and members of the Edwina (nicknamed TED) and her learning experiences for primary wider community.2 The inclusion struggle to overcome adversity school students. of parents and caregivers is with knowledge, curiosity and considered paramount to the the development of aspirations. During the Awakening Aspirations Students engage with Edwina phase we also use the Tree of success of the MyTED program as whose adventures are intertwined Life to enhance the students’ they provide the most significant through all phases of the program. understanding of the three phases guidance and in the majority of of education. Primary school is cases, influence their children’s identified as the roots, secondary Program aspirations. Parents and caregivers school as the strong trunk, and provide support for the MyTED Edwina is introduced to students tertiary education is identified as program initiatives long after during four lessons delivered the branches and leaves and as the program has ended. They by the MyTED team. During the one way that people flourish in are invited into the classroom to lessons students investigate their their future life. It signifies natural engage with their children in the aspirations and represent them progression and tertiary education program and are encouraged to using Photovoice and MyVoice. as a positive next step after attend the excursion day. The Photovoice requires students to secondary school. take a photograph that represents adults are asked to reflect on their their aspirations and to answer The program culminates with an own aspirations and complete some questions to contextualise excursion to USC Sippy Downs the Aspirations Pathway and their response. Similarly, MyVoice where students experience hands Photovoice or MyVoice activities requires students to draw a on activities, meet University staff in the same way as their children. picture that represents their and maybe see Edwina. After this They are encouraged to reflect aspirations. Students investigate experience, students investigate on their pathways and discuss their ambitions with their the aspirations of others and apply the barriers that they faced and that knowledge to themselves by enhanced knowledge of a tertiary the enablers that helped them watching video narratives found in environment by completing an reach where they are today. the eBook and through interaction Aspirations Pathway. Students By completing the activities, with Edwina’s story. These use Photovoice and MyVoice conversations are stimulated initiatives are called the Awakening to represent their medium and between the adults and their Aspirations phase of MyTED. After long-term aspirations and then discussing the MyTED program load their responses into the children during the activity and at with Indigenous community Aspirations Pathway Application. home. Some parents mentioned leaders, we borrowed the concept This then produces a document that MyTED started conversations and language of awakening from for the students to keep and refer about the future that would not the Indigenous culture as it reflects to later. have occurred until later in life.

78 Evidence of Impact Overall, 60 percent of students stated that their aspirations had changed and 64 percent had an observable change in their aspirations. The results of the program delivery over three years has informed the development of further outreach programs supported by eBooks for students in Year 4 to Year 6. We now know that teachers and principals more readily accept programs that are embedded in the curriculum. For example, MyTED assists students to reach the achievement standards of the Australian Curriculum and the cross curriculum priority of Aboriginal and Torres Strait Islander histories and cultures.

The impact of the Indigenous perspectives is difficult to measure. However, the students responded to and asked questions about the meaning of certain Indigenous terminology and were able to form connections with their own dreaming, wishing and awakening of aspirations.

MyTED started in 2013 with two schools and grew to six schools Endnotes in 2014 and 2015 and has reached 1 Gale, T. and Tranter, D., (2011). ‘Social justice in Australian higher education over 550 students. Many positive policy: an historical and conceptual university-school-community account of student participation’, in: relationships were established Critical studies in education, 52(1), and are ongoing between all pp. 29-46. stakeholders. Changes in Year 2 Lee, H., (2012). ‘What do you want to 4 student aspirations during do when you grow up? Occupational the course of the program Aspirations of Taiwanese Preschool demonstrate the initial aims of the Children.’ in: Social Behavior and project have been achieved. Personality, 40(1), pp.115-128.

79 80 Here there be no dragons: establishing pathways to tertiary education through creative practice

About to students at a graduation University: ceremony, further replicating the In fairy tales, dragons often University of the university experience. This format guard the enchanted castle. Sunshine Coast (USC) fits well with the objectives of the For students from low socio- CWEP, which are: Theme: economic status backgrounds School Engagement (LSES) and regional/rural ■ to enhance the creative writing communities, university may and literacy skills of students, Author: appear as an enchanted castle; thus assisting academic Dr Maria Arena while distance, isolation and performance and increasing coordinator and the resulting undervaluing of confidence in achieving presenter of the Creative higher education, may be seen success; and Writing Excellence as the dragon. The University Program of the Sunshine Coast’s (USC) ■ to promote and develop Creative Writing Excellence educational aspirations. Program (CWEP) is an initiative that seeks to counter these The success of the format is barriers by involving students evident in comments by students in a university-style course that and teachers reflecting on the enhances learning, nurtures program: success, and acknowledges achievement in order to develop student confidence and build aspirational pathways toward tertiary education. “ The [CWEP] is a great opportunity Program for teenagers, like The CWEP is delivered over me, to better their nine weeks in a lecture/tutorial understanding of format to familiarise students story writing, and it with the learning environment of encourages learning. a university. During the program,

students write and edit a short ” Year 8 student, story, which is published in Nanango SHS, 2015 an anthology and presented

