indigenous student success programme – 2018 … · the university’s student recruitment offices...
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INDIGENOUS STUDENT SUCCESS PROGRAMME – 2018 Performance Report
Organisation The University of Notre Dame Australia
Contact Person Professor Peta Sanderson
Phone 08 9433 0846 E‐mail [email protected]
1. Enrolments (Access)
In 2018 new student engagement initiatives to support Indigenous students were implemented. These included outreach activities which reside with the University’s Student Recruitment Offices (SRO), on both the Sydney and Fremantle campuses. In April 2018, a newly appointed Indigenous Student Support Officer (ISSO) with knowledge and expertise of engaging Indigenous students in the University was appointed at (0.5FTE) in the Fremantle Notre Dame Study Centre (NDSC). This role collaborates with the SRO, Student Services, all Schools and program areas to provide pastoral care and enhance strategies to engage Indigenous students in need of educational support, ISSP tutoring, accommodation, and social and emotional wellbeing. Similarly an ISSO was employed on the Sydney Campus to work with the Sydney Notre Dame Study Centre on a 0.5 FTE basis who closely collaborated to ensure that students were assisted during enrolment.
One initiative held for Indigenous school students in 2018 was ‘Have a Yarn’. This event was held by the SRO in collaboration with Indigenous staff from Notre Dame. This was an ongoing annual event for students in year 11‐ 12 to experience studying at the University. The event provides a platform for Indigenous students to visit the University and talk to Recruitment Student Advisors with the aim of giving them a step‐by‐step breakdown of Notre Dame’s application process, what courses they may enrol in and the programs on offer to support them while they study. The event is held in the Manjaree Aboriginal Student Place and is designed around providing a relaxed environment for prospective students. The format consists of one‐on‐one counselling regarding the application process with the opportunity for the prospective student to talk to current Indigenous students studying at Notre Dame. Four prospective students attended with five parents, guardians, and advocates to provide them with appropriate support.
Another 2018 event to promote engagement of Indigenous students on the Fremantle campus was Walyalup Day. This event is designed to engage with Year 9 and 10 Indigenous students to demonstrate the expectations of tertiary level study. This is the seventh time this event has been run and is conducted in conjunction with the Australian Indigenous Mentoring Experience (AIME) program, who host Year 7 and 8 students on the same day. The format consisted of a student panel comprising current Indigenous students studying at Notre Dame and a presentation by the ISSO. This was followed by a series of sessions by the staff of Notre Dame from various Schools and students had the choice to undertake activities relating to different academic disciplines. This event saw 194 students attend and was one of the largest Indigenous student cohorts ever welcomed to Notre Dame. The students were accompanied by 17 teachers and/or their student support officers. Similar recruitment activities were held on the Sydney Campus.
Further initiatives to support Indigenous students at Notre Dame include:
On Campus Visits: In 2018, the SROs hosted a number of high schools who brought groups of Indigenous students to campus.
Off Campus Visits: Within the Perth metropolitan area, the SRO visited a number of Indigenous Student organisations and attend various Expos. In addition, the RSO also attends off campus events at high schools throughout Perth, regional Western Australia and the Northern Territory. These off campus visits consist of Notre Dame Presentations to Year 10, 11 and 12 students, parent information evenings and course expos. The SRO also attended 184 schools throughout Western Australia in 2018, the majority of which have Indigenous Student enrolments. The University still has an ongoing partnership with the AIME program.
The SRO on the Sydney campuses have not visited Indigenous Student organisations or held specific events for Indigenous students in 2018, however, there is a conscious effort to introduce these activities in the future. In Sydney, the AIME program delivered workshops for Indigenous Year 10, 11 and 12 students. Information evenings were also held as well as Orientation Week Expos (both Darlinghurst and Broadway Campuses).
The ISSO continues to actively engage with Indigenous students and collaborates with the SRO and other University support services, to ensure students feel supported.
