2018 Indigenous Education Statement

2. Progression (access and outcomes)

2.1    Success rate and retention

2.1.1 Integrated Student Engagement Plan

The Oorala Aboriginal Centre continues to implement and refine the Integrated Student Engagement Plan (ISEP) that it initiated in mid-2016 with a focus to accelerate Aboriginal and Torres Strait Islander student success at UNE. Oorala has continued to transform its practice to both embed and systematise a pro-active model of student engagement. Key to this transformation has been the introduction and continued enhancement of communication and support measures to enable the effective delivery of timely, culturally appropriate, and sustained academic and pastoral support to the total Indigenous student cohort at UNE. A major focus of the Centre’s current work is to support more than the two-thirds of our Aboriginal and Torres Strait Islander students who study online and/or are from regional and remote locations.

Key proactive measures introduced include:

• Developing a new approach to case management support of At-risk students. This has occurred in cooperation with the wider UNE Student Administration Services and has encompassed the modification of the 'Automated Wellness Engine' (AWE) System to better accommodate the needs of our Indigenous students;
• Making three student engagement officer positions permanent to enable specialist responses to students Faculty based enquiries. This has also streamlined Oorala's direct engagement model to align with the Academic Organisational Structure implemented at UNE in 2018;
• Improving the use of technology to contact Aboriginal students via UNE's Student Relationship Management
  (SRM) System, developing the Aboriginal and Torres Strait Islander Site (The Hub) on Moodle (UNE's online Learning Management System) expanding the use of Facebook, and pro-active contact with students at the time of their enrolment (pre-commencement); and
• Providing greater flexibility in the promotion and delivery of tutorial assistance, the expansion of the programme to cover enabling courses, the development of an online tutorial management system especially for online students;

2.1.1b Automated Wellness Engine (AWE) for ‘At Risk’ Students

AWE is a purpose built data analysis system developed for UNE's centralised Student Administration Services team that is designed to collate data and identify students who may be at risk of disengagement and withdrawal. Based on a data warehouse, AWE extracts student-related information from eight separate UNE systems and analyses this data against 34 different triggers that the institution rates as being likely indicators of a student ‘at risk’. After consultation with the Oorala Student Engagement Team the AWE system now incorporates a daily alert specifically for UNE’s Indigenous ‘at risk’ students. This means that the student identification numbers of ‘identified’ Indigenous students are flagged in AWE, extracted into a spreadsheet; and forwarded to the Oorala Student Engagement Team for follow up.

Upon receipt of this ‘Daily Wellness Report’ at Oorala the AWE spreadsheet is updated to include additional information for use in supporting each ‘at risk’ students including: the student’s name, what they are studying, number of units, if the student has a tutor, and if the student has any encumbrances. Along with adding detail to the AWE spreadsheet, a google AWE form is also completed to capture additional data. Once the spreadsheet and google AWE form is completed, each student is contacted via the phone to ‘have a chat to them’ about how their study is going and if they would like/need further support (e.g. a tutor, disability support etc.). Depending on need, students may be directly referred to other services at UNE. After each phone conversation with a student, an email is sent to them [via the UNE Student Relationship Management System (SRM)] containing relevant information and links. Likewise, each student is flagged in the SRM retention queue for re-contact and follow up within seven days. In 2018, Oorala staff recorded 1532 incidents in the AWE system and made 1488 contacts with students by phone or email offering additional support and/or advice to students.

2.1.1c Improved activity of the UNE’s Student Relationship Management System (SRM)

All Oorala staff were trained in the use of UNE’s SRM as part of the introduction of Oorala’s ISEP in Mid-2016. This resulted in a growth in the use of SRM by Oorala staff. Records of staff interactions with Aboriginal and Torres Strait Islander students increased from 560 incidents in 2015 to 2326 incidents in 2017. This trend stabilised in 2018 with a total of 2305 incidents being recorded for the calendar year (i.e. just 21 incidents less than 2017). A key effect of the sustained use of SRM by Oorala is that there is increased continuity and accountability in our engagement with students meaning we are able to respond to, and address, student issues more efficiently.

