2019 Indigenous Student Success Program

2.1 Strategies for Improved Student success rates and Retention

2.1.1 Integrated Student Engagement

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 the majority of our Aboriginal and Torres Strait Islander students who study online and/or are from regional and remote locations.

Key proactive measures introduced include:

• Making three student engagement officer positions permanent so as 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 of the wider University.
• 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 program 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 was a purpose-built data analysis system, developed for UNE’s centralised Student Administration Services team. It was 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 in 2018 the AWE system began to incorporate a daily alert specifically for UNE’s Indigenous ‘at risk’ students. This means that the student identification numbers of ‘identified’ Indigenous students were 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 was then updated to include additional information for use in supporting each ‘at risk’ Indigenous students including: the student’s name, what they were studying, their number of units of study, 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 was also completed by the Oorala Student Engagement Team to capture additional data. Once the spreadsheet and google AWE form was completed each student was contacted via the phone to ‘have a chat’ and enquire as to how their study was going and if they would like/need further support (e.g. a tutor, disability support etc.). Depending on need, students would 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. UNEs centralized Student Administration Services team discontinued the AWE system in May 2019. To that point, the Oorala Centre had made 772 contacts with ‘At Risk’ students. Subsequently, Oorala modified its procedures to incorporate the broad parameters of the AWE system in its daily support of Indigenous students.

2.1.2c Improved activity of the UNE’s Student Relationship Management System (SRM)

All Oorala staff are trained in the use of UNE’s SRM with frontline student engagement officers using the system on a daily basis to interact with students. In 2019, members of Oorala’s Student Engagement Team recorded 2952 incidents of student-staff interaction on SRM for the calendar year. This is in addition to the 772 contacts and referrals made ‘till May via AWE. This represents 626 (or 24%) more interactions than reported for 2018. 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 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 and were completed prior to the commencement of Trimester 1 2019. Timed to coincide with the start of a new study year the new Study Lab was officially opened in March 2019 with a combined staff and student lunch. 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.

2.1.1e Census Date Initiative of 2018 becomes Core Business in 2019

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. Subsequently, an interrogation of unit outcomes for Indigenous students in 2018 relative to previous academic years (Table 14) indicated that:

• There had been a decrease in ‘Fail Results. “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, as a likely result of this Oorala Census Date Initiative, meant that this approach to Census Date was adopted as core business for student engagement staff throughout 2019. In 2019, Indigenous students enrolled in 4451 units of study, some 702 more units than in 2018. An increase in the percentage of early withdrawal grades in 2019 (See Figure 5) suggests this measure continues to help reduce student attrition rates at UNE; and likely has ongoing positive effects on student grade point averages.

Figure 5: Percentage of Indigenous Unit Withdrawals (by type) by Indigenous students as UNE in 2018 and 2019.

Source: Grade distribution by Unit Excel Worksheet dated 30/3/2020 prepared by UNE Business Intelligence Unit.

2.1.1f. Pathways Review Project (PRP) Stage 2

In 2017, with funds provided through the Higher Education Participation and Partnerships Program (HEPPP), the Academic Programs Team in the Oorala Aboriginal Centre commenced a review of UNE admission pathways for Aboriginal and Torres Strait Islander students. This review focused on alternative means of entry other than Year 12 High School Completion and associated ATAR admission processes. Using a mixed methods approach that combined an environmental scan of similarly directed/targeted Admission Programs within other Australian Universities; an analysis of relevant UNE student data; a critical analysis of the relevant academic literature; and a survey of existing UNE Aboriginal and Torres Strait Islander students, the project sought to:

• Establish best practice admission processes and pre-admission support for new and commencing Aboriginal and Torres Strait Islander students at UNE;
• Reduce the attrition rate amongst Aboriginal and Torres Strait Islander students who enter UNE via alternative pathways;
• Make recommendation for programs and support to better prepare Aboriginal and Torres Strait Islander students who are applying through alternative entry methods.