Equivalent Full‐time Student Loads (EFTSL) for Indigenous students steadily rose in 2018 across Programs on the Fremantle campus, particularly in the areas of the Law, Health Sciences, Arts & Sciences, Medicine. In Sydney, enrolment numbers were consistent with previous years. The number of Nursing Students from remote and regional areas are steady as per 2017 and Broome HE enrolments continue to be captured in the Fremantle Campus data. TPP Indigenous student numbers are growing, and since 2017 enrolment numbers have steadily increased. The TPP Program is located within the Notre Dame Centre on both Sydney and Fremantle campuses where the ISSO and the Access and Inclusion Officer are available to assist newly enrolled students. The provision of tutoring for Newly Enrolled, At‐Risk and Conditional Indigenous students, from all Schools across Campuses, is vital to building a stable supportive study environment, as well as, to inspire confidence in their transition to tertiary studies. ISSP funding targeting these services has improved outcomes for Indigenous students studying at Notre Dame.
Certification 1
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In the Schools of Medicine, Fremantle and Sydney Campuses, active and specific measures are in place to support Indigenous students. These measures offer a facilitated entry pathway for Indigenous students who are provided with appropriate support before, during and after the selection process and throughout their medical program. Supporting students who have not studied for a number of years, and / or when they come from a non‐science background is part of the challenges faced by the School of Medicine. The issue often means a lag period where students need additional support, guidance and tutoring to upskill and to gain confidence in undertaking the MD. Many additional and varied cultural considerations have to be addressed that include system wide barriers and challenges in the tertiary sector where there is difficulty in attracting, retaining, and graduating Indigenous students.
The estimated ‘other university funds and resources’ expended on the activities and strategies described above to support Indigenous students, are as follows:
Other categories Campus Type of assistance Estimated Value Student Recruitment Office ‐ Access strategies
Fremantle High School events and information evening
$1,479
AIME partnership Fremantle Outreach $112,200
Total Estimate $113,679
Course commencement – Indigenous Student numbers and Full‐Time Student Loads (EFTSL)
Program_School Program Type_Description Head Count 2017 Head Count 2018 EFTSL 2017 EFTSL 2018
Notre Dame Study Centre Enabling Course 17 20 9.880 6.500
Research Office Doctorate by research 2 2 3.500 4.250
School of Arts and Sciences Bachelor’s Pass 0 6 9.780 5.625
Master’s by Coursework 0 2 0.000 1.750
School of Business Bachelor’s Pass 0 1 2.810 1.375
School of Education Bachelor’s Pass 7 3 9.740 9.450
Graduate – PG Diploma new 0 1 0.000 1.000
Masters’s by Coursework 0 0 0.570 0.125
School of Health Sciences Bachelor’s Honours 0 1 0.000 0.950
Bachelor’s Pass 0 3 0.000 4.150
School of Law Bachelor’s Graduate entry 2 1 2.490 1.250
Bachelor’s Pass 0 4 0.000 4.125
School of Medicine B. Medicine/B.Surgery 0 0 0.000 0.000
Doctor of Medicine 3 9 9.000 10.000
School of Nursing and Midwifery
Bachelor’s Pass 13 14 18.070 23.025
Graduate Certificate 0 2 0.000 1.300
School of Physiotherapy Bachelor’s Pass 0 2 1.000 2.500
Grand Total 44 71 66.84 78.375
EFTSL for Indigenous students across the University continues to steadily rise, most notably in the School of Arts and Sciences, the School of Medicine and the School of Law.
EFTSL of Indigenous Students by Region (ABS)
EFTSL 2017 EFTSL 2018
Inner regional Australia 4.080 9.575
Major Cities of Australia 55.78 60.675
Outer regional Australia 0.850 2.500
Remote Australia 4.330 1.000
Very Remote Australia 1.080 4.626
Grand Total 66.84 78.375
Regional, Rural and Remote areas are defined by the Australian Bureau of Statistics (ABS) as all areas outside Australian major cities using the Australian Standard Geographical Classification System. These areas are classified as inner regional, outer regional, remote or very remote. Schools in the remote teaching service areas are located in some of the most isolated parts of the states. They may be in community settings or small towns, and the majority of students are from local Aboriginal families and communities. https://www.education.wa.edu.au/rural‐regional‐ and‐remote.