2.1.1d Re-design and re-launch of online Indigenous Community forum

‘Moodle’ has been the online Learning Management System used by UNE since 2011. With support of HEPPP funds a review of the use and usability of the ‘Oorala Moodle Site’ was undertaken in 2017 which recommended the re-design of the site to better engage with, and meet the needs of, UNE’s Indigenous students [an increasing number of which are studying online]. Hence, in early 2018 the Oorala Online learning Student Engagement Officer worked with staff in the Information Technology and Learning and Teaching Support Directorates to redesign and re-launch ‘The Hub’ as an online community for UNE’s Indigenous students. Upon re-launch, all Indigenous students at UNE were enrolled in ‘the Hub’. By year’s end, over 11,000 interactions/activities within our Indigenous student community had occurred on ‘the Hub’ and students had directly posted some 562 messages to ‘the Hub’ forum.

2.1.1e Oorala Aboriginal Centre Student Study Area Refurbishment

The student resource area (or ‘Study Lab) has been an integral part of the on-campus facilities available to Indigenous students studying at UNE since the completion of the current purpose built Oorala Aboriginal Centre in 2007. It is a quiet, accessible space that for more than ten years has enabled Indigenous students to come together, to network, and to meet with their tutors in a culturally safe environment. Throughout this time, students have had access to the space 24/7 and it has incorporated computers, printers, internet accesses, a kitchen and lounge.

Physical renovations to the Oorala Student Study Lab commenced in October 2018. During the renovations, UNE library services assisted Oorala by providing a fully furnished and networked temporary study space for Indigenous on-campus students in the ground floor of Dixson Library. Ready for Trimester 1 2019 the benefits of the newly refurbished space include larger workstations that allow for technology such as dual screens, laptop benches with more charging stations, bigger and better lit tutorial rooms and upgraded lockers. UNE continues to upgrade its online Learning Management System (LMS) and Virtual Learning Environment (VLE); and the facilities at Oorala provide Indigenous students with enhanced access to these systems within a culturally safe and supportive environment.

2.1.1 f Census Date Initiative

In Trimester 2 2018, the Oorala Centre initiated pro-active contact with all students alerting them to the impending Census date and offering advice in regard to study load and implications for GPAs of late withdrawal from units of study. 235 units were withdrawn from before Census date, resulting in a decrease in Aboriginal and Torres Strait Islander unit enrolment by 14.8% (total unit enrolments pre-census: 1898 - total unit enrolments post-census: 1663). There was a drop of 11% in on-campus enrolments and a drop of 15% in online enrolments. The total number of students who withdrew from all units was 79. A brief integration of unit outcomes for Indigenous students in 2018 relative to previous academic years (Table 14) indicates that:

• There has been a decrease in "Fail Results" from 2017. [Also, when this result is considered on a trimester to trimester comparison, the decrease in "Fail" results is even more significant]. This is particularly so for Trimester 2 results, where "Fails" fell to 17% of all results in T2 2018 compared to Fail results being 23.9% of all units results T2 2017.
• Pass results have remained stable. The major change occurred in the number of Withdrawals and Early Withdrawals. For example, in T2 2018, 445 units were withdrawn from, compared to only 368 in Trimester 2 2017. (Note: the T2 2018 results do not include a large number of SETs, Result unavailable and Special Exam results).

The large increase in Early Withdrawals and Withdrawals without Academic Penalty are arguably the result of Oorala’s improved campaign to provide students with timely reminders about their options around Census Day and “Withdrawal without failure.” Continuation of this initiative appears likely to help reduce student attrition rates and have ongoing positive effects on student grade point averages.

Table 14: Record of Indigenous student Unit grade results for the period 2014-2018 (Academic Years).