In 2019, Stage 2 of the Pathways Review Project was initiated directly by the Oorala Aboriginal Centre to act upon the recommendations arising out of the work completed at Stage 1 of the Project in 2017 (See Figure 5.). Envisaged as a short program of work (i.e. less than 6 months in duration) PRP Stage 2 commenced in the 2^nd quarter of 2019. The key objectives of this program were to:

• Update the final Pathway Review Project providing a road map for the implementation phase and identify study and learning needs of commencing Indigenous students at UNE; and to
• Create a suite of Learning Activities and self-assessment tools with the aim to address the “pre-access”; “admissions” and “post entry” stages of Indigenous students entering via alternative pathways.

Figure 6: Diagram of the Oorala PRP Stage 2 (2019) highlighting priority recommendations addressed in this report

All aspects of Stage 2 of the Oorala-PRP relating to the review, mapping and design of new and existing student academic and pastoral supports were completed by end of August 2019. These occurred with University wide consultation and collaboration including input from the Learning and Teaching Transformation Directorate, the Academic Skills Office, Student Success, Information Technology and Web Support and UNE Faculties; as well as with Oorala staff and our current Indigenous students.  In September 2019, three Stage 2 tasks of the Oorala-PRP relating to the physical change and/or enhancement of the UNE/Oorala Indigenous Online Learning Environment were combined into a further, Stage 3 initiative of the Oorala-PRP. This included actions relating to:

• The further physical update and renewal of the Oorala LMS (Moodle Hub) site to ensure its development as an online Community of Practice engaging Indigenous and Non-Indigenous staff at Oorala, and the wider University with our entire Indigenous student body;
• The design and implementation of an online ‘study ready’ self-assessment tool; and
• The development of a suite of culturally appropriate ‘how to’ videos’ for academic skills support; as well as student testimonials to enhance the online pre-access space for our future students.

Each of the abovementioned Stage 3 tasks are designed to action further improvements to the Online Learning Environment for Indigenous students at UNE; including fostering a community of practice, and online resources that offer whole of student lifecycle support for our students. To date the design and creation of both student testimonial and ‘how to’ videos have commenced: including storyboarding filming and editing of ‘pilot videos’ of each to establish theme and tone and gain Indigenous staff and student feedback to ensure cultural appropriateness. Work has also commenced with UNE LMS and Education Design Technicians to further enhance the Moodle Hub and create a student ‘study-ready’ self-assessment tool. Stage 3 of the Oorala PRP will be completed in 2020 at which time a full report of methods, outcomes and learnings from the PRP Project Stage 1 to 3 will be prepared to guide ongoing improvement of the access pathways for Indigenous students at UNE.

2.1.1g. Improving Indigenous Student Success at UNE.

The rate of progression of Indigenous students at UNE has remained largely static for a number of years (refer to Section 2.2.2 below). This stasis occurs in both raw numbers and in measures such as the Pass Rate Index comparison with the Non-Indigenous student cohort at UNE (see: Table 12). The apparent inflexibility in this student performance measure warrants detailed interrogation if change is to be effected in Indigenous student outcomes at UNE. Hence, following the release in December 2018 of the Indigenous Student Success Program – Performance data from 2014 to 2017 the Oorala Management Team commenced planning for such an interrogation with a view to:

• Establish an in-depth evidence–based profile of the Indigenous student cohort at UNE;
• Focus on the clearer characterisation of the barriers and enablers of student completions at UNE;
• Undertake an informed review of the assumptions associated with current policies and practice targeting Indigenous Higher Education; and
• Enable the more strategic design and practical implementation of programs that support Indigenous student success at UNE.

To be undertaken in four stages, preliminary analyses of student data in preparation for formal commencement of Stage 1 and 2 (the primary data collection stages) were undertaken in 2019. Likewise, pilot workshops with participants in the Targeted Tutorial Assistance Program, to gather input into project requirements for data collection, interviews; and further research input – also occurred in 2019.  The project has received ‘roll-over funding’ and will be completed in the fourth quarter of 2020.