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1 (a) Scholarships 2018
ISSP scholarships are accessible to all eligible Indigenous students enrolled in higher education programs at Notre Dame University. In addition to the scholarships reported in 2017 the University also offered scholarships to Indigenous students supported by private donors. These Scholarships have continued for 2018 and are tabled below. Other opportunities available to financially support students include collaborating with the Catholic Education Office of Western Australia (CEOWA) to secure employment for Indigenous students and thereby providing practical school experiences in a working environment as well as providing some financial security. Additional assistance has been offered to students through vouchers for emergency support. The ISSO continues to seek external scholarships and cadetship opportunities. Indigenous students have received Notre Dame specific scholarships such as The Aboriginal Health and Tertiary Access and Support Program, The Beasley Family Scholarship, the MADAL Scholarships in Medicine and The Fr PJ McGuire Scholarship. Additionally, external Scholarships and Cadetships such as the Aurora Project, Career Trackers and Catholic Education provide paid employment in external businesses in relevant areas of study.
Table 1 (a) Scholarship (2018 breakdown)
Student category
Education Costs* Total/
Students Assisted (headcount)*
$ No. No. $
From Regional/ Remote‐ undergraduate
2,000 3 3 2,000
From Regional/ Remote‐ postgraduate
‐ ‐ ‐ ‐
Undergraduate (non‐ regional/remote students)
7,014 9 9 7,014
Post‐graduate (non‐ regional/remote students)
3,676 3 3 3,676
Other ‐ ‐ ‐
TOTAL 12,690 15 15 12,690
* No Accommodation or Reward Scholarships were offered/awarded in 2018
Value of Scholarships awarded by the university to remote or regional students in the 2017 academic year (Section 21(3) in the Guidelines refers)
$0
Value of Scholarships offered by the university to remote or regional students in the 2018 academic year (Section 21(3) in the Guidelines refers)
$2,000
Table 1 (b) Other University Funded – (Donor) Scholarships 2018
Scholarship Name Campus Value Term Students assisted
level Total Value
The Beasley Family Scholarship in Medicine and Nursing
Fremantle $5,000 S1 & S2 2018
2 1 UGRAD 1 PGRD (D. Med)
$10,000
MADAL Scholarships in Medicine Fremantle $7,000 S1 & S2 2018
2 2 PGRD (D. Med)
$14,000
FR P J McGuire Fremantle $2,500 2018 1 year
1 1 PGRD (D. Med)
$2,500
Total $26,500
Estimated other University funds and resources to support Indigenous students (2018) in relation to enrolments, progression and completions, as consistent with the 2018 Financial Acquittal.
Other categories Type of Assistance Estimated value
Cultural awareness training Staff training Fremantle and Sydney, Including Pindaree Staff Immersion, ,
$8,812,28
Elders on Campus Mentoring , Welcome to country, smoking ceremony, reconciliation, aboriginal cultural workshops and presentations
$9,938.02
NAIDOC Week Hospitality and Cultural Activities $3,251.21
Program and Governance Senior Staff , oversight and administration $507,607.02
Total $529,608.53
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2. Progression (Access and Outcomes)
In 2018 the NDSC Director and the ISSO attended School (Faculty) staff meetings on both Sydney and Fremantle Campuses to provide information to staff about the ISSO role, what it entails and how it can assist both staff and Indigenous students. Other one on one meetings with Heads of Schools and Program Coordinators were established to discuss the progression of their (individual) Indigenous students and provided relevant data to assist long‐ term outcomes. This included collating Indigenous student numbers each semester and tracking progress of student academic status in order to assist those struggling academically, students who have deferred or students who have withdrawn from their studies. The ISSO followed up the deferred and withdrawn students to provide additional support for their studies. When required, various Schools provide Aboriginal Studies Courses and each year the curriculum is evaluated. Aboriginal guest lecturers are employed as Sessional staff as and when required to deliver lectures. Courses such as Nursing, Medicine, Arts and Sciences (Behavioural Science) and Education engage Aboriginal health professionals, Elders and other community members to deliver relevant cultural perspectives in the specific discipline areas that require specialised cultural knowledges and understandings.