_{*Failed includes: Result Codes: N (Fail); NC (Compulsory Fail), NI (Fail Incomplete) WN (withdrawn after the date prescribed in the Principal Date and deemed to have failed) and; WUN (withdrawn by the University and deemed to have failed).
Source: https://planning.une.edu.au/Staff/reviews/govt/grade_unit.xlsx}

2.2 Student outcomes -success and retention

2.2.1 Indigenous Student Experience Survey

Results of the 2018 National Student Experience Survey for UNE show that Indigenous students report similar rates of satisfaction with their UNE experience to non-Indigenous students in all of the five categories measured. Of particular note is the fact that survey responses from those Indigenous students completing the culturally responsive TRACKS Indigenous Tertiary Preparation Programme run by the Oorala Aboriginal Centre recorded significantly higher rates of satisfaction in all categories, with the overall satisfaction of Tracks students being 4.71 compared to 3.76 for all UNE students (Table 15). This is a positive turnaround from the UNE results of the 2015 National Student Experience Survey (SES) in which Indigenous students reported that they felt less engaged and supported compared to other students. It was concern for the apparent dissatisfaction with the UNE experience reported in the 2015 SES that resulted in Oorala initiating its Integrated Student Engagement Plan (ISEP) in Mid-2016. The relatively rapid turnaround in Indigenous student satisfaction at UNE speaks therefore to the positive impact and relevance of the actions taken during the implementation of the ISEP by Oorala.

Table 15: Summary of the 2018 UNE Student Experience Survey highlighting the high satisfaction scores of students studying in the TRACKS Tertiary Preparation Programme.

_{*Student Satisfaction was measured on a rating scale from 1 to 5, where 1= Not at all satisfied and 5 = Very Satisfied.}

_{Results reported are as provided to UNE Academic Quality and Analytics from data obtained as part of the National Quality Indicators for Learning and Teaching (QILT) 2018 Student Experience Survey funded by Australian Government of Education and Training and conducted by the Social research Centre at ANU, Canberra [See: https://www.qilt.edu.au/about-this-site/student-experience].}

2.2.2 GPA measures

To determine the change in student outcomes, the Oorala Aboriginal Centre has adopted Aboriginal and Torres Strait Islander students’ GPAs as a key measure. The GPA for Aboriginal and Torres Strait Islander students in UNE Award courses saw an increase for all Aboriginal and Torres Strait Islander student cohorts in 2018 over 2017 (Figure 6). Aboriginal and Torres Strait Islander students achieved an average GPA of 3.45 compared to 4.45 for non-Indigenous students, a difference of 1 grade point.

_{Source:  https://planning.une.edu.au/Staff/reviews/govt/grade_unit.xlsx
Figure 6: Mean Indigenous GPA vs non-Indigenous student GPA at UNE for the period 2013-2018.}

2.2.3 Student Pass Rates

As suggested in the reported unit pass rates of Indigenous students in Section 2.1.1f, the pass rate by Course of Indigenous students at UNE has remained relatively stable, though trending upwards since 2015 (Table 16). In 2018 the pass rate percentage of Indigenous students was 72.5% an increase of 4.6 % on the 67.9% pass rate recorded in 2017

Table 16: Indigenous Student Pass Rate Percentage by Course, UNE 2015-2018

_{Source: Pass rate by course (based on weekly extract data) - prepared 22/03/2019; UNE Business Intelligence Unit.}

2.2.4 Student Progress Rate

The Student Progress Rate (SPR) is a percentage measure of student cohort progression determined by dividing the Total EFTSL of Units passed by the total EFTSL of Units completed (i.e. includes: pass, fail and withdrawn) within the calendar year. In 2018, the SPR for Indigenous students at UNE was 63.7%, a marginal increase on the 61.9% SPR reported in 2017 (Figure 7). However, this variation lies within the mean absolute deviation of all UNE Indigenous student SPR values for the period 2012 to 2018 (based on the appropriate calculation made using the raw numbers reported in Figure 7). SPR, therefore, is not yet a reliable indicator of real change (either positive or negative) in Indigenous Student Progressions at UNE. Continued monitoring of this value in concert with ongoing application of strategies such as the Census Date Initiative outlined in Section 2.2.1f are likely required for a sustained increase in Indigenous SPR to be realised at UNE.

