2009 CITATIONS NOMINATION FORM

� Individual nomination �√ Team nomination Tick (√) one box

ALTC ID ___________ (ALTC use only)

CONTACT DETAILS (FOR NOMINEE OR ONE TEAM REPRESENTATIVE) Title (Mr, Ms, Dr, As/Prof, Prof) Ms

First and last name Liz Smith School/ department/ faculty Division of Student Services

Institution Charles Sturt University Postal address Panorama Ave, Bathurst, NSW, 2795 Email address elsmtih@csu.edu.au

Telephone 02 63 384325 Position title Manager, Learning

Staff type (tick (√) one box) □ Academic staff √ General staff Gender (tick (√) one box) √ Female □ Male

CITATION WORDING Describe the distinctive contribution of the nominee/s – absolute maximum of 25 words For excellence in the provision of a tertiary preparation program for more than 23,000 students over a decade, proven to increase skills, knowledge and confidence.

SELECTION CRITERIA Nominate one or (at most) two selection criteria for assessment, as appropriate to your particular contribution

Tick (√) box

√ 1. Approaches to the support of learning and teaching that influence, motivate and inspire students to learn

2. Development of curricula, resources and services that reflect a command of the field

3. Approaches to assessment, feedback and learning support that foster independent learning

4. Respect and support for the development of students as individuals

5. Scholarly activities and service innovations that have influenced and enhanced learning and teaching

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FOR TEAM NOMINATIONS If a team with five or fewer members in total, please list names of up to four further team members below

Title First and last name Gender (F/M)* Staff type (A/G)* * Use one of the following, as appropriate: F = Female G = General Staff

M = Male A = Academic Staff

Or Team may be any size, but if more than five members a team name must be used

Team name Charles Sturt University STUDY LINK

And

List numbers of team members, including all team members previously mentioned Female Male Total

Academic Staff General Staff 8 3 11

NOMINEE’S DECLARATION I/We (print name of nominee or team representative)...…Liz Smith………… accept nomination for a Citation for Outstanding Contributions to Student Learning

Signature

Date 23/3/09

VICE-CHANCELLOR/ CHIEF EXECUTIVE OFFICER’S DECLARATION On behalf of this institution, I support this nomination on the basis of the attached application. This institution undertakes to support this nominee/s in activities to disseminate good practice in learning and teaching. I confirm that the information above is true and correct and the nominee/s referred to on this form is/are currently a staff member or associate of this institution.

Title (Professor) Professor

First and last name Ian Goulter

Position Vice-Chancellor

Signature

Date 22/04/09

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1. Proposed citation For excellence in the provision of a tertiary preparation program for more than 23,000 students over a decade, proven to increase skills, knowledge and confidence. 2. Overview of contribution and specific context for this contribution Context: Students are entering tertiary education with increasingly diverse educational backgrounds and requisite skills. Charles Sturt University (CSU) has a particularly diverse student profile with more than 70% of students studying by distance education and more than 50% of students represented in the DEEWR equity categories of low SES, rural and remote, disability and ATSI. Many students are also first generation University students, have experienced educational disadvantage or have had significant gaps in their education. This issue will be further magnified as a result of the Bradley Review of Higher Education (2008) that recommends broader access targets of University degrees for 40% of 25- to 34-year-olds and that 20% of undergraduate students should be from low socio-economic backgrounds. In order to reach these targets and to ensure equitable access, participation and success for all students, it is critical that appropriate academic support be provided to students in their transition to University.