During 2018, Indigenous students were provided increased access to tutoring support, pastoral care, scholarships, cadetships and employment opportunities. Support for accessing social services has increased and the ISSO has advocated for students with financial issues, accommodation difficulties, renting and boarding, and Centrelink entitlements. Additionally, a student database was developed to monitor students’ academic progress and determine whether a student was accessing tutoring. Individual student support plans were developed based on student needs and in collaboration with the ISSO, pastoral care advisors located in the Schools and the Student Services manager. The gathering of this information and the strategies implemented are designed to improve long‐term retention and success rates. As noted in the Retention and Progression Table below. Fremantle Campus retention rates have increased over 2018 and student progression to further study remains steady. Postgraduate student numbers have slightly risen and Undergraduate student numbers have had a significant increase from Semester one to Semester two. There has been an increase of tutoring access in Undergraduate studies on the Fremantle campus; figures demonstrated in the Table below (2a) show that in comparison to 2017 numbers have more than doubled. Postgraduate Students’ access to tutoring has steadily risen in 2018, therefore there has been an increased number in students requiring tutoring.
The Department of Health WA The Aboriginal Health Tertiary Access and Support Program Scholarships provide a comprehensive package of support for health discipline students with the following; Scholarships, Peer support (student events, student meetings, one on one), Tutoring and Mentoring support (both formal and informal) and in collaboration with other groups such as Australian Indigenous Doctor’s Association (AIDA) and The Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINAM). Opportunities to meet Aboriginal graduates and attend Aboriginal specific events are also given. Aboriginal students were supported by providing them with advice and counselling specific to their chosen career pathways. This action included providing contacts and introductions to networks in the Western Australian health industry. Students are linked to current mentors through mentor programs. The Fremantle School of Medicine had 10 Aboriginal students studying in 2018, the School of Nursing and Midwifery had 14 students studying and two students in Physiotherapy. There are also students enrolled in Biomedical Sciences and Sport Sciences area. All students continue to have support provided by general and academic staff and the Aboriginal Health Team in the School of Medicine. Recent graduates in Nursing and Medicine have been supported in their career choices via meetings, introductions to others employees currently or formerly working in these areas.
In 2018 on the Sydney Campus, one student received formal ISSP tutorial assistance and eight more Indigenous students used the more informal drop‐
in support that is available to all students on campus or accessed support provided by class lecturers. Support services available were widely published
to Indigenous students. The School of Medicine, Sydney, had ten Indigenous students enrolled, with three of those in need of significant support. Sydney
Campus held a welcome lunch for Indigenous students on both sites (Broadway and Darlinghurst). The School of Medicine also hosted
excursion/immersion activities for their students. Students studying Aboriginal Studies courses in Education and Arts and Sciences also experienced
immersion/excursion activities that were funded by the University. The tutorial assistance and the provision of an Indigenous Student Support Officer on
both campuses was funded by the ISSP. All of these activities are designed to improve progression and completion rates for Indigenous students.
Aboriginal and Torres Strait Islander students continue to get support from non‐Aboriginal academics and other support staff in all student program areas. This support has been in place prior to and during the ISSP funding arrangements and has led to students achieving their goal towards graduation and employability. Without this continued support from Notre Dame Staff, these students may have withdrawn from their course or taken the option of a deferral.
Cultural Awareness training for staff continued in 2018, with four Workshops being held during the year and 47 academic and general staff attending. The School of Medicine and the School of Nursing both provided cultural competency training for staff in those schools. In 2018 last year, the School of Nursing delivered cultural awareness training for their staff and positive feedback was received from this workshop. In 2018 the inaugural “Women Meeting” was held at the Manjaree Place where invited Notre Dame female staff participated in a workshop facilitated by highly respected and talented Aboriginal Elders. Over 20 participants engaged in a variety of activities that built knowledge, understanding, cultural awareness and respect. All participants were enthusiastic about the event and were eager to it be offered to other female staff in 2019.