_{Source:  UNE Business Intelligence Unit.
Figure 7: Mean Indigenous GPA vs non-Indigenous student GPA at UNE for the period 2013-2018..}

2.2.5 Graduation attendance

A total of 99 Aboriginal students were approved for graduation across the 2018 Calendar Year at UNE. This is the largest number of Indigenous graduates reported in any calendar year for UNE. A particularly noteworthy achievement was the graduation of Ms Kirby Siemsen, the first Indigenous female to graduate from UNE as a medical doctor.

2.3    Tutorial and other assistance provided

Oorala continues to innovate in the area of student academic support. In particular, to increase efficiencies in management and delivery and especially to support the more than the two-thirds of our Aboriginal and Torres Strait Islander students who study online and/or who are from regional and remote locations, ongoing use and improvement of digital technology in the delivery of Targeted Tutorial Assistance has been a focus throughout 2018.

2.3.1 Targeted Tutorial Assistance Programme

To improve the scope and effectiveness of the tutorial support provided to all Indigenous students studying at UNE, Oorala established a permanent position to coordinate the Targeted Tutorial Assistance (TTA) Programme in 2017. An initial key task for the new TTA Coordinator was to work, in partnership with UNE IT Services, to build an online system that could handle applications from tutors and students, match students with tutors and facilitate reconciliation with the payment system. The basic elements of this system (referred to as TTA online) were launched in late 2017 and system enhancements continued throughout 2018. In total, 17 enhancements to the system were made in 2018 including:

• Revision of the online student application form to enable it to be completed more efficiently and with better detail to ensure that the tutorial service provided is tailored for each student's needs;
• Revision of the online tutor application form to improve the efficiency of the application process and to ensure that tutors provide sufficient information to enable the best match of the qualifications, skills and experience of each tutor with those students seeking assistance;
• Increasing the flexibility of the record keeping and reporting elements of the database to enable the TTA Coordinator to better monitor service delivery and enhance data accuracy.
• Increasing the data available for review by students and tutors relating to each recorded tutorial session thereby improving its useability and accuracy.

In addition to enhancements to the TTA online system, three further material improvements to the TTA programme were made in 2018:

• A full set of improved programme guidelines, tutor terms and conditions and student terms and conditions were completed, to match the changed circumstances; and made available on the TTA webpage available at: https://www.une.edu.au/info-for/indigenous-matters/oorala/student-support/tutoring
• An Induction guide for all tutors was created to ensure that all tutors understand their roles and responsibilities; and that they have familiarity with TTA online and the necessary support to carry out the online obligations of their role.
• To improve the overall management of the TTA Programme, internal operational guidelines were written and implemented including those elements relating to administration of TTA online.

A breakdown of the tutorial assistance provided through the TTA Programme in 2018 is provided in Table 17 below. A total of 132 Indigenous students were provided with Tutorial assistance in 2018, an approximately 30% increase on the 103 students who were supported in 2017.

Table 17: Tutorial and other assistance provided (2018 breakdown).

_{Source: Oorala Aboriginal Centre.}

2.4    Size of the Oorala Aboriginal Centre

All ISSP grant funding provided to UNE is directed to, and administered by, the Oorala Aboriginal Centre for the support of all Indigenous students studying at UNE. Likewise, the Centre’s HEPPP and teaching revenue continues to increase, as per our accompanying financial statement.

For the 2018 calendar year, the Fulltime Equivalent (FTE) staff load of Oorala was 19.19 comprised of 10.47 FTE Indigenous staff and 8.72 FTE non-Indigenous staff (See Table 18 below). Also, as part of the Centre’s ongoing implementation of its Integrated Student Engagement Plan a three faculty model of student engagement was embedded in 2018. This meant that the three Indigenous Student Engagement Officers employed in Oorala were each assigned to one of the three Faculties at UNE to provide academic and cultural support and liaison to students enrolled in faculty specific courses.

Table 18: Indigenous and Non Indigenous staff employed in the Oorala Aboriginal Centre in 2018.

