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Table of Contents
                            Higher Education Participation and Partnerships Program: Seven Years On
Contents
Preface
	Addressing inequities in educational outcomes
	HEPPP: Seven Years On
	A picture of success: diverse, large-scale and sophisticated HEPPP initiatives
	Seven years of innovative practice
ACUgate
	Description
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 1: PRP enrolments and continuation at ACU
Figure 2: ER participants
WCE
	Description
	 Yirrkala, Galiwin’ku, Maningrida, Gunbalanya, Tennant
	 Creek and Yuendumu organisations and communities
	 Batchelor Institute of Indigenous Tertiary Education
	 Northern Territory Department of Education
	 Northern Australian Indigenous Land and Sea
	 Management Alliance
	 Australian Centre for Indigenous Knowledges and Education
	 Service Level Agreements with:
	o Aboriginal Research Practitioners’ Network (ARPNet), West Arnhem
	o Research Institute for the Environment and Livelihoods
	o CDU Research Centre for Health and Wellbeing.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
	 establishing stronger relationships between and within education institutions and remote Indigenous communities
	 enabling the generation of a knowledge base about how to make education culturally and physically relevant and accessible as told through the Indigenous lived experience.
Future Moves
	Description
	 New South Wales Department of Education
	 Victorian Department of Education and Early Childhood Development
	 National Indigenous Science Education Program
	 community partners, Indigenous partners and local councils
	 over 80 primary and secondary schools in regional NSW and North East Victoria.
	Objectives
	Activities and Progress
	 Sky Stories — connecting Indigenous knowledge to science, engineering, technology and mathematics
	 Strong Moves mentoring — a four-session on-campus intensive university experience, and Indigenous on-campus overnight camps.
	Outcomes
	Sustainable Impacts
Figure 3: Likelihood and motivation
Figure 4: Admissions
Retention and Return to Study
	Description
	Objectives
	 identifying the factors that contribute to students withdrawing
	 establishing an evidence base to inform the development of a retention strategy
	 reconnecting with former students and identifying strategies that could encourage them to return to complete their degree
	 providing the supports required to enable former students to return and successfully complete their studies.
	Activities and Progress
	Outcomes
	Sustainable Impacts
	 a pilot pre-commencement interview strategy trialled with commencing Bachelor of Nursing students in 2015, which demonstrated the benefits of early intervention to better prepare transitioning students for realistic pathways and work–life–study bala...
	 a current National Priorities Pool funded project extending the trials of the pre-commencement interview strategy across disciplinary fields and university contexts in 2017
	 a CQUniversity funded project trialling a personalised student support approach in which academic and professional staff work as school-based teams providing pre-commencement advice for transitioning students, and ongoing support for students identi...
Figure 5: Number of students who requested follow up and/or who plan to return
AHEAD
	Description
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 6: Percentage of Year 12 AHEAD students applying  for university versus Year 12s from similar schools
Figure 7: Pre- versus post-camp attitude of regional camp participants
ICCB
	Description
	 internally with all faculties
	 Institute of Koorie Education
	 Deakin Learning Futures
	 Library, Student Academic & Peer Support, Careers Education.
	Objectives
	Activities and Progress
	 Faculty of Health ‘Inclusive Feedback’: The first project formed a community of practice with academics and sessional staff and surveyed students to develop an inclusive feedback model and resources, run professional development workshops, and pilot...
	 Faculty of Arts and Education ‘Introduction to University Study’: A team of Equity and Diversity, Faculty, Library, and Academic and Peer Support staff collaboratively redesigned this accredited unit in late 2014. The partners continue to team-teach...
	 Faculty of Science, Engineering and Built Environment and Graduate Employment ‘Start Anytime’ Work Integrated Learning units: A team of staff developed online units to support more than 2,000 students each year prepare for and complete work placemen...
	 ‘Perspectives’ online role-play: The Library worked with student designers and faculty staff to develop an online role-playing interface and activity. This can be re-used in multiple units with customised content, to help students develop digital li...