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Table 2 (a) Retention/Progression rates for Aboriginal and Torres Strait Islander students
SUMMARY BY CAMPUS COMMENCEMENT YEAR
Campus 2017 2018
Fremantle Campus 81% 86%
Sydney Campus 63% 83%
SUMMARY by Award COURSE COMMENCEMENT YEAR
Program 2017 2018
B. Arts 0% 75%
B. Behavioural Science 0% 100%
B. Biomedical Science 100% 50%
B. Education (Secondary) 0% 100%
B. Education (Secondary) and Arts 100% 0%
B. Communications and Media 0% 0%
B. Counselling 100% 0%
B. Ed (Early Ch & Care: 0‐8 years) 50% 100%
Bachelor of Education (Primary) 0% 100%
B. Education (Secondary) and Arts 100% 100%
B. HealthPhys Ed (Secondary) 0% 100%
B. Primary Education (Religious Education) 67% 0%
B. Laws 0% 100%
B. Laws (3 Year) 0% 100%
B. Laws / B. Arts 0% 100%
B. Laws / B. Arts (Politics &Journalism) 0% 100%
B. Laws / B. Commerce 0% 100%
B. Marketing and Public Relations 0% 100%
B. Nursing 100% 75%
B. Nursing 50% 100%
B. Nursing 0% 89%
B. Physiotherapy 0% 100%
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Table 2 (c) Tutorial and other assistance provided (2018 breakdown) – Fremantle & Sydney Campuses
Table 2 (b) Bachelor Pass and Bachelor Graduate Entry Only
Year 2018
2017
Success rate for year(x) is the proportion of actual student load (EFTSL) for units of study that are passed divided by all units of study attempted (passed + failed + withdrawn after Census date).
TOTAL EFTSL FOR INDIGENOUS STUDENTS
SCHOOL PASS FAIL WD Pre Census
WD Post Census
SUCCESS RATE
Arts and Sciences 2.750 1.750 0.125 0.750 52%
Business 1.250 0.125 91%
Education 8.025 0.925 0.500 85%
Health Sciences 3.950 0.550 0.200 84%
Law 5.250 0.125 98%
Medicine 1.000 100%
Nursing 17.850 3.275 0.225 1.050 80%
Physiotherapy 2.500 100%
Arts and Sciences 7.85 1.08 2.10 0.13 87%
Business 2.24 0.39 2.69 0.13 81%
Education 8.91 0.57 2.10 0.94 86%
Health Sciences 2.28 0.10 2.14 0.11 92%
Law 2.47 0.11 4.57 0.73 75%
Medicine 1.00 0.50 1.50 0.50 50%
Nursing 14.56 2.95 5.69 0.64 80%
Physiotherapy 1.00 0.00 0.00 0.00 100%
Assistance type
Level of study
Number of students assisted
Hours of assistance
$
Tutorial assistance Undergraduate / postgraduate and other
13 S1 & S2 = 66 hrs $8,886.18
TPP Students 3 ISSO Load
Total 13 90 hrs $8,886.18
Indigenous Support Officer Salaries Indigenous student mentoring and other support activities
Fremantle & Sydney
$77,157.92
Informal orientation – meet and greet
Hospitality and student lunches
$122.75
Total $77.280.67
Grand Total $86,166.85
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3. Completions (outcomes)
Course Completions
The University is committed to continue developing strategies to best assist graduates to successfully complete their degrees. Some of the strategies include; extra academic tutorial support, culturally appropriate pastoral care for Indigenous students (the personalised approach to admissions, small class sizes, one on one contact with academic support and ISO when required) and financial support (through the Student Employment Scheme). Data provided to the Vice Chancellor 14 December 2017 identified Notre Dame as ranking from 37 to 39 out of 40 institutions in relation to Award Completions between 2013 to 2016. Improvements in Award Completions outlined below, relies on the culmination of the strategies outlined in sections one and two above and we anticipate over time for this comparative position to improve. We note that in the years 2013, 2014, 2015 and 2016 Notre Dame ranked 7, 2, 14 and 4 respectively in relation to Indigenous students’ progression/success rates. A range of strategies exist across the University to improve unit success rates and completions for our Aboriginal and Torres Strait Islander students.
Table 3 (a) Rise and fall of completions Completion Year
School COURSE_TYPE 2017 2018 Total
NDSC Enabling 7 10 17
Research Masters by Research 0 1 1
Arts and Sciences Special Projects 0 1 1
Bachelor 5 4 9
Business Bachelor 1 1 2
Education Masters by Coursework 2 1 3
Graduate Diploma 1 1 2
Bachelor 1 2 3
Graduate Certificate 1 1 2
Health Sciences Bachelor 1 1 2
Law Bachelor Graduate Entry 1 1 2
Bachelor Honours 0 0 0
Bachelor 1 2 3
Medicine D. Medicine 0 2 2
Bachelor Graduate Entry 2 2 4
Masters Extended 1 0 1
Nursing Bachelor 3 8 11
Graduate Certificate 3 2 5
Theology and Philosophy Bachelor 0 1 1
Total Award Course(excluding enabling) 23 31 54
Award Course Completions significantly increased in 2018 when compared to 2017 data. Indigenous student numbers have also risen in Law and Nursing as have in D. of Medicine.