_{Source: Oorala Aboriginal Centre.}

2.5 Cultural competence – curriculum

2.5.1 Oorala Aboriginal Centre.

As part of a UNE wide commitment to embed Indigenous content in the curriculum, and improve the cultural competency of its graduates, the Oorala Aboriginal Centre introduced three undergraduate and one postgraduate unit to its teaching Program in 2012. Since this time, these units have (a) continued to be incorporated into an increasing number of Disciplines studies and UNE Courses and (b) have had increasing number of enrolments (See Tables 19 & 20). In particular, OORA200 Working with Aboriginal People has been embedded as a core unit of study in the Bachelor of Nursing and the Bachelor of Social Work by the School of Health. In 2018, 472 students studied this Unit, an increase of some 24% on the previous year. Furthermore, Oorala continues to innovate in the area of Indigenous curricula and in 2018 commenced development of a Diploma Level Course (AQF 5) in Aboriginal Heritage Practice. This course will require the development of an additional five Indigenous specific units for delivery 2020/2021.

Table 19: The units of study offered and administered by the Oorala Aboriginal Centre in 2018.

Table 20: UNE Courses in which the Units of study offered by Oorala have been incorporated.

UNE Curricula

Within the UNE Bachelor of Laws program, there are twelve units (six core and six elective units) that include varying  amounts of Aboriginal and Torres Strait Islander content. For example, the core unit LAW101 – Law in Context, includes a topic on ‘Race and the Law’ that focuses on the colonisation and the historical treatment of Aboriginal and Torres Strait Islander people. Likewise LAW270 – Interviewing for Advocacy provides a dedicated topic on ‘Interviewing Aboriginal Australians’ and the importance of developing cultural competency when interviewing Aboriginal clients or suspects. There is a lecture on the differences between Aboriginal English and Standard English. So too, the elective unit LAW164 – Law and First People of Australia, is a unit explicitly designed to introduce students to legal issues affecting Indigenous Australians. The unit includes a learning outcome on Indigenous cultural competency that aims to prepare all students to work effectively with Aboriginal and Torres Strait Islander students in their future careers, and provides a supportive learning environment for Indigenous students. The inclusion of Indigenous content in LAW units at UNE will be subject to further review as part of the upcoming LLB curriculum review.

UNE Business School

Indigenous content is embedded in a number of courses and units through UNE Business School, e.g. MM591 ‘Managing Across Cultures’ and MM545 ‘Organisational Leadership’ which includes topics regarding ‘Employing Indigenous Australians’; also MM200 ‘Contemporary Management’ has a broad focus on cultural diversity and social inclusion is addressed. The UNE Business School’s Master of Economic and Regional Development includes a major in Indigenous Futures that seeks to prepare students for a career involved in community and regional development projects.

Faculty of Health and Medicine

School of Health

As noted in Section 2.5.1., the School of Health has embedded the OORA 200- Working with Aboriginal People as a core unit of Study in the Bachelor of Nursing and the Bachelor of Social Work. This unit examines the history of relationships between Aboriginal and non-Aboriginal peoples, using the notion of whiteness to understand dispossession, resistance, adaptation and survival of Aboriginal peoples in Australia. Models of community development and cultural awareness will enable students to develop strategies to equip them in working with Aboriginal people in a variety of professional practices. Students are challenged to examine and reflect on the self as a conscious personal and professional actor within the dynamic of ethnic interchanges. The School has also included OORA200 as a listed unit in the Diploma of Community Welfare and included OORA 400 as a listed elective in the Master of Social work.