Contribution: The CSU STUDY LINK program is an enabling program consisting of 18 self paced subjects aimed to build confidence, skills and knowledge in a supportive and non threatening environment prior to commencing University study. Since its inception in 1998, STUDY LINK has had over 23,000 enrolments. The STUDY LINK program is offered all year round, with students encouraged to complete subjects between the time of enrolment and the commencement of the academic session. A core of generic transition subjects such as Transition to Tertiary Study, Skills for Learning Online and Academic Skills Development are complemented by discipline specific subjects such as Maths for Agriculture and Introductory Statistics, Physics and Chemistry which have been written to closely align with credit bearing and typically high attrition rate subjects. Subjects such as Transition to Nursing Studies and Transition to Policing Practice also allow students to prepare for entry into specific courses. An important guiding factor in developing the STUDY LINK program was to provide the same opportunities to distance education students to acquire the necessary competencies to study successfully at university, as those made available to on campus students. This access has been particularly important to specific cohorts such as enrolled nurses and prospective policing students who in general need to continue working and maintain family responsibilities while completing preparatory studies. The STUDY LINK program, in this respect, is a social justice initiative. 3. Statement addressing the criteria Criterion 1: Approaches to the support of learning and teaching that influence, motivate and inspire students to learn STUDY LINK is unique in that it utilizes flexible delivery, allowing students to combine existing commitments with skill development in preparation for study. Importantly for the CSU context where more than 70% of students study by distance education, the flexible delivery of enabling subjects also provides students with real-life and authentic exposure to what learning via distance is really like and provides opportunities to learn how to learn in a distance and online environment. Making learning an authentic experience within enabling subjects is an approach that has shown to influence, motivate and inspire students to learn, providing them with early opportunities for meaningful learning and success. Program design: STUDY LINK is completely integrated with all CSU systems so that students experience identical enrolment, assessment submission and learning environment conditions well before they are faced with the cognitive load of their degree subjects. All STUDY LINK subjects are situated within CSU Interact, CSU’s online learning environment which supports a constructivist approach to learning. Immersed in CSU Interact, students encounter an authentic and engaging learning environment to access their learning materials and resources. The learning design supports participation in learning activities that involve students in communication, cooperation and collaborative learning with other students, facilitating the active construction of knowledge. The use of online forums in all subjects encourages peer-to-peer support and collaboration, while assessment schemes have been designed to provide early and formative feedback to students, providing early opportunities for success, a significant issue in student motivation. Student outcomes: The outcomes for students completing STUDY LINK show an extremely positive effect on their student experience. Student feedback has consistently shown reported increases in the areas of skills, confidence and

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knowledge – all essential to student success in tertiary study. Students offered the following reflections through qualitative feedback gathered via the subject evaluation process: • Looking back I would have had difficulty passing [Statistics]. …I managed to get a Distinction in QBM117. … I

attribute this to the STUDY LINK subject that I had done immediately prior to the main subject. • Having just sat my first exam … I would definitely say that the STUDY LINK course provided me with the skills

to ensure I achieve my degree. • … has been a huge gain in knowledge • Had I not completed STUDY LINK Maths, I would not have coped with CHM 108, which I have just completed

this last semester, with DI and HD assignment grades! Confidence: STUDY LINK specifically aims to build student confidence, inspiring students to learn and go on to achieve success in their university studies. The following student comments gathered during the subject evaluation process support this view: • It makes a huge difference in confidence. • I was a bit daunted [but the subject] built confidence • It helped me gain the insight and confidence required to complete assignments • I would recommend both subjects … as they helped to give me confidence before starting my course.

CSU contracted an external evaluative review of the STUDY LINK program in 2008. The review was conducted by Associate Professor Andrys Onsman from Monash University. Onsman (2008) found that students were “sure that the confidence gained in the STUDY LINK subjects has carried over into their undergraduate work – and continues to be extremely beneficial to their ongoing success.” (p. 42). The 2008 evaluative review of STUDY LINK also found much evidence to support the premise that the STUDY LINK program supports and motivates students to learn. Onsman (2008) said “It is apparent that students consistently report that they have found STUDY LINK to be of value, that it has a positive impact both in terms of content and skills, and as mechanism for instilling confidence. This is the highest commendation.” (p. 68) Program evaluation: The STUDY LINK program is rigorously and systematically evaluated on many fronts as part of the continuous improvement process. Individual subjects are evaluated by subject coordinators, in addition to participating in the University wide Online Evaluation of Subjects Scheme. Formal student feedback collected by CSU’s Evaluation Unit from 5 subjects over 9 trimesters demonstrates that on average, students strongly agree (6) that the subjects stimulated their learning and the quality of teaching assisted their learning (see graphs below where 1= very strongly disagree and 7 = very strongly agree).

I found this subject stimulated my learning The quality of teaching in this subject assisted my learning

Additionally, the external evaluative review found that the program is clearly meeting its objectives. “There is little doubt that overall the STUDY LINK program is working well according to all the criteria used in this review. It has been shown to be successful as both a generic bridging program and as a specific or discipline tied context. The University and Student Services are to be warmly congratulated.” (Onsman, p. 68) Student retention: STUDY LINK has been shown to have a direct effect on students’ persistence and ability to succeed at tertiary study. The Head of School of Policing Studies at CSU, Associate Professor Rosemary Woolston supports the value of STUDY LINK’s effect on student success rates with the following view: “Statistics indicate that the success rate of STUDY LINK students entering the ADPP is only marginally less than traditional entry students, providing support to the effectiveness of STUDY LINK in preparing students for further tertiary studies.”