Student numbers successfully completing the Tertiary Pathway Program (enabling program) have grown and as have the strategies to support these students. The ISO works very closely with these students to ensure they are provided with pastoral care and academic support to enable them to reach their potential.
In 2018 the Office of University Relations (OUR), which oversees Alumni Engagement, commenced work identifying Indigenous graduates from their Alumni database. Student’s ethnicity was only added to the Alumni database two years ago and as such, considerable retrospective data validation was required. This is now complete and provides a base for the Indigenous Alumni engagement strategy for 2019. The objectives include:
Offering the graduate community a continuing and rewarding involvement with Notre Dame through social and educational activities, careers advice and networking, or just keeping in touch.
Allowing graduates to access support from the Careers Office up to 18 months after graduation. Notre Dame Graduates are also welcome to use any of the University’s libraries.
The Alumni team will support social media platforms that connect our graduates and maintain the Alumni pages on the Notre Dame website.
For Indigenous students to see a strong cohort of graduates celebrating their stories post‐graduation as Alumni is an important strategy to support retention and completion.
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4. Indigenous Education Strategy accessible by public
Underpinned by the University’s Strategic Plan 2015 ‐ 2018, the Indigenous Education Strategy aims to increase the number of eligible Indigenous students enrolling in undergraduate and postgraduate programs at Notre Dame and to facilitate the successful progression and completion of their studies. The plan has three overarching strategic objectives:
1. Increase and promote Aboriginal and Torres Strait Islander culture across the University
In 2018, Cultural Awareness training was again provided to staff on the Fremantle and Sydney Campuses. The University continued with a number of activities for students and staff that promote cultural awareness and understandings in Indigenous culture, history, traditions and diversity. Indigenous knowledge in curricula and teaching practices has been delivered in Aboriginal studies courses. Examples include; the School of Medicine (Fremantle) has implemented several placements and immersions in Broome in the second year of its medical program to allow students to learn Aboriginal culture on Country. The Aboriginal Studies Course ABOR1000 in the School of Arts and Science in Fremantle is available as an elective in many programs across the University and the School of Arts and Science in Sydney administers the Graduate Certificate of Aboriginal Studies that is largely taught through the Broome Campus, or via a blended delivery. The program also includes on‐Country immersions. The School of Education pre‐service teacher programs contain compulsory courses in Aboriginal cultures. Other courses dedicated to Aboriginal cultural ways and people are delivered in programs such as the Bachelor of Nursing and the Aboriginal Health curriculum of the Schools of Medicine. In 2018 the Indigenous portal on the University’s webpage was promoted and updated to inform staff on cultural awareness, cultural events on campus and to provide information and support for Indigenous students: see http://www.nd.edu.au/indigenous‐portal.
2. Improve the recruitment and retention of Aboriginal and Torres Strait Islander students
As stated in Objective one above, the University continues to address appropriate strategies that are designed to increase Indigenous student recruitment and advance Indigenous student retention. This has been enhanced by the growth in the Study Centres (formerly known as the Academic and Enabling Support Centres, AESC), tutor support and numbers of tutors who are compatible and appropriate to Indigenous student needs. Scholarships from private donors for Indigenous students have been introduced and students are given the opportunity to apply for these through the Indigenous Student Support Office and the Scholarships Office. The RSO also provides an ongoing program to enable prospective Indigenous students to attend the University on events indicated in Section 1 on Enrolments and Access.