Throughout the Bachelor of Social Work a number of Case studies are provided t that reflect diversity of circumstances and interactions with health and social care systems of Aboriginal people. These case studies reflect issues specific to Indigenous people and their experience of disadvantage and about the rights of young Indigenous people who are accused of or found guilty of committing a crime. Also, where appropriate assignments have been amended to include students demonstrating knowledge of the adjustment of their counselling practice should the client identify as an Aboriginal and Torres Strait Islander person

In 2018 students in HSCS538 - Clinical Assessment and Case Conceptualisation were required to watch an SBS documentary in relation to Aboriginal and Torres Strait Islander history and current social and emotional circumstances that may affect client wellbeing. An Aboriginal Psychologist was contracted to delivering a face-to-face workshop at the 2018 HSCS538 Intensive School providing expertise in working in an inclusive manner with people who identify as Aboriginal and Torres Strait Islanders in a counselling context including providing a social and emotional well-being framework.

In 2018, there were a number of education sessions provided to students during placement at the Coledale Health & Education Clinic (A partnership between Walhallow Aboriginal Corporation and the University of New England’s School of Health, noted in Table 11). The sessions focused on Indigenous knowledge and culture to enhance cultural competence.

School of Rural Medicine

The Joint Medical Program (JMP) is accredited by the Australian Medical Council (AMC) as meeting AMC Standards for a primary medical program provided by an Australian University. In accrediting the JMP BMed program, the AMC has acknowledged that the graduates of the JMP meet expected graduate attributes. The ability to work effectively, competently and safety in a diverse cultural environment (including Indigenous cultures) is one of the graduate attributes expected of a student completing the JMP. Graduates of the JMP are expected to have knowledge, understanding and skills in Indigenous Health. Students are required to complete the Indigenous Health component of the JMP BMed, and undertake the required assessments to demonstrate their knowledge of Indigenous Health and competencies in understanding the Indigenous culture. Course outcomes that of the BMedSc/MD which are specific to Aboriginal & Torres Strait Islanders are:

• demonstrate that they respect and embrace the history, culture and diversity of Aboriginal and Torres Strait Islander peoples; and
• demonstrate that they are committed to providing culturally competent, holistic, patient-centred care for Aboriginal and Torres Strait Islander peoples.

Similarly, the JMP includes Units of study with specific outcomes relating to Aboriginal and Torres Strait Islander people. For example, the specific unit outcomes relating to Aboriginal and Torres Strait Islander for the Unit MEDI1101A are:

• demonstrate an understanding of the core principles of cultural competence and the skills for sensitively identifying patients of Aboriginal or Torres Strait Islander origin;
• apply fundamental tools and principles of epidemiology to identify and measure the burden of illness of major health challenges facing Australia and other countries, including the gaps in health status and outcomes of Aboriginal and Torres Strait Islander people;
• apply fundamental tools and principles of epidemiology to identify and measure the burden of illness of major health challenges facing Australia and other countries, including the gaps in health status and outcomes of Aboriginal and Torres Strait Islander people.

School of Psychology

The School of Psychology [and the School of Health] uses the following strategies to improve inclusion of Indigenous knowledge in curricula:

• Acknowledgement of Country is made at the beginning of every meeting within the School and staff have been encouraged to include Acknowledgement of Country at the start of each lecture, tutorial, and seminar. Updated Moodle sites include the text and image shown in Figure 8. Likewise, liaison with the Oorala Aboriginal Centre is ongoing to ensure local cultural protocols, practices and people are considered in curriculum design and delivery.
• ‘Getting it Right’ resources. These were designed and evaluated as part of a research project run out of the Australian Catholic University (ACU) funded by OLTC in which UNE was a pilot site: https://staff.acu.edu.au/data/assets/pdf_file/0010/655804/Getting__It_Right_June_2014.pdf
• An Aboriginal Psychologist is contracted to deliver face-to-face content in the postgraduate psychology courses.

_{Figure 8: Text and Images of  available on School of Psychology Moodle Sites}

2.6    Cultural competence of staff and cultural safety of students

2.6.1 Cultural Competence of Staff

UNE provides all staff with the opportunity to attend a one-day Cultural Connections Workshop. The Workshop is offered regularly throughout the year as a Professional Development Opportunity sponsored by the UNE Human Resource Services Directorate. Participants are provided with an understanding and appreciation of the impact of history and government policies on the emotional and social well- being of Aboriginal people, particularly those within in the local and regional community. Associated insights into the experience of Aboriginal people supports stronger relationships with the Oorala Aboriginal Centre and facilitates cross-cultural dialogue with Indigenous students and staff across the University.