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The external evaluative review of STUDY LINK in 2008 supported student and academic feedback regarding the efficacy of the program in supporting students. “…between a quarter and a half of STUDY LINK students go on to course complete. That is an impressive figure when we counternance the fact that less than 46% of standard entry groups course complete” (Onsman, p. 64). Student equity: As started previously, a significant proportion of CSU students are represented in DEEWR equity categories. The STUDY LINK program is free of charge to Commonwealth supported students and while the program was developed to support students of Charles Sturt University, the model proved to be not only sustainable but also scalable. As a result, STUDY LINK is now available to any student wishing to better prepare themselves for tertiary study. In addition, students within the DEEWR equity categories have also been identified as most at risk of becoming part of the ‘digital divide’ and not accessing online technologies. In order to ensure this group is not disadvantaged and has an equal chance of succeeding in their studies, the subject Skills for Learning Online (SSS003) plays a crucial student support role in the move from traditional delivery methods to an online environment. Other examples of directly addressing access and equity needs include the development of the subject Transition to Nursing Studies (SSS016). This subject is an initiative that grew from a lengthy research project which identified problems experienced by rural and remote students studying by distance education. Similar issues of preparation and access have been identified by potential policing students. The development of the STUDY LINK program has allowed these students to ‘test the waters’ of tertiary study from their home, while still balancing family and work commitments. Participation in the STUDY LINK program for students who are geographically isolated and/or have experienced educational disadvantage provides the opportunity to develop confidence and essential skills and consequently allows them to make an informed decision as to their ability to succeed at tertiary study. 4. Ways in which the contribution has influenced student learning and/or the overall

student experience, been sustained over time, been recognised by fellow staff, the institution and/or the broader community

Influence on student learning and the student experience: STUDY LINK has proven to have an enormous influence on student learning and their experience of University, with students directly attributing the program with increases in skills and knowledge. A longitudinal evaluation study of the STUDY LINK subject, Skills for Learning Online (SSS003), was carried out through a Committee for University Teaching and Staff Development (CUTSD) grant in 2000. Students who had completed SSS003 were surveyed regarding the long term benefits of completing the subject. 132 responses were received and the results are summarised in the following table. Question Strongly

disagree/disagree

Strongly agree/agree

Completing SSS003 increased my confidence in using the online environment 100% Completing SSS003 increased my general self confidence in relation to commencing my first semester of study in my course at CSU

7% 93%

My skills level has increased as a result of studying SSS003 1% 99% The skills learnt in SSS003 have assisted me in my first year of my course at CSU 5% 95% Overall do you believe that studying SSS003 was of value to you in the rest of your course

4% 96%

The evidence of the long term value of students completing this subject (SSS003) has ensured that ongoing funding be allocated to subject development in order for it to remain completely aligned with the online learning and teaching environment of the University and to introduce additional online learning and teaching tools as they are made available to students. As a result of the evidence gathered in the CUTSD evaluation and ongoing subject evaluations, this subject formed a major component of the awareness and education strategy that accompanied the introduction of a new online learning and teaching environment at CSU in 2008. Supporting the view that STUDY LINK has a strong influence on student learning, Onsman states: “students who move into undergraduate programs by way of STUDY LINK achieve on average the same as standard entry students. Given that the pool of potential students from which STUDY LINK draws its participants are generally less confident of being able to complete a degree, the statistics are positively remarkable.” (p. 73)