Table 12: Comparison of Indigenous Student Progress Rate (SPR) % and Non-Indigenous SPR % at UNE 2012-2018.

1. SPR (Student Progress Rate) = EFTSL passed/EFTSL completed (inc: pass, fail, withdraw; excludes: results unknown)
2. Pass rate Index = ratio of pass rate for ATSI students divided by the pass rate for non-Indigenous students.

2.1.1h. Oorala Outdoor Learning Precinct Stage 1 –Concept Plan.

In concert with the New England North-West Region of NSW, the Armidale Campus of the University of New England has been subject to unprecedented drought conditions in 2019. These conditions have combined to cause unprecedented water restrictions to be declared within the Armidale Regional Council Local Government area, which in turn has affected the lawns and gardens of the University, including those immediately around the Oorala Aboriginal Centre. As a result, Oorala initiated the Outdoor Learning Precinct Project in Mid-2019. Arising from a heightened awareness of the need for sustainable use of our natural resources at UNE, the current project recognises the importance of traditional Aboriginal cultural and ecological knowledge in the teaching and practice of environmental sustainability; as well as the importance of tangible reference to place and space for Indigenous student learning and well-being.

Envisaged as an Outdoor Learning Precinct the revised environmental and cultural space at Oorala will include a yarning circle, a smoking pit for ceremonial practices and shaded spaces for indoor /outdoor learning. Together these individual design elements of the Precinct will work to transform current learning and teaching practices at Oorala, particularly enabling enhanced opportunities for greater collaboration and teamwork, with important historical and cultural reference points embedded within the space. Blurring the lines between indoor and outdoor space will allow us to use technology to connect our online students to the virtual space, as well as using the space during intensive schools for online students who travel on-campus to participate. It will lead to the development of a community of practice that identifies with place, Oorala and Country, building better support networks and a sense of belonging for everyone who uses the space.

A preliminary literature review of current design trends and best educational practice in Outdoor learning, particularly in Aboriginal student contexts, has occurred. Likewise, a desktop survey of outdoor learning spaces at other Indigenous Teaching and learning Centres and/or schools with high populations of Aboriginal students has been made. Further to this, a delegation of Academic and Professional Staff from Oorala attended the Indigenous Student Experience Summit in Sydney and made exploratory visits to the Indigenous outdoor learning spaces at UTS and Macquarie University. Oorala Project staff have also undertaken Inspection of design elements and construction materials used in the recent development of the Outdoor Play Area at the UNE Yarm Gwanga Child Care Centre to ground understanding of potential uses of local materials. The use of local materials is a key design element to ensure the Outdoor Area is consistent with and responsive to the physical environment and local Aboriginal cultural landscape of Armidale. In addition, throughout 2019 Oorala staff have actively participated in working parties relating to University wide matters of Aboriginal cultural heritage, environmental sustainability and development of the UNE Boilerhouse Discovery Space. The latter is a funded children’s learning and discovery space that is to be built on Campus at UNE. Oorala staff participation is expected to ensure that the initiatives taken at Oorala to use the Outdoor learning area to embed Indigenous knowledge and learning practice in the curricula, particularly in our TRACKS Tertiary Preparation Program are more broadly adopted across the University.

2.2 Student outcomes - success and retention

2.2.1 Student Pass Rates

In 2019, the student pass-rate-by-Course percentage of Indigenous students was 66.7%, a decrease of 5.8% from the 72.5% achieved in 2018 (See Table 12). In contrast, the 2018 data for this same measure, represented a 4.6% increase on the preceding calendar year. Hence, there is some noted fluctuation year-on-year in the Indigenous student pass rate-by-Course percentage likely, to some degree, to be a result of the relatively small number of Indigenous student enrolments in specific courses. This year on year fluctuation is much less apparent in the pass-rate by Course percentage of non-Indigenous student at UNE in the same period (Figure 7). Nevertheless the 6-year mean student pass rate by Course achieved by UNE’s Indigenous student cohort is 69.66% (Table 13), meaning that more than two-thirds of our Indigenous students are succeeding in their chosen course of study. The ongoing challenge is to close the gap between Indigenous and non-Indigenous student success since on average the student pass rate by Course percentage of Indigenous students is some 15 percentage points lower than our non-Indigenous students.

