AEP Goal 5: Aboriginal and Torres Strait Islander student graduation rate
5. Enable Aboriginal and Torres Strait Islander students to attain the same completion rates from award courses in higher education as for other Australians.
Your response to this goal needs to address but is not limited to the following points:
- The total number of Aboriginal and Torres Strait Islander student completions at Bachelor level and above in 2016, compared to 2015 (please provide an all student comparison).
- Support mechanisms you have in place to assist Aboriginal and Torres Strait Islander students to complete their study.
- Indigenous Education/Support Unit’s role.
The totals for Aboriginal and Torres Strait Islander student completions at Bachelor level and above (62 in 2014, 41 in 2015 and 42 in 2016) reflect an unacceptably low rate compared to all students. In response, UNE and the Oorala Aboriginal Centre refocussed efforts directed towards improving student retention and completion.
UNE’s strategies to increase access and support for students in Bachelor degrees and postgraduate courses including higher degrees, are expected to improve this trend over the medium term. We expect completions to increase in the coming years because the commencing numbers have increased from 286 to 364 from 2014 to 2015. The slight drop to 340 commencing students in 2016 is not seen at this stage to be part of a trend. Oorala’s student numbers in its pathways program – TRACKS – continues to increase. We are employing a consultant in 2017 to develop some statistics around why people who complete the TRACK program don’t enrol in a course and whether those who do have greater success than non-TRACKS students.
Degree and postgraduate student completions, 2013–15
Graduations - prepared 03/05/2017 | ||||
|---|---|---|---|---|
Year is reporting year to govt and include graduations from 1 April of the previous year to 31 March of the reporting year | ||||
Higher Degree by Research | 2013 | 2014 | 2015 | 2016 |
ATSI | 1 | |||
non ATSI | 77 | 83 | 87 | 97 |
Support mechanisms (Library)
Support mechanisms | Description | Constraints | Outcome |
|---|---|---|---|
Targeted Library Orientation Sessions | Orientation sessions conducted by Library staff to inform Aboriginal and Torres Strait Islander students about library services and resources. Consultation between Library staff and Oorala staff to provide sessions designed for Aboriginal and Torres Strait Islander students | Staff resource limitations | Increased engagement with the Library. Service to be reviewed regularly with Oorala staff and Aboriginal and Torres Strait Islander students |
Support mechanisms (Schools of Business and Law)
Support mechanisms | Description | Constraints | Outcome |
|---|---|---|---|
Engagement of full time Aboriginal Support Officer within the School | Student support | Dependent on students willing to engage. | Improved academic performance, improved student engagement with academic staff |
HEPPP funded peer support program for low socio economic students | Student support | Dependent on students willing to engage. | Improved academic performance, improved student engagement with academic staff |
Support mechanisms (School of Behavioural, Cognitive and Social Sciences)
Support mechanisms | Description | Constraints | Outcome |
|---|---|---|---|
Added information on all BCSS Moodle unit site | In line with the BCSS Cultural Awareness Policy, the Moodle site for each unit in offered by the School has a Welcome to Country & Indigenous Program statement, a Welcome to Country Video, link to the Indigenous Tutorial Assistance Scheme, and the AIME program | None | Easy access for students |
Support mechanisms (School of Education)
Support mechanisms | Description | Constraints | Outcome |
|---|---|---|---|
Identifying disciplinary literacy needs of ITE students seeking support for academic study through Oorala Centre Embedding culturally responsive literacy support within selected units of study | Research collaboration with Oorala Centre staff to provided targeted support to increase retention and completion (Chan, Devrim, Posthausen, Carter) | Research collaboration with Oorala Centre staff to provided targeted support to increase retention and completion (Chan, Devrim, Posthausen, Carter) | (project in progress) |
Support mechanisms (Oorala)
Support mechanisms | Description | Constraints | Outcome |
|---|---|---|---|
Case management of “at risk” students | From July to December 2017 Oorala Aboriginal Centre (OAC) trialled direct contact of Aboriginal and Torres Strait Islander Students who were identified via the Automated Wellness Engine (AWE). This system identifies students who are likely to be ‘at risk’ in their enrolled units at UNE. 540 individual Aboriginal and Torres Strait Islander Students were contacted | The no. of at risk students per Student Support Officer were high and a strain on resources throughout 2016. | The process was developed and documented by a Project Officer. A follow-up survey was conducted with a select number of students. Survey results included: All students felt that they could be open and honest case manager; A low number of student (29%) had a tutor Those students with tutors were very satisfied with the service (100%) Study load was an issue for some students There is a need for specialised services and counseling Some students would like additional services, e.g. childminding and accommodation More academic workshops were requested, Moodle, UNE Systems and referencing. |