	Outcomes
	 pass rate increased by 7.5 per cent for all students, 13 per cent for low SES, 10 per cent for Non-English Speaking Background, and six per cent for students with disability
	 students had a 10 per cent greater pass rate in other units they studied
	 students had a seven per cent greater retention rate to the end of 2016.
	Sustainable Impacts
	 Equity and Diversity have just launched a comprehensive ‘Inclusive Teaching and Learning’ website for all Deakin staff, showcasing fully accessible web design and including inclusive teaching tips, exemplars, resources and discussions. This builds o...
	 The Faculty of Health has published its own Inclusive Learning Series to support its professional development program.
Figure 8: Introduction to University Study program pass rate increase for 2015 cohort
Girls in ICT – Venus
	Description
	 Edith Cowan University
	o School of Science
	o Strategic Relationships Management team
	 Department of Education, Western Australia
	 three low SES secondary schools in Perth’s central northern corridor, and  one on-campus workshop with Indigenous students from four local Catholic secondary schools.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 9: Pre- versus post-program student perceptions
Student Futures Program
	Description
	Objectives
	Activities and Progress
	 FedReady — A one-week intensive preparation program that gives commencing students the skills and knowledge they need to succeed in a tertiary environment.
	 FedReadyOnline — A facilitated two-week version of the FedReady preparation program.
	 Mentoring — Leverages the experience of continuing students to guide new students. Every commencing student is allocated a mentor.
	 Peer Assisted Study Sessions (PASS) — Assists commencing students in historically difficult core first year subjects by providing weekly study sessions.
	 Academic Skills and Knowledge (ASK) — Acts as a triage point, giving students online, phone and face-to-face access to advice from experienced student leaders.
	 YourTutor — Provides out-of-hours online support on assignments and study techniques in an easily accessible manner.
	Outcomes
	 100 per cent of the last cohort of FedReady graduate students (those completing the preparation program) would recommend it to their friends.
	 Students who attend PASS are less likely to fail, have lower withdrawal rates, and receive a higher than average grade than those who do not attend.
	 In 2016, over 1,000 students accessed ASK, with 80 per cent of all enquires resolved without referral.
	 In 2016, YourTutor conducted 4,919 live tutorial sessions, and 3,195 essay reviews. Students gave very positive feedback on these interactions.
	Sustainable Impacts
Figure 10: 2016 SFP snapshot
The River Journey
	Description
	 The Department of Education and Child Development
	 Catholic Education South Australia
	 Association of Independent Schools South Australia
	 The Smith Family.
	Objectives
	 assist in improving the understanding and awareness of higher education as a viable post-school option
	 assist in pre-tertiary achievement, either at school or via an alternative pathway, to enable consideration for access to higher education.
	Activities and Progress
	 Encounter (Year 7) — Triggers students’ interest in higher education and possible opportunities.
	 Explorer (Year 8) — Helps students remain motivated toward achieving their education/career goals.
	 Investigator (Year 9) — Exposes students to new or unknown options for the future and supports their interest.
	 Navigator (Year 10) — Examines careers, attainability and employment prospects.
	 Senior Presentation (Years 11 and 12) — Examines the modern career landscape, employability and individual directions beyond secondary school.
	Outcomes
	Sustainable Impacts
Figure 11: Program growth 2012-16
Uni-Reach/Uni-Key
	Description
	 22 Queensland secondary schools
	 19 Queensland primary schools
	 3 Queensland adult education centres
	 23 New South Wales primary schools
	 4 TAFE institutes in Queensland and New South Wales.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 12: Five year overview (2011-16)
Get Into Uni
	Description
	Objectives
	Activities and Progress
	 raise Aspirations
	 raise Awareness
	 raise Achievement
	 explore Affordability
	 promote action for Access.
	Outcomes
	Sustainable Impacts
Figure 13: 2016 university aspirations of program participants
School Partnerships Program
	Description
	Objectives
	Activities and Progress
	 science
	 technology
	 engineering
	 mathematics
	 arts
	 social sciences
	 commerce.