Table 13: Comparison of the Indigenous and Non-Indigenous Student Pass Rate by Course (%) at UNE, 2014-2019.

*Pass Rate= successful EFTSL/total ETSL (successful + failed) where total EFTSL >6.

Source: Pass rate by course (based on weekly extract data) Excel Spreadsheet- dated 18/12/2019, prepared by UNE Business Intelligence Unit.

Figure 7: Comparison of the Student pass-rate-by-course percentage for Indigenous and Non-Indigenous students, UNE 2014-2019.

Source: Pass rate by course (based on weekly extract data) Excel Spreadsheet- dated 18/12/2019, prepared by UNE Business Intelligence Unit.

2.2.2 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 2019, the SPR for Indigenous students at UNE was 59.7%, a 4% decrease on the 63.7% SPR reported in 2018 (Figure 8).

Figure 8: Comparison of Indigenous Student Progress Rate Percentage and Non-Indigenous Student Progress Rate Percentage at UNE (for the period 2014-2019).

Source: UNE Business Intelligence Unit.

2.2.3 Graduation attendance

Across the 2019 Calendar Year a total of 91 Aboriginal students were approved for graduation at UNE. This is the second largest number of Indigenous graduates reported in any calendar year at UNE and, the record of 99 graduates achieved in 2018 the only year to surpass it. Of these, 64 students were awarded undergraduate degrees and 27 were awarded a postgraduate degree. In 2019, there were 24 graduates from the School of Health, giving this School the record for most successful completions by Indigenous graduates in a calendar year, 16 of these graduates were awarded a Bachelor of Nursing Degree.

2.3 Tutorial and other assistance provided

2.3.1 Targeted Tutorial Assistance Program

The use and improvement of digital technology is a key focus of the Oorala Student Engagement Team in its delivery and support of Oorala’s Targeted Tutorial Assistance (TTA) Program.  Following on from the 17 enhancements made to TTA Online in 2018, a further 18 enhancements were completed in 2019, and 13 fixes were applied to reported errors. This work occurred in collaboration with the UNE IT Directorate and achieved improvements to the following: areas of our digital platform:

• Coordination and Administration including:
  • Enabling the TTA Coordinator to ‘create sessions’ on behalf of a tutor; and enabling Tutors to edit their session records.
  • Revising 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;
  • Making student and tutor contact information more accessible to each other so that delays in contact between each does not discourage students and/or put them behind schedule; and allows tutors to negotiate time, space and expectations of the student/tutor relationship early in the Trimester.
• Regulation and Compliance including:
  • Increasing the useability of the record keeping and reporting elements of the database to enable the TTA Coordinator to better monitor service delivery and enhance data accuracy;
  • Embedding the ‘Terms and Conditions’ of the Program within the online system to ensure their accessibility to all users.
  • Developing an Induction guide for all tutors 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 Program, internal operational guidelines were written and implemented including those elements relating to administration of TTA online.
• Flexibility and Responsiveness to student needs including:
  • Revising 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;
  • Increasing the data available for review by students and tutors relating to each recorded tutorial session thereby improving its useability and accuracy.
  • Creating the ability for a student to apply for tutoring if they were granted extensions outside of the trimester.

A breakdown of the tutorial assistance provided through the TTA Program in 2019 is provided in Table 14 below. A total of 175 Indigenous students were provided with Tutorial assistance in 2019. This represents a 32% increase on the 132 students who were supported in 2018, and is the second year in a row where there has been a more than 30% increase in student participation in Oorala’s TTA Program. Despite this increase, the number of students who received tutoring in 2019 still represents less than 20% of all Indigenous student enrolments.