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The student and evaluative feedback is well supported by CSU staff. For example, “these subjects have increased the student’s skills and assisted them to develop and increased understanding of the expectations of tertiary study… feedback from the students indicates that their learning experience has been positive and that they feel more confident to commence University study…there is no doubt that this program enhances student learning” Heather Latham, School of Nursing Undergraduate Course Manager, 2008 Sustainability: The STUDY LINK program began in 1998 with 457 enrolments in 6 subjects. Over a decade later, STUDY LINK has been developed to a suite of 18 subjects and has had an enrolment of 23,383 students to date. As suggested in the evaluative review “from the quantitative criteria we have seen that utilization of the program has steadily increased since its inception a decade ago. The growth indicates that the program is indeed reaching many more students than any one to one learning support arrangement could hope to. It also indicates that students are recommending the program to each other.” (Onsman, p. 73). Onsman goes on to say “any program that exists and grows for more than a decade is obviously doing something right” (p. 57). The data provided previously (p.5) relating to student satisfaction also demonstrates that students consistently rated STUDY LINK highly in relation to quality teaching and stimulating their learning over a sustained period of time. Since STUDY LINK makes use of the full scope and potential of a structured online learning environment, the program is resource effective and is immediately sustainable and scalable without sacrificing quality in either prospects for engaged learning or access to educational resources.

Recognition: CSU academic staff and executive management demonstrate strong support for the STUDY LINK program and acknowledge the important role the program plays in student learning and engagement and a positive first year experience. Deputy Vice Chancellor (Academic), Professor Ross Chambers says “we are extremely proud of STUDY LINK at CSU… it has a proven track record in helping students make the transition into University and at succeeding at University.” In his evaluative review, Onsman notes “there is a buzz about the program, not only amongst the students but also the academic staff.” (p. 73). The reputation for quality and high standards in the STUDY LINK program has led to wide external recognition. Monash University and Edith Cowan University accept completion of STUDY LINK subjects as proof of meeting entry criteria, and increasingly teachers who are considering retraining at University are referred to STUDY LINK by the NSW Department of Education and Training. STUDY LINK has also received the following awards and grants: • 1999 - Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) award for the

Exemplary Use of Technology in Higher Education for the STUDY LINK subject, Skills for Learning Online. • 2000 - STUDY LINK staff were successful in obtaining a research grant in 2000 from CUTSD to investigate

student perceptions of the long term benefits of participating in the subject Skills for Learning Online. • 2008 - STUDY LINK was announced as the inaugural winner of the Charles Sturt University Vice Chancellor’s

Award for Programs that Enhance Learning “Congratulations on your outstanding contribution and sustained commitment to a program that enhances teaching and learning at Charles Sturt University.”

Professor Ian Goulter, President and Vice Chancellor Charles Sturt University, 2008 References: Bradley, D. (2008). Review of Australian Higher Education: Final report. Retrieved 18th March, 2008 from Department Education, Employment and Workplace Relations web site: http://www.deewr.gov.au/HigherEducation/Review/Pages/default.aspx Onsman, A. (2008) STUDY LINK, An evaluative review. Centre for the Advancement of Learning and Teaching. Monash University.

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REFERENCE FROM ASSOCIATE DEAN TEACHER EDUCATION

I am very pleased to write in support of the nomination of the Charles Sturt University STUDY LINK team for a Citation for Outstanding Contribution to Student Learning under the Australian Learning and Teaching Council’s Awards Scheme. The contribution of Liz Smith and the members of her STUDY LINK team to the achievement of the aspirational achievements of socially, geographically and educationally disadvantaged students who have applied to CSU over many years, is both well known and well respected across the Faculties whose student intake has need of these services. As Associate Dean of the Faculty of Education, with particular responsibility for Teacher Education, I am particularly well informed about the work of the STUDY LINK program with the considerable numbers of mature aged, ‘second chance’ students who apply to enter undergraduate programs in teacher education, particularly in early childhood and primary. Our Faculty works closely with the STUDY LINK team to ensure that our students have the initial support and contact that we have found they need to enable them to connect into tertiary education in a way that will support them to succeed. As the application text explains, the STUDY LINK subjects that our students commonly take allow them to ‘get the feel’ of the learning design and technology of a CSU subject, experience the particular modes of interaction and instruction that are used in our cross-campus, ‘blended’ mode subjects, using technology and pedagogical approaches are not intuitive or natural to many who have left school without high academic achievement, and are seeking to improve their life chances through tertiary education. This application is very well directed to a citation for approaches to the support of learning and teaching that influence, motivate and inspire students to learn, as it is often the practicalities of getting online, accessing digital resources, communicating with fellow students and academic staff via online discussion forums – aspects of study that are often taken for granted and assumed as normal for middle class, metropolitan school leavers – that can form seemingly insurmountable barriers to confidence and capacity to study for those whose life chances have positioned them as outside this norm. These are the students that STUDY LINK supports – providing experience with new modes of learning while simultaneously providing them with refresher and catch up experiential practice with some of the core academic skills and capacities needed for success. It is well known, and recently documented empirically in our Faculty that the mature age, non-recent school leavers who struggle at the start of their course – those who have predominantly sought and continue to seek the support of the STUDY LINK program – are the students for whom ‘the penny drops’ most quickly – with significant and sustained improvements in their assignment results from Semester One to Semester Two. This is a rapid improvement – and it is not paralleled by similar improvements across the cohort, which means that the support of the STUDY LINK team is a significant factor in the sustained motivation and inspiration of these students to hold on to their aspirations of success. In summary, I note that the STUDY LINK team has also provided excellent support to our staff in encouraging and maintaining our commitment to high standards among our enrolled and graduating students, and that, in addition to the excellence of the approach, content and delivery of the formal STUDY LINK program noted within the application text, this team has worked with us for almost a decade to provide ongoing and extension support to our students as we have identified particular needs within individual cohorts. STUDY LINK does not finish for students on completion of the program itself – STUDY LINK team members continue to work with Education academics to provide feedback and ideas to us about ways in which we can help our student’s better link in to the University experience, and improve our own communication with students around expectations and requirements. They participate in our course review processes, and in the ongoing monitoring of support needs for the improvement of our pedagogy. The merit of this application is clear. It has my full support