	Outcomes
	Sustainable Impacts
Figure 14: School Partnerships Program snapshot
LEAP
	Description
	Objectives
	Activities and Progress
	 Weeks 1–3 — Developing Rapport:
	o establishing ground rules
	o mentor/mentee stories
	o goal setting.
	 Weeks 4–6 — Skill Building:
	o study skills
	o time management
	o research skills.
	 Weeks 7–11 — Informed Decision Making:
	o career research strategies
	o explore pathways to university
	o university experience day
	o review goals and reflection
	o wrap up and evaluation.
	 develops confidence, resilience and agency
	 raises aspirations towards further study
	 develops social and cultural capital to navigate the tertiary education system
	 develops study and research skills, including Information Communication Technology (ICT) skills
	 develops an awareness of school and university cultures and expectations in the Australian context
	 develops an understanding of available educational pathways and making decisions regarding appropriate pathways
	 increases refugee parents’ and communities’ understanding of tertiary education pathways.
	Outcomes
	Sustainable Impact
Figure 15: Evaluation of LEAP 2013-16
Access Monash Mentoring
	Description
	Objectives
	 mentees are supported in their preparation for university and careers
	 mentors develop their leadership and employability skills and experience the value of giving back to the community.
	Activities and Progress
	 online and face-to-face weekly mentoring sessions during term time
	 academic study assistance
	 open days, campus visits and tours
	 industry experiences — enrichment activities, shadowing experiences, workplace visits, industry forums, workshops and work experience.
	Outcomes
	Sustainable Impacts
Figure 16: Comparison of the number of Year 12s that  completed the program and those who received an offer
MAP4U
	Description
	Objectives
	Activities and Progress
	Outcomes
	 A four per cent increase in the number of students from the region applying to university.
	 Increased engagement with schools across the region to implement sustainable, innovative programs, which encouraged students to aspire to university, totalling 172 programs over the four years.
	 Increased community engagement through the development of aspirational academies/curriculum/pedagogy within schools, which increased student expectations to attend university after secondary school.
	 Identification of a gap for students between their aspirations for a university degree and their perceptions of realising this goal (i.e. expectations).
	Sustainable Impacts
Figure 17: Percentage of total number of Year 12 students that achieved  an ATAR versus percentage of total number that applied for university
Explore Uni
	Description
	 36 QUT primary and secondary partner schools
	 all six QUT faculties, Oodgeroo Unit, Library and Careers staff
	 The Smith Family, notably Learning for Life program staff.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 18: The pre-tertiary scaffolded journey for school-age low-income and Indigenous students
I Belong
	Description
	 Australian Centre for the Moving Image
	 BAE Systems
	 Capital City Local Learning and Employment Network
	 City of Melbourne
	 Engineers without Borders
	 Equity Practitioners in Higher Education Australasia
	 Ganbina
	 Koori Heritage Trust
	 Lab De Stu
	 Learn, Experience, Access Professions
	 Melbourne Museum
	 National Education Advancement Programs
	 Student Youth Network (SYN) Media
	 The National Gallery of Victoria
	 The National Trust
	 The Smith Family
	 Victorian Department of Education and Training
	 Schools Network Access Program (SNAP) — partnership with over 200 secondary schools focused on growing tertiary access.
	Objectives
	 enhance students’ knowledge of entry pathways to university, study and course options and career opportunities
	 improve students’ self-confidence
	 increase students’ motivation for studies
	 increase or affirm students’ enthusiasm about current and future studies
	 expand students’ study and career aspirations by addressing perceptions about  the relevance and attainability of tertiary study.
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 19: Participation increase 2012-17
Uni-Bound
	Description
	Objectives
	 inspire imagination and curiosity and encourage lifelong learning
	 increase knowledge and understanding of higher education and career options
	 build confidence and motivation towards higher education
	 improve readiness for higher education
	 support teachers, families and community to assist students to reach their potential for higher education.