In recognition of the possibility of wider recruitment of students, the TTA Program Coordinator adopted a more active engagement strategy when connecting with both tutors and students. This also included a review of the allocation of tutoring hours for students at UNE. It was decided in May 2019 that:

• Weekly tutoring hours would be increased from 1.5 hours per week per unit, to 2 hours per week per unit; and
• Tutoring would be offered during the mid-trimester break and exam period.

Both actions encouraged additional tutoring as well as better reporting of tutorial sessions. This required an additional resourcing and Oorala recruited another TTA administrator on a part time and contracted position.

Table 14: Tutorial and other assistance provided (2019 breakdown).

Source: Oorala Aboriginal Centre.

2.4 Size of the Oorala Aboriginal Centre

UNE directs all ISSP grant funds it receives to the Oorala Aboriginal Centre where it is administered for the support of all Indigenous students. Likewise, the Centre’s HEPPP and teaching revenue continues to increase, as per our accompanying financial statement. For the 2019 calendar year, the Full-Time Equivalent staff load of Oorala was 16.8 comprised of 8.45 FTE Indigenous staff and 8.35 FTE non-Indigenous staff (See Table 16 below).

Table 15: Indigenous and Non-Indigenous staff employed in the Oorala Aboriginal Centre in 2019.

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 16& 17). In particular, the School of Health has embedded OORA200 - Working with Aboriginal People, as a core unit of study in the Bachelor of Nursing and the Bachelor of Social Work. In 2019, 563 students studied this Unit, an increase of some 19 % on the previous year; and most significantly, a 227% increase on student numbers in this course since 2015. Furthermore, in 2019 Oorala progressed the 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 in 2021.

Table 16: The units of study offered and administered by the Oorala Aboriginal Centre in 2015-2019.

Table 17: UNE Courses in which the Units of study offered by Oorala have been incorporated.

2.5.2 Faculty based measures to increase Indigenous content in the curriculum.

Faculty of Humanities, Arts, Social Sciences and Education

In accord with the Faculty Strategic Plan launched in October 2018, the Faculty of HASSE made progress on its commitment to the ‘implementation of collaborative Indigenous employment, education and research strategies’ throughout 2019. The Faculty provided ongoing support to School and Course based working parties on retention and course development. The Courses offered in both schools of the Faculty are recognised to include considerable Indigenous content, Nevertheless a review and systematic mapping of Indigenous content in the School of Arts, Humanities and Social Science (HASS) courses has proceeded to complement the work already completed by the School of Education courses through its external accreditation requirements.

School of Education

In the School of Education, all Course and Unit Coordinators are invited to include Aboriginal and Torres Strait Islander perspectives, readings and education implications in their courses and units. All Education courses (undergraduate and postgraduate) include Aboriginal Education units, which detail Aboriginal and Torres Strait Islander perspectives and cover the history of education, policy and government acts in Australia with implications for Aboriginal and Torres Strait Islander people. Aboriginal and Torres Strait Islander Cultures and Histories is a cross- curriculum priority area in the Australian Curriculum. Selected resources, texts for student analysis and readings incorporating Indigenous perspectives are included in unit materials and activities. An acknowledgement of Country is included at the beginning of every formal lecture (and lecture recording).

In 2019, the School of Education employed an ATSI designated Level B academic in the Contextual Studies team. This academic is currently completing a PhD, and is teaching the following units this year:

• EDUC503 Teaching for Cultural Diversity
• EDCX310/510 Learning in Social Movements
• EDUC328 Investigating Education for Sustainability

Faculty of Science, Agriculture, Business and Law (SABL)