81 Hamilton, Head of Department A similar experience is evident for English/Humanities at at Aldridge SHS in Maryborough, “ Murgon SHS: with English Head of Department, The greatest advantage Rayna Morris, stating that: of the course for our students is in developing their skills and gaining confidence in creative writing, leading to “ “ improved results As a result of [the Many students talk about in the imaginative CWEP], attending attending [USC] because writing section of the university is not the they hear positive Senior English course… daunting idea it had comments from students Additionally, our previously been, who either visited or students benefit from especially for students have siblings attending. engaging with staff who would be first in ‘[The CWEP] has gone a from the tertiary sector, their family to attend long way in building this which [fosters] a greater tertiary education. bridge. interest in pursuing tertiary education. ” ” 2015 2015 ” Paul Hutton, Head of Department for English/ Similarly, the CWEP has been An example of this bridge-building LOTE at Kingaroy SHS, successful in establishing occurred in 2014, when students 2015 pathways to university, as from Aldridge SHS visited USC noted by Bree Moyls, Head for their CWEP workshop and of Department for English at a tour of the campus. The visit Urangan SHS: acquainted students with the An important aspect of the university, and helped raise their CWEP is taking ‘the university to awareness of higher education as the students’ at their school. A a feasible opportunity. recuring theme in discussions with students, parents and teachers “ from the Wide Bay-Burnett The University of the region is the sense of isolation Sunshine Coast has experienced by students in LSES/ gained popularity… rural areas. Engaging students in over the past few years, their school environment sends a [with] more and more strong message about their value seniors applying for within the education sector, and courses at USC as their cultivates the notion that tertiary first choice. education is not beyond their reach. The effectiveness of this 2015 ” strategy is recognised by Heather

82 Educational aspirations are further Lessons Distance also plays a role in developed by the positive rapport the difficulties associated Although the CWEP has been established between CWEP with accessing technology. As successful in achieving its core students and university staff: teaching contact during the objectives, challenges have CWEP is limited, feedback and arisen during the program’s student support occurs via email. implementation. These challenges Although USC’s partner schools are similar to those faced by “ have internal email systems, students living in regional/LSES ‘I very much enjoyed issues surface when students communities – namely distance [the CWEP]. I am cannot access their school email and access to resources such improving my writing accounts. Further frustrations as technology. USC’s partner and am getting higher arise for students when they have schools range in distance from marks in my English. limited – or no – access to the 80 to 250 kilometres from Thanks a lot. Loved it. Internet at home, which can make campus and for students, these completion of the program more distances, compounded by family ” difficult. When these situations Year 10 student, circumstances and finances, occur, parents, teachers and Murgon SHS, 2015 can be substantial obstacles university staff work together to fulfilling tertiary aspirations. to find alternative avenues for Nevertheless, the ‘tyranny of Developing rapport encourages students to complete the program, distance’ is somewhat diminished students to view universities thereby assuring their sense of for students through engagement as welcoming places where achievement. their contributions are valued. initiatives such as the CWEP. Furthermore, the CWEP facilitates positive relationships between Conclusion USC staff and teachers at partner Despite these difficulties, students schools, which also benefit from LSES and regional/rural students. As Danielle Goddaer, communities are clearly keen to Head of Department for English/ engage with learning initiatives, LOTE at Hervey Bay SHS, writes: such as the CWEP, which enhance their academic performance and develop their aspirations for tertiary education. The best “ evidence of the success of such The partnership Hervey Bay SHS has developed with USC initiatives is when former CWEP has been incredibly advantageous for both students and students arrive on USC’s campus teachers... We have had students go on to tertiary education as first year university students, at USC and other regional institutions who might otherwise indicating that the dragon is have not pursed tertiary education…[while] teachers who have slain, and that the pathway to the worked with students in [the CWEP] have enjoyed professional enchanted castle – and the future development that only serves to better help us engage with – lays open. our students.