3. Establish a strong culture of pastoral care for Aboriginal and Torres Strait Islander students
Notre Dame is committed to the provision of excellence in pastoral care for all of its students, and a number of strategies are implemented to ensure that culturally appropriate pastoral care is available for all Indigenous Students. With the establishment of the Manjaree Aboriginal Student place on the Fremantle campus, this initiative has allowed students to connect and support one another in a culturally safe environment. The regular presence of an Elder on Campus providing cultural mentorship, the pastoral care for students is enhanced by the Aboriginal Health Team in the Schools of Medicine both in Sydney and Fremantle. The Director of Indigenous Education and the ISSO’s based in the Notre Dame Study Centre continue to work closely with staff from all Schools and program areas across the University to strengthen the networks across Fremantle and Sydney.
Consideration was given in 2018 to the preparation of a Reconciliation Action Plan (RAP) for Notre Dame. This process is not yet complete and the document will ultimately provide for a whole institution approach encompassing Aboriginal and Torres Strait Island diversity across the Fremantle, Broome and Sydney Campuses.
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5. Indigenous Workforce Strategy accessible by public
Notre Dame confirms that it meets its requirements under Section 12 of the ISSP Guidelines. Following the commitment set out in Section 9 of the University’s Enterprise Agreement (available at https://www.notredame.edu.au/__data/assets/pdf_file/0011/2108/Staff‐Enterprise‐Agreement‐2015‐2017.pdfstill current with the updated Agreement currently under negotiation) to the establishment of an Aboriginal and Torres Strait Islander Employment Committee and the development of an Aboriginal and Torres Strait Islander Employment Strategy, significant work was undertaken in 2018 including:
Development and finalisation of the University’s first Aboriginal and Torres Strait Islander Employment Strategy: 2019‐2021 (available at https://www.notredame.edu.au/__data/assets/pdf_file/0014/50180/Aboriginal‐and‐Torres‐Strait‐Islander‐ Employment‐Strategy‐2019‐21.pdf)
Prioritisation of actions as set out in the Employment Strategy and commencement of the operationalisation of these actions Development of clear internal reporting and monitoring mechanisms in relation to the Indigenous staff profile of the University
(across all levels and modes of employment)
The responsibility for implementation of the Aboriginal and Torres Strait Islander Employment Strategy: 2019‐2021 is a shared one, with all Campuses of the University, Executive staff, the Director of Indigenous Education, Manager of Staffing and the Aboriginal and Torres Strait Islander Employment Coordinator having responsibility for the delivery of actions and KPIs. Increasing the number of Indigenous academic employees and professional development / advancement opportunities for Indigenous persons are included in the priorities set out in the Strategy. The Strategy was finalised in late 2018 and as such reporting against milestones and targets will occur in 2019, in accordance with the reporting requirements set out in the University’s Enterprise Agreement.
The position of Director Indigenous Education, is an appointment within of the University’s Vice Chancellery and the role has responsibilities across all Campuses of the University. The development of this position and its seniority within the University precedes, by a significant period of time, the requirements set out in the ISSP Guidelines and other sectoral ‘norms’. The role has always been filled by an Indigenous person.
Notre Dame has met the ISSP Indigenous workforce target of 3%. While Indigenous staff data were not provided by the Department in late 2017 for inclusion in the 2018 reporting template, the University’s Indigenous staff data for 2017 reflects a 3.5% Indigenous workforce. While the 3% target may have already been met, the University is committed to continuing to grow this percentage over time. As indicated in Section 5b (below), the headcount of Indigenous staff in 2018 was 41, as compared with 37 in 2017, indicating increased engagement in line with the University’s Strategy and the requirements of the ISSP Guidelines.
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5a Indigenous workforce data – 2018 breakdown While universities report on the number of Indigenous staff members through mainstream reporting requirements, the additional information below provides enhanced monitoring of the university’s efforts in building its Indigenous workforce.
