Is change necessary to move forward?

Transcription

1 Is change necessary to move forward? SUPPORTING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS IN A RAPIDLY CHANGING ENVIRONMENT TANYA GRIFFITHS ATSI STUDENT SUPPORT CO-ORDINATOR NATASHA HARRISON ATSI STUDENT SUPPORT OFFICER STUDENT TRANSITION AND RETENTION (STAR) TEAM STUDENT SUPPORT SERVICES

2 HISTORY OF THE KOORI CENTRE In 1975, 23 Aboriginal Teachers Aides were appointed by the NSW Department of Education. While NSW had been slow to appoint aides, it was the first state to require training as a condition of appointment, and for this training to be undertaken in a university. The Aboriginal Teachers Aides Training program began officially that year in the Department of Adult Education at the University of Sydney. By 1989 the Faculty of Education had established an Aboriginal Education Centre to replace the disbanded Department of Adult Education and was providing a full range of support services. It also developed Aboriginal Studies programs in the University, drawing on the resources of the Sydney College of Advanced Education, one of the University s amalgamating institutions. The name of the Aboriginal Education Centre was changed to the Koori Centre in 1992, to better reflect its purposes and community association. In 2011 under the Wingara Mura strategy the services provided by the Koori Centre began moving into mainstream University faculties and departments, the first of which were student support services. 2

3 Wingara Mura Bunga Barrabugu: The thinking path to make tomorrow The Wingara Mura Bunga Barrabugu strategy is an important element of our Strategic Plan , which makes the promotion of Aboriginal and Torres Strait Islander participation, engagement, education and research one of the University s core objectives. As part of our response to the Strategic Plan, and the 2009 Review of Indigenous Education before it, we have already begun the changes that will support the implementation of this new strategy, including: growth in Aboriginal and Torres Strait Islander employment at the University the appointment of a Deputy Vice-Chancellor (Indigenous Strategy and Services) attention given to Aboriginal and Torres Strait Islander matters in research areas such as health our commitment to forging links with international indigenous communities. A 2012 audit report by the Tertiary Education Quality and Standards Agency commended the University for its strategic embrace of and broad engagement in this area. However, we re not yet where we want to be. 3

4 Wingara Mura Bunga Barrabugu: The thinking path to make tomorrow UNIVERSITY OF SYDNEY FOCUS ON INCREASING ABORIGINAL AND TORRES STRAIT ISLANDER PARTICIPATION IN HIGHER EDUCATION The University will increase the total number of Aboriginal and Torres Strait Islander people studying at Sydney by 100 percent over five years. The University will lift non- Aboriginal student interest, engagement and knowledge of Torres Strait Islander issues by 50 percent over five years. 4

5 Aboriginal and Torres Strait Islander Student Statistics as at March 2013 A total of 51,394 students were enrolled in the University of Sydney 328 students identified as Aboriginal and or Torres Strait Islander, this represents only 0.6% of the student population. 179 of those students were Undergraduate students 149 were Postgraduate students 73 Undergraduate students are Cadigal Alternative Entry Program students In the last five years of those applying for entry into the University through the Cadigal Alternative Entry Program over 50% have been offered a place in their preferred degree. 5

6 TRANSITION OF ABORIGINAL AND TORRES STRAIT ISLANDER SUPPORT SERVICES Moving from the Koori Centre to mainstream Student Support Services Delivery style of support services in the Koori Centre Students react against the change Supporting the students to accept the changes and adapting the delivery style of support after the transition 6

7 EXPANSION OF THE TEAM 2013 Student Transition and Retention Team (STAR) 7

8 WAS CHANGE NECESSARY TO MOVE FORWARD? HAVE STUDENTS SUCCESSFULLY ADAPTED TO THE CHANGE? Increase in students accessing Student Support Services Breaking down barriers between Indigenous and non-indigenous Staff and Students Letting the results speak for themselves 8

9 Positives and negatives of the move Negatives Students felt there was a lack of consultation regarding changes directly affecting them. Being removed from the sense of community in the Koori Centre meant a loss of knowledge regarding students well being The physical distance between support staff and the Koori Centre Students finding the new office spaces clinical 9

10 Pros & Cons of Move Positives Creation of the STAR Team Greater collaboration between all areas within Student Support Services Expansion of program and support into faculties Opportunities to advise and contribute to initiatives across the University Broader exposure across campus of STAR Team Increasing Aboriginal and Torres Strait Islander cultural awareness within Student Support Services Increase in students accessing all services available to them within the University. Increased spaces specifically for Aboriginal and Torres Strait Islander students Encouraged the students to become more independent 10