	Activities and Progress
	 Year 5: Dreaming About Your Future — A special presentation on campus designed to inspire students to dream about their future careers and harness the power of their imaginations. Students get to experience the physical environment of the university...
	 Year 6: Believe in Your Potential — Delivered in schools, students gain a greater understanding of university career pathways through fun activities reflecting a range of academic disciplines. Identifying personal strengths and exploring teamwork an...
	 Year 7: Recipe for Success — Delivered in schools as workshops designed to help students identify and develop skills such as resilience, positive peer culture, motivation to learn, goal setting and decision making.
	 Year 8: Thinking About Uni — Delivered in schools, these workshops pose more detailed questions about why people choose to study at university. These are discussed and presented through the shared experiences of university students via mixed media, ...
	 Year 9: Going to Uni — An on-campus visit to one of three university campuses comprising sessions on identifying personal strengths and interests, career pathways, 21st century skills and an exploration of discipline areas providing hands-on, engagi...
	Outcomes
	 increases confidence in their potential to undertake university study
	 promotes conversation and curiosity about future study choices
	 enhances knowledge about course options and university pathways.
	Sustainable Impacts
Figure 20: Program growth 2012-16
Strategies for Success
	Description
	Objectives
	 facilitate students’ transition to university through a comprehensive understanding of the ‘student experience’, including an introduction to key academic skills relevant to study in their particular faculty
	 introduce students to support services in the university
	 develop strong social connections among students, along with their sense of belonging.
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 21: 2016 academic performance of SFS versus non-SFS attendees (GPA %)
Children’s University
	Description
	 South Australian Museum
	 Zoos SA
	 Bunnings
	 WOMADelaide
	 Questacon — the National Science and Technology Centre
	 Mobile Science Education
	 Port Arthur Historic Site
	 Government House Tasmania
	 Bass Strait Maritime Centre
	 Central Coast Marine Discovery Centre
	 Hunter Medical Research Institute.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 22: Program evaluation
SSSP
	Description
	Objectives
	 build leadership capacity in school staff, particularly for schools already involved in UC’s schools outreach programs
	 provide support and resources for schools to develop projects and resources to influence student self-belief and aspirations for the future
	 provide support and resources to establish a network of schools in the ACT and southern NSW engaged in delivering the Stronger Smarter approach in their schools and classrooms
	 provide support and resources to schools to design and evaluate their own improvement projects.
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 23: Professional learning program summary 2014-16
SEAMS
	Description
	 Monash University
	 The University of Melbourne
	 John Monash Science School
	 Elizabeth Blackburn School of Sciences.
	Objectives
	 assist in improving the understanding and awareness of higher education as a viable post-school option
	 assist in achievement at school, to enable consideration for access to higher education
	 support students in linking with higher education providers.
	Activities and Progress
	Outcomes
	 38 per cent are studying at Monash University and 21.6 per cent at the University of Melbourne
	 89.7 per cent are studying in STEM-related fields
	 30 per cent received an ATAR of 90+, 28 per cent 80–89.9 and 21 per cent 70–79.9.
	Sustainable Impacts
Figure 24: University destination  of SEAMS 2014-16 graduates
Figure 25: Field of post-secondary  study of SEAMS 2014-16 graduates
Live, Learn, Grow
	Description
	 Allambi Care
	 Connecting Carers NSW
	 NSW Department of Family and Community Services
	 Family Action Centre
	 Next Step
	 Premier Youthworks
	 Settlement Services International
	 Wandiyali
	 Wesley Mission.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 26: Live, Learn, Grow 2016 overview
Peer Learning Program
	Description
	 Peer Assisted Study Sessions (PASS): sciences and arts
	 Peer-to-Peer Help: business and law
	 Peer-Writing: multidisciplinary.
	Objectives
	 establish university-wide collaborative peer learning networks  • support students to develop a sense of student identity and belonging to the university community
	 provide an inclusive environment for students to confidently engage with trusted peers in group and individual settings to develop critical academic and learning skills
	 promote engagement and success through the development of self-efficacy, particularly for students who may have experienced educational disadvantage and those yet to develop the social and cultural capital associated with successful transition to un...