February, 2015 ”

83 84 Developing Digital Literacies

About ■ visiting the University of University: the Sunshine Coast (USC) Access to the Internet and the University of the to gain an understanding of use of technology is an essential Sunshine Coast (USC) the university environment part of the everyday school and interacting with both environment for young learners. Theme: Indigenous and non-Indigenous In disadvantaged communities, School Engagement university students. confidence in using technology Author: is particularly relevant because Dr Anne Drabble technology is a valuable learning The Project Senior Lecturer Early tool for engaging students and The Digital Literacies project Childhood Education, developing literacy skills. team included six pre-service Digital Literacies project teachers in their second year of A partnership initiative manager study and a local educator from focusing on digital literacies the Aboriginal Kabi Kabi people. Acknowledgement: was undertaken in a primary The project team worked together Mr Kerry Neill school located in an Indigenous to prepare literacy activities on Local Kabi Kabi educator community in Queensland. iPads to reinforce the learning Around 170 of the students (99 that was being carried out in Ms Georgie Gordon percent) and over 65 percent of Ms Louise Lyndon the classroom. They then made staff at the school are Indigenous. Ms Sarah Middleton regular visits to the school to Ms Shaylie Watson work alongside the classroom Ms Maddison Wilkins Aim teacher to implement the Mr Nathan Zahra The central aim of the initiative activities. USC pre service teachers was to build capacity and to develop aspirations for learning A real favourite of the students beyond the school context. The was the app, Book Creator, which two focus areas were: allowed them to create eBooks. Students learned how to use ■ engaging primary students in the app to take photos, draw literacy activities using iPads. and record speech and sounds This is because competency in to help them write narratives English and literacy is beneficial and poems. They would record to academic achievement, themselves reading their texts capacity building and and then played them back to developing aspirations; and each other amid much giggling

85 at hearing their own voices. With ■ the shared communication The school students were frequent use of the app, students included conversations about especially interested in ‘seeing’ developed confidence in reading what a university was, why what the university students and creating texts. The Kabi Kabi people went to university, and had to do in class. When shown educator, who has familial ties what the pre-service teachers some examples of work many with the community, made regular did at USC; and commented that it didn’t look too visits to the school and worked different to the work they were alongside the project team to ■ the pre-service teachers doing at school except that it was support the students’ cultural talked to the students about harder. They also commented that literacy by engaging them in their career aspirations and while it was probably harder, it Indigenous painting, drama, music encouraged the students looked like more fun than being in (didgeridoo) and storytelling to participate fully in the a classroom because you could be activities. Activities generally literacy activities and achieve at a computer all day! However, finished with a coda linked to successful outcomes with their the more significant comments respect, working hard at school work. included the students’ interest in coming to USC to study teaching, and achievement. drama or sports science. After several months of regular On-Campus Visits The visits to USC provided contact, strong relationships were Lessons established and the project team’s students with first-hand visits and contributions became experiences of a university While the visits to the school and part of a routine the students environment. They sat in a lecture to USC were extremely successful, and indeed the whole school and theatre and listened to a respected the project team experienced the wider Indigenous community Kabi Kabi woman welcome them challenges that required them were familiar with. The learning to USC. As she was from the same to adapt to the school and and teaching interactions Indigenous community, much of community context. Changes in her welcome was familiar to the between the pre-service teachers the composition of the classroom, students. She told students it and the school students were student absences, visitors to the was her personal wish that they positive for a number of reasons: classroom, family bereavement, work hard at school because she community events and student ■ the pre-service teachers were would like to see them return to disengagement all had impact young and enthusiastic and USC to complete a degree (just on what had been planned and they arrived at the school as her own son was doing). The the extent to which the learning with interesting digital literacy students also spent time at the activities could be undertaken. University’s Burunga Centre, which activities that were fun and provides a social and study space engaging for the students; for Aboriginal and Torres Strait ■ the pre-service teachers Islander students enrolled at USC. also spent time encouraging At the Burunga Centre the school students to engage in social students connected with USC’s communication; Indigenous students who spoke about their career aspirations and what they had done to become a university student.

86 Evidence of Impact The Digital Literacies project helped to build students’ literacy and supported students to build aspiration. The two-tiered approach of making regular visits to the school to implement digital literacy activities and the visits to USC provided the students with lived experiences about aspirations beyond the school context and the necessary learning and application that is required to achieve successful outcomes.

Of particular significance was the contribution of the local Kabi Kabi educator in engaging the students in cultural learning. His cultural knowledge was invaluable in supporting the project team’s understanding of the cultural protocols necessary for working in the community. The success of the Digital Literacies project can be attributed to the support of the school community and the local community who work tirelessly to build capacity and develop aspirations through quality experiences that are embedded in a rich cultural context.

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The Queensland Widening Participation Consortium Case Studies 2011–2015