11 Achievements since the move Creation of ITAS Database Expansion of Cadigal Program Delivering University of Sydney Student Union ACCESS Cards to all Aboriginal and Torres Strait Islander students which assisted in Wirriga the Indigenous Society to be developed Increase student awareness of mainstream support services 11

12 Our Aboriginal and Torres Strait Islander student support team helped me a lot if ever I have worries about my degree or I am homesick. I m not sure that I d still be at Uni if they weren t around Second year Arts Aboriginal and Torres Strait Islander student. You can t expect to make a change outside your community when you only converse with your own mob Second year Education Aboriginal and Torres Strait Islander student. 12

13 ABORIGINAL AND TORRES STRAIT ISLANDER STUDENT SUPPORT The Cadigal Alternative Entry Program is an access and support program for Aboriginal and Torres Strait Islander people who want to study at the University of Sydney. Any course offered by the University (excluding block-mode and away-from-base courses) can be studied through the Cadigal Program. Applicants need to be in one of the following two categories: people under 21 years of age who have completed the NSW Higher School Certificate or an equivalent examination (HSC applicants); people over 21 years of age (mature-age applicants). Applications for the Cadigal Program must be submitted to the Cadigal Officer. Students admitted under the Cadigal Program may be offered one of two pathways:- 1. Cadigal Alternative Entry Pathway Enrolment with a full-time course load or a reduced load. 2. Cadigal Reduced Load (Pemulwuy) Pathway Enrolment into two subjects (determined by the faculty) and a unit of Academic Skills per semester in one of the following three degrees:- Bachelor of Arts Bachelor of Liberal Arts and Sciences Bachelor of Health Sciences Students in the Cadigal Reduced Load (Pemulwuy) Pathway may still be eligible for full Abstudy 13

14 ABORIGINAL AND TORRES STRAIT ISLANDER STUDENT SUPPORT Indigenous Tutorial Assistance Scheme The Indigenous Tutorial Assistance Scheme (ITAS) aims to help all Aboriginal and Torres Strait Islander students achieve academic success. ITAS is a Commonwealth funded program that provides Indigenous students with one-on-one private or group tuition. The program is designed to assist Aboriginal and Torres Strait Islander students in their tertiary studies by aligning them with qualified ITAS tutors suited to the students' needs. Academic Skills assistance The Academic Skills workshop program is a two week program designed to equip new Aboriginal and Torres Strait Islander undergraduate students with key academic skills. Mentor Program First year Aboriginal and Torres Strait Islander students are matched up with an older student mentor who can offer advice Social Activities Bi-Weekly lunches are available for all students to get together and catch up, share their experiences. 14

15 CADIGAL PROGRAM LIFECYCLE AUGUST/ SEPTEMBER OCTOBER/ NOVEMBER DECEMBER EARLY JANUARY MID LATE JANUARY FEBRUARY MARCH-JUNE JULY Open Day Respond to enquiries regarding Pathways and support into USYD Semester 2 begins, ITAS, mentoring, pastoral follow up and student events commence Call and all Aboriginal and Torres Strait Islander students with USYD as a preference and inform them about Cadigal, Academic skills, ITAS, mentoring, scholarships and accommodation First round mature-age assessment for Cadigal applicants Mature-age and HSC leavers with no ATAR sit assessment for Cadigal and panel will review applications Remind all Aboriginal and Torres Strait Islander UAC applicants with USYD as a preference about Info Day Once panel review of applications is completed, notify applicants who have sat the assessment whether they have successfully met requirements to be made an offer by the University of Sydney in Main round offers. Info Day Offers and recommendations based on ATAR results sent to faculties UAC offers sent to students and admissions reports sent to Cadigal Officer Follow up with faculties regarding offers for Cadigal applicants and any conditions e.g. Do they need to be offered a course with a reduced load into the Cadigal pathway Congratulation s call to successful students with a follow up regarding Orientation, Academic Skills Workshop and other conditions of their admission (Bridging courses if required) Follow up faculties who may have any outstanding offers and admissions. Orientation Academic Skills Workshop Mentor and Mentee introductions Progression check for continuing students based on Semester 2 results and student catch ups Diagnostic testing and workbook results:- 1. Student passes full study load recommended. 2. If problem areas are identified, recommend WRIT1001, Academic Skills + 1 or 2 other subjects. 3. If student fails Academic Skills or testing recommend WRIT Academic Skills + one other subject Semester 1 classes begin Mentoring program and ITAS commence. Academic Skills/Learning Centre classes begin for those requiring them. Weekly/fortnightl y pastoral follow up Fortnightly social student events. Progression checks from Semester 1 and student follow up. Academic Skills for Semester 1