In 2018, 86 staff participated in Cultural Connections Workshops, 26 fewer individuals then in 2017. However, this does not reflect a decline in the support for or willingness of UNE staff to participate in these workshops but rather, due to a period of illness by the key Indigenous Workshop facilitator, fewer workshops were able to be run throughout the year. It is notable that with the formation of the new Faculty of HASSE in 2018 management mandated that all staff with supervision responsibilities for other staff members must complete the Cultural Connections (cultural competency) and Unconscious Bias courses offered at UNE. Furthermore, all staff were advised to do this professional development (PD) and the Faculty continues to actively monitoring the completion of this PD.

2.5.4 Cultural Safety of Students

The Oorala Aboriginal Centre is the focal point for Indigenous cultural inclusion and safety at UNE and the wider regional community. The Centre provides both a digital and ‘real-world’ UNE space where culturally appropriate advice and pastoral support can be obtained by students in a welcoming environment. A feature of this space is recognition and support for the diversity of Indigenous circumstance and experience; and the strong partnership that the Centre maintains with the local Aboriginal community. In addition to Oorala providing a space of welcome and support for all Indigenous students at UNE, individual Schools (such as the three listed examples below) also take responsibility to ensure the cultural safety of Indigenous students.

School of Education

All students in initial teacher education (ITE) programmes are required by our external accreditation requirements to complete studies relating to the teaching of Indigenous students throughout their studies. This includes offering a specialist programme of study for students seeking to specialise in the teaching of Indigenous students. Necessarily, this requires all academic staff involved in these programmes to maintain their own knowledge of the teaching of Indigenous students as a requirement of this accreditation. In addition, the Office for Professional Learning (OPL), which manages all school teaching practice for ITE students, ensures that it pays attention to the specific requirements of Indigenous students when managing their placements.

School of Psychology

The School of Psychology has a ‘Respecting Indigeneity Statement’ whose purpose is to ensure that Aboriginal and Torres Strait Islander students are acknowledged, valued, nurtured, and successful in their studies. The document also aims to develop in non-Indigenous staff and students, heartfelt respect for Aboriginal and Torres Strait Islander culture and values. The School aims to: (a) create an environment in which Aboriginal and Torres Strait Islander students and staff are culturally safe in their interactions with staff and other students; and (b) build a culture of acknowledging Indigenous custodianship of country. The School actively supports the development of cultural competency in staff and the promotion of a culturally safe environment for Indigenous students by:

• Encouraging and supporting all staff to attend and participate in Aboriginal and Torres Strait Islander events at the University or in the local community (e.g., NAIDOC Week celebrations). This approach allows staff to keep abreast of current ATSI issues and engagement with ATSI cultural practices.
• Supporting all staff to attend a Cultural Connections Workshop. This 1-day programme offered regularly to all university staff through Professional Development Opportunities sponsored by the UNE Human Resource Services. Participants are provided with an understanding and appreciation of the impact of past policies on Aboriginal people in the local community. Associated insights into the experience of Aboriginal people supports stronger relationships with the Oorala Aboriginal Centre.
• Holding regular meetings with the Oorala Aboriginal Engagement Officer for the Faculty of Medicine and Health.

School of Rural Medicine

Aboriginal students enrolled in Medicine at UNE access the JMP Student Support Programme that is available to all Medical students. Students requiring support due to personal or academic reasons are supported by a two member case management team (CMT). The CMT meets with the student at regular intervals to ensure that necessary support is in place. Aboriginal Academic Lisa Shipley is on the Executive Committee of the JMP Student Support Programme and works to ensure that Indigenous students are provided with a culturally safe environment. In addition, Lisa liaises with the Student Engagement Team at Oorala to ensure that Aboriginal students enrolled in medicine have ready access to the academic (including tutoring) and cultural support provide by Oorala Indigenous Centre.