Professor Jo-Anne Reid

25 March 2009

(Administration) Tel: +61 263 386 150

Fax: +61 263 384 182 ABN: 83 878 708 551

Charles Sturt UniversityPanorama Avenue

Bathurst NSW 2795

Australia

ASSOCIATE DEAN TEACHER EDUCATION FACULTY OF EDUCATION

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23 March 2009 To Whom It May Concern Outstanding Contribution to Student Learning: CSU STUDY LINK Team – Excellence in the Provision of a Tertiary Preparation Program I write to express very strong support for the 2009 Citation Nomination from Charles Sturt University’s Division of Student Services STUDY LINK team, led by Ms Liz Smith, for ‘excellence in the provision of a tertiary preparation program for more than 20,000 students over a decade, proven to increase skills, knowledge and confidence’. The relevant criterion is: 1. Approaches to the support of learning and teaching that influence, motivate and inspire students to learn. Charles Sturt University’s STUDY LINK program is very well-established, having provided a relevant transition program for more than 20,000 students since 1998. The team has developed and refined a program that has many advantages for prospective students: flexibility, self-paced learning in a non-threatening environment, and integration with formal subjects/coursework. It combines generic and subject-specific skills. It also utilises the University’s online learning environment, CSU Interact, providing incoming students with invaluable familiarity with online learning; students enter their course well equipped to use CSU Interact. This is particularly important for those who have had no previous experience of second-generation online teaching delivery platforms. STUDY LINK is an excellent example of close collaboration between academic and Division/administrative support staff. Developed within the Division of Student Services, it nonetheless draws on considerable academic input to ensure close alignment between the transition program and subsequent coursework. It has demonstrated how value can be added to the student experience by a support Division’s initiative in designing and delivering a well-targeted support program. The STUDY LINK program has been evaluated using various means, including student evaluations as well as an external, independent evaluation of the program as a whole (report delivered in 2008). Evaluations have been very positive, particularly with respect to increasing student confidence as well as subject-specific and generic skills. This successful program is important not only for past success but for providing a model that is of ever greater importance as increasingly diverse cohorts of students are entering tertiary education. It is very likely that the Rudd Government’s participation targets, following the Bradley Review, will highlight challenges for many students of making the transition to university. The STUDY LINK team has provided a scalable model with demonstrably successful outcomes – a program that has now attracted the attention of other universities. Importantly, the team has developed a means of meeting the needs of both prospective distance education (including mature-aged) and on-campus students. I fully support the 2009 citation nomination to the Australian Learning and Teaching Council for the CSU STUDY LINK team led by Ms Liz Smith.

(Prof) Lyn Gorman Deputy Vice-Chancellor and Vice-President (Administration)

OFFICE OF THE DEPUTY VICE-CHANCELLOR

Boorooma Street Locked Bag 588

Wagga Wagga NSW 2678

Tel: (02) 6933 4476 Int: +61 2 6933 4476

Fax: (02) 6933 4477 Int: +61 2 6933 4477

Australia