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 27: Student respondents agreed the program helped them to:
ASPIRE
	Description
	Objectives
	 raise awareness and enable aspirations of students to participate in higher education
	 assist in raising the academic attainment of students
	 assist students to make informed decisions that are right for them for their progression to higher education
	 address some of the barriers that prevent students from accessing higher education.
	Activities and Progress
	 It is multifaceted and multidimensional, addressing significant barriers in a way relevant to the communities in which it works. The program is not a ‘one-size-fits-all’ and regularly introduces new elements depending on the context of the particula...
	 It undertakes a practice-led and practice-informed research approach including: embedding ASPIRE officers in communities and providing online reading mentors for remote Kindergarten to Year 3 students; online mentoring for middle secondary school st...
	 It uses both traditional face-to-face engagement methods, and other methods such as online initiatives to reach remote communities more often and address the barriers of distance. The program is currently experimenting with augmented and virtual rea...
	 It engages longitudinally with the same communities over a number of years. The whole school is engaged, with scaffolded activities in class for every age group from Kindergarten to Year 12. At key points students are brought on campus and into Sydn...
	Outcomes
	Sustainable Impacts
	 build strong and lasting relationships within communities
	 engage multiple times with students
	 ensure that the workshops and interactions are tailored to address barriers and provide students with targeted information to make informed decisions about their future, particularly in the later senior years.
Figure 28: Offers to higher education institutions for students from ASPIRE partner schools
Young Achievers
	Description
	Objectives
	 raise awareness and interest in tertiary education within educationally disadvantaged communities
	 increase the number of students from low-income families enrolling in, and graduating from, university
	 develop civic-minded student role models willing to assist in raising the tertiary aspirations of others.
	Activities and Progress
	Outcomes
	 the number of participants who successfully complete Years 11 and 12
	 active engagement of participants (and their families) in all program events and activities
	 feedback from surveys, reflective workshops and interviews (with participants, parents/guardians, mentors and school staff)
	 the proportion of participants who apply, receive and accept an offer at a university
	 UQ completion and graduations.
	 Young Achievers extend their knowledge about university pathways, study options and application processes
	 the program contributes to building student confidence and helps students through the critical Year 12 decision-making period
	 the program facilitates Young Achievers’ access to tertiary study
	 family stress is eased by the financial assistance provided, as well as the support network of mentors, other Young Achievers and program staff.
	Sustainable Impacts
Figure 29: UQYAP cohort that received and accepted a tertiary offer
Figure 30: Involvement in UQYAP between 2009 and 2017
UniSA Connect
	Description
	 University of South Australia
	o Division of Information Technology, Engineering and the Environment
	o Division of Health Sciences
	o Division of Education, Arts and Social Sciences
	 Over 100 secondary schools
	 Port Adelaide Football Club
	 South Australian Aboriginal Sports Training Academy
	 The Smith Family.
	Objectives
	Activities and Progress
	 STEM Enrichment Programs, immersing students in deep STEM learning, while providing authentic learning links to the Australian Curriculum, Reporting and Assessment Authority and South Australian Certificate in Education (SACE) curriculum
	 STEM Student Networks and STEM Girls, enabling like-minded students to learn together
	 Career Awareness Programs linked to the SACE Personal Learning Plan subject
	 STEM School and Cluster Programs, meeting the needs of each school’s STEM strategy by linking to their STEM curriculum improvement agenda
	 STEM Teacher Professional Learning Programs
	 STEM Innovation Experience, promoting STEM and career pathways to the community
	 University Experience Days, enabling students to participate in career awareness and experiential STEM programs on campus.
	Outcomes
	Sustainable Impacts
Figure 31: Participant attitudes towards the program
Making Career Choices
	Description
	 Marketing & Student Attraction USQ
	 25 partner schools
	 20 partner community organisations.