Faculty Permanent Casual/contract
Academic Non‐academic Academic Non‐academic
Accommodation and Venues 1
Broome Library 1
Campus Services 3 2
Majarlin Kimberley Centre for Remote Health 2 2
Lithgow Sub School 1
Notre Dame Study Centre 2 2
Nulungu Research Institute 2 2 1
Office of Head of Campus, Broome 3
Schools of Arts and Sciences 1
Schools of Medicine 5 1
Schools of Nursing and Midwifery 3 1
School of Physiotherapy 1
Staffing Office 1
Student Recruitment 1
Student Services 1
VET 1 1
Aboriginal and Torres Strait Islander workforce data (2018)
Campus Staff numbers
Broome 22
Fremantle 12
National 1
Sydney 6
Total 41
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6. Indigenous involvement in decision‐making
The Aboriginal and Torres Strait Island Education Consultative Group (ATSIECG) is the Indigenous Governance mechanism of the University, as per the requirements of the ISSP Guidelines, and its membership consists of senior academics who are Aboriginal and non‐Aboriginal, as well as Indigenous students. The Committee’s role is to advise the University and the ISSP Oversight Committee regarding matters pertaining to the ISSP Grants and Guidelines; in addition to its responsibility for delivery of strategies set out in the Aboriginal and Torres Strait Islander Student Education Strategy. ATSIECG is comprised of 15 committee members including representatives of the three Campuses of Fremantle, Broome and Sydney, of which three are Aboriginal academic staff, four Aboriginal students and six non‐Aboriginal staff. The length of membership under its Terms of Reference is three years with capacity for extension of appointment by a maximum of three more years. The Chair of ATSIECG is Aboriginal and is the Director, Indigenous Education. This position is located within the Vice Chancellery and has a ‘national’ remit that has responsibilities across the three campuses. The ATSIECG met four times in 2018. The main agenda items discussed at meetings included: student academic progress; curriculum development; tutoring; student support; cultural events on campus; teaching and learning programs; cultural awareness training for staff; scholarships and other relevant funding avenues for the University.
Local Aboriginal Elders, Aboriginal academics from other universities and Aboriginal staff employed through government and non‐ government organisations have been strong partners in collaborating and providing appropriate advice on graduate outcomes and staff engagement on Aboriginal cultural ways. They all assist with the cultural symbolisms on Campus, inclusion of Indigenous content within School curricula that enhance learning for all students and staff, and support the cultural awareness training required to equip all staff with the knowledge and skills necessary to assist with the Indigenous student engagement at Notre Dame. An example of this engagement is within the School of Medicine in Fremantle. All first year medical students on the Fremantle campus are provided with a Welcome to Country by a Nyungar Elder, a smoking ceremony is then performed and Aboriginal cultural performances, music and stories are shared. The addition of ‘on Country’ field trips to local areas has provided the opportunity for students to hear from other Aboriginal Elders and the continuing importance of country, connection to land and place and the ongoing nature of cultural practices combined with the traditional and contemporary settings.
The School of Arts and Sciences Sydney has an Indigenous member of the Advisory Board who has been regularly consulted on cultural matters within the school. There is regular consultation with Indigenous external stakeholders in curriculum design of Aboriginal studies courses.
The University of Notre Dame’s Student Board (both National Student Body and ATSIEGC) has Indigenous students as members and this has been a great initiative for our students to engage with each other and with the Vice Chancellor on matters relevant to their studies and for the University, collectively. Student representation on these Boards are reviewed each semester and if the positions are vacated, the ISSO seeks further recruitment of students for these Boards.
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6a Statement by the Indigenous Governance Mechanism
The Aboriginal and Torres Strait Island Education Consultative Group (ATSIECG) has a direct and transparent process to engage with the ISSP Oversight Committee for the Indigenous Student Success Program (ISSPOC). These two governance bodies have three common members within each committee. The ISSP Oversight Committee is responsible for ensuring all requirements of the ISSP grant guidelines and conditions are being met, while the ATSIECG is the University’s Indigenous Governance Mechanism, in accordance with the requirements of the ISSP Guidelines.
ATSIECG has reviewed the information contained in this report and confirms that it provides an accurate account of Indigenous student engagement, support and outreach activities at the Fremantle and Sydney campuses. The ATSIECG is supportive of the submission of this information to the Department of Prime Minister and Cabinet, in accordance with ISSP reporting requirements.
The ISSP Oversight Committee is also responsible for monitoring the allocation and use of ISSP funding to ensure the provision of maximum support for Notre Dame’s Indigenous undergraduate students. In 2018, both groups worked closely in partnership and in collaboration to achieve successful outcomes for Indigenous students. ATSIECG fully supported the collaboration and consultation process with the ISSP Oversight Committee and will continue to do so in 2019.