The Faculty of SABL was awarded $35,000 in HEPPP funding in 2018 to commence the “Building Indigenous Curricula and Partnerships Project” which included review and evaluation of the Indigenous content of units offered in SABL, including by an Indigenous graduate of UNE. This Project This Project audited the Indigenous content in SABL programs; set up an online database as an ongoing resource and work in progress; help provide Aboriginal perspectives into course content and delivery; and contribute to design and implementation of teaching materials and practices within SABL related to Aboriginal and Torres Strait Islander peoples and communities. This program continues to deliver improved delivery and alignment of Indigenous material in the curricula of SABL courses. For example, an outcome of the School of Law curriculum review saw the Aboriginal and Torres Strait Islander content in the UNE Bachelor of Laws program expand from six core units to its inclusion in the majority of 16 core units. As the UNE curriculum renewal program rolls out in 2020, this audit will provide the foundation for improved and scaffolded Aboriginal and Torres Strait Islander content throughout SABL courses. The School of Environmental and Rural Science is exploring the development of a Graduate Certificate in Traditional Ecological Knowledge to provide a qualification for Indigenous and non-Indigenous natural resource managers throughout Australia.

School of Environmental and Rural Science (ERS)

Traditional Ecological knowledge is taught in first year in ECOL100 (Ecology: Concepts and Applications) and at higher levels (e.g. EM353 Conservation Biology). Lecturers explain that Science is one of many knowledge systems, but that it is important to consider other systems for additional information that can inform holistic management of ecosystems. An important axiom of what is taught is that traditional knowledge depends on country for its context and significance, and that Aboriginal systems of knowledge are place and people specific. Indigenous perspectives are also examined in the first year curriculum in unit RSNR110: Sustaining our Rural Environment 1 – taken by all environmental, agricultural and engineering courses in the School of ERS through field excursions, lectures and in class discussions. At the end of this unit students: understand the importance of land to cultural and spiritual identity of Aboriginal and Torres Strait Islander people; know recent changes in legal opinion and government policy in relation to native title and Aboriginal and Torres Strait Islander heritage; and appreciate the significance of changes for Aboriginal and Torres Strait Islander people. Students are examined on their cultural understanding in the final examination. Likewise, in a core unit at third year – EM312 Environmental Impact Assessment –students learn about indigenous considerations and requirements for development. There are speakers in from Office of Environment and Heritage to explain the policy and legal safeguards for indigenous cultural heritage. Students are examined on this material. ERS also has a number of elective units that consider natural resource management and policy in which Aboriginal and Torres Strait Islander traditional and contemporary culture values are addressed.

School of Law

Within the School of Law, Ms. Marcelle Burns (an Aboriginal law lecturer), engages with her colleagues to help embed cultural competency and awareness wherever practical into Law units. Moreover, from 2015 to 2019 Marcelle was the Project Leader for the Indigenous Cultural Competency for Legal Academics Program (ICCLAP). This program was supported the Council of Australian Law Deans which has established a working party to support the implementation of ICC in legal education; and the Australian Government Department of Education also facilitated a special edition of the Legal Education Review on Indigenous cultural competency in law (in production).

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 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.

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 safely 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:

insert : 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.

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 2019, 134 staff participated in the UNE Cultural Connections Program, 48 fewer staff than in 2018. 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. In the Faculty of HASSE it is 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 are advised to do this professional development (PD) and the Faculty continues to actively monitor the completion of this PD.

The Senior Human Resource Consultant (Aboriginal Employment) continued her ongoing consultation with Faculties and Directorates around Aboriginal employment opportunities and providing a culturally inclusive environment for all staff. Workshops were to medical students and staff on working with Aboriginal communities to staff and students in the School of Rural Medicine and School of Health (Nursing).

UNE has established a Diversity Advisory Group, consisting of student and staff representatives. The Advisory Group is chaired by an external representative and reports directly to the Vice-Chancellor. This group has Aboriginal staff representation and has the remit to review all relevant policies, rules and procedures.

2.6.2 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) programs 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 program of study for students seeking to specialise in the teaching of Indigenous students. Necessarily, this requires all academic staff involved in these programs 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 program 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 Program that is available to all Medical students. A two-member case management team (CMT) supports students requiring support due to personal or academic reasons. The CMT meets with the student at regular intervals to ensure that necessary support is in place. An Aboriginal Academic is on the Executive Committee of the JMP Student Support Program 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.