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 32: Career and community development – examples of impact
Pathways to Success
	Description
	 55 Tasmanian schools
	 134 industry and community partners.
	Objectives
	 inform, lift aspirations and increase understanding of the value of higher education
	 increase participation in higher education through activities which inform and build aspiration, provide smooth transitions and enable targeted groups to engage with career possibilities aligned with future industries
	 improve rates of transition to industry-relevant higher education courses.
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 33: Pathways to Success snapshot
[email protected]
	Description
	 Department of Education NSW and 20 south-western Sydney high schools
	 The Smith Family, Public Education Foundation, NSW
	 Industry partners including: Cisco Systems Australia; Google Australia; and the Australian Broadcasting Corporation.
	Objectives
	 improve students’ academic preparedness and outcomes
	 increase students’ awareness, confidence and motivation toward higher education
	 build teacher, school and community capacity
	 broaden students’ family knowledge about higher education
	 develop and sustain effective community and stakeholder partnerships.
	Activities and Progress
	 Summer School: A two-week on-campus learning experience in which students take part in one of six summer schools in the areas of design, media and communications, business, science, engineering and information technology, and health.
	 HSC Tutorial Scheme: School-based tutorial sessions delivered by UTS students to assist Year 11 and 12 students.
	 On-campus workshops: Hands-on, interactive experiences working with  UTS academics, students and resources as well as industry experts for Years  10, 11 and 12.
	 Teacher professional learning builds teacher capacity and creates a community of practice inclusive of UTS academics.
	Outcomes
	Sustainable Impacts
Figure 34: [email protected] participant outcomes
Explore
	Description
	 whole of cohort, Years 4, 5 and 6
	 parents/carers
	 teaching staff.
	 Vocational and Educational Training sector (TAFE)
	 employers in the local community
	 university academics.
	Objectives
	Activities and Progress
	Outcomes
	 2015: 16 schools and 450 students reached via Smart Steps in the Gympie region.
	 2016: 21 schools and 1,000 students engaged via Smart Steps in the Gympie, Wide Bay and Sunshine Coast regions.
	 2016: Development of the scaffolded online career suite, Explore.
	Sustainable Impacts
Figure 35: Engagement with Smart Steps
Fairway UWA
	Description
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 36: Program involvement
Figure 37: Student attitudes after participating in Fairway UWA
In2Uni
	Description
	 NSW Department of Education
	 Catholic Education Office (Wollongong and Canberra/Goulburn Diocese).
	Objectives
	 connect positively with individuals from underrepresented backgrounds to build their aspirations and capacity towards higher education
	 work collaboratively with stakeholders to develop programs that engage individuals from underrepresented backgrounds and provide tangible bridges to access higher education
	 increase the number of students from low SES, Indigenous and regional/remote backgrounds accessing higher education to enrich UOW’s local communities.
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 38: Program transitions to higher education
Student Transition Mentors
	Description
	Objectives
	Activities and Progress
	Outcomes
	Sustainable Impacts
Figure 39: 2016 attrition rates of students between Semesters 1 and 2
Fast Forward
	Description
	Objectives
	Activities and Progress
	Outcomes
	 86 per cent of students attending a Year 9 university day reported greater confidence in making decisions about their future educational pathway
	 85 per cent of students attending a Year 11 university day reported a better understanding about what further education can offer them.
	Sustainable Impacts
Figure 40: Program participation growth
List of Acronyms
About the Centre
	 to be at the centre of public policy dialogue about equity in higher education
	 to assist in ‘closing the loop’ between equity policy, research and practice by:
	o supporting and informing evaluation of current equity practice, with a particular focus on identifying good practice
	o identifying innovative approaches to equity through existing research and the development of a forward research program to fill gaps in knowledge
	o translating these learnings into practical advice for decision-makers and practitioners alike.
	o compiling and analysing national equity data and survey data on student transition to higher education
	o managing a website that presents data on student equity performance in higher education; in particular, the mapping of higher education participation data in Australia
	o providing access to data and data-driven research on equity policy and programs from around Australia and the world.
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