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Initiatives of Australian Public Universities to Increase Indigenous Australian Student Enrolment in and Completion of Science courses: A Case Study

Michael A. Guerzoni, Tracey Kuit, Bernardo León de la Barra, and Fiona Taylor

December 2019

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Contents Abbreviations .......................................................................................................................... 3

Executive Summary ............................................................................................................... 4

Overview ................................................................................................................................. 5

Context: Indigenous Australians and Tertiary Education .................................................. 6

The Study: Method and Results ............................................................................................ 8

Findings ................................................................................................................................... 9

Recruitment and School Engagement (Survey A: Questions 7-18) ................................ 9

Support of Enrolment Questions ..................................................................................... 14

Bridging Programs ........................................................................................................... 17

Course-specific Support ................................................................................................... 18

Scholarships and Awards ................................................................................................. 18

Mentoring .......................................................................................................................... 23

Alumni Networks .............................................................................................................. 24

Higher Degree by Research .............................................................................................. 25

Miscellaneous .................................................................................................................... 26

Discussion .............................................................................................................................. 27

Recommendations ................................................................................................................ 28

Limitations ............................................................................................................................ 29

References ............................................................................................................................. 30

Appendix – Survey Questionnaire ...................................................................................... 34

Acknowledgements ............................................................................................................... 39

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Abbreviations

ACDS Australian Council of Deans of Science CDU Charles Darwin University DU Deakin University FEDUNI Federation University Australia HDR Higher Degree by Research ISU Indigenous Support Unit ITAS Indigenous Tutorial Assistance Scheme LTU La Trobe University RMIT RMIT University STEM Science, Technology, Engineering and Mathematics UQ University of Queensland USC University of the Sunshine Coast USQ University of Southern Queensland UTAS University of Tasmania UWA University of Western Australia UOW University of Wollongong

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Executive Summary The Australian Council of Deans of Science (ACDS) engaged the University of Tasmania to undertake a study of the initiatives currently exercised by Australian universities to recruit Indigenous students into science courses and, once enrolled, to support them through to completion. In light of the increasing emphasis on holistic support (i.e. faculty-level and university-level) for Indigenous students, this pilot study, run from the University of Tasmania’s College of Sciences and Engineering in collaboration with the University of Wollongong, sought to examine how such recruitment and support initiatives were operative on a Faculty-level in Australian universities.

In June 2019, invitations to an on-line survey were sent to the 37 member institutions of the ACDS, both the student admissions department (survey later discontinued, see below) and the science colleges/faculties/departments. The focus of the second survey was to understand how the university’s science college/faculty/department engaged towards Indigenous students in the following areas: recruitment; enrolment support and pathways; degree/course support; graduation and scholarships, and; research recruitment and training. Of the contacted institutions, 11 responded and took part in the survey. Responses were then re-presented in tables to undertake comparative analysis between the initiatives of participant institutions.

The results demonstrate that initiatives to engage, recruit, retain and graduate Indigenous students largely do not operate at the college/faculty/department level. Instead, such initiatives are run at the university-level by specific departments (e.g. student admissions, scholarships and bursaries) or are led by the university’s specialist Indigenous support unit (e.g. Riawunna at the University of Tasmania). Where the science college/faculty/department was found to be involved in engagement and support initiatives, this tended to be at the recruitment stage through the provision of school-visitation and mentoring programs.

The report concludes with a set of recommendations to the ACDS and its member institutions to address the shortcomings highlighted within this study. These recommendations entail the formulation and implementation of recruitment and support initiatives for Indigenous students, run by the member colleges/faculties/departments themselves, guided by counsel acquired through consultation with Indigenous communities, Indigenous support units and Indigenous graduates. It is hoped that this report will assist in the increase in the enrolment, retention and graduation of Indigenous students in undergraduate, postgraduate and research degrees.

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Overview Across Western (colonised) countries there are increasingly stronger calls for universities to do more to support Indigenous peoples, both in terms of the offered curricula (curricula Indigenisation), and the measures executed to assist First Peoples enter and graduate from tertiary education. Simultaneously, campaigns have been launched to encourage Australian youth to consider enrolment in STEM courses, particularly those from marginalised and/or underrepresented groups, including Aboriginal and Torres Strait Islander Australians1. Collectively, there is a growing interest to identify the means by which Australian university science faculties and colleges can assist the recruitment and graduation of Indigenous Australians from science courses.

In Australia, scholarly and governmental reports alike indicate that whilst there has been improvement in some spheres for Indigenous tertiary education (such as targeted scholarships), there remains a core deficiency in the framework employed by universities; namely, the delegation of Indigenous matters to specific university bodies/units. The 2012 Behrendt Report (Behrendt et al. 2012 advised that there needs to be a ‘whole-of-university effort’ and that ‘faculties should be primarily responsible for supporting the academic success of Aboriginal and Torres Strait Islander students, given the discipline-based knowledge and staff available to them’. With such recommendations having been made, the sincerity of the commitment of universities and their faculties to Indigenous people can be demonstrated by the ways in which support is developed and implemented at the science college, faculty, school, institute (or equivalent) level (hereafter collectively referred to as ‘Faculty level’), rather than at the Indigenous Support Unit level, as has been the case historically.

These considerations raise the question of what is actually being done at the faculty level to facilitate the engagement, recruitment, retention, and graduation of Indigenous Australians within science courses at Australian universities? To assist in answering this, the University of Tasmania and the University of Wollongong have undertaken a pilot study seeking to understand what relevant initiatives are operating in Australian universities. The pilot study draws on survey data collected for the project, which provides a set of case studies of 11 Australian science faculties. The report, herein, highlights and comments on some of the key strengths and limitations of these initiatives in order to stimulate further consultation and analysis, and to instigate development of better practices.

This report has been prepared for the Australian Council of Deans of Science (ACDS) to assist in its efforts to further the accessibility and attainability of science courses in its member institutions to Indigenous Australians. This research was a collaborative project between the University of Tasmania (Drs. Guerzoni, León de la Barra and Taylor) and the University of Wollongong (Associate Professor Kuit). It was financed by the University of Tasmania’s Indigenous Student Success Program, the University of Tasmania’s College of Sciences and Engineering, and the ACDS.

The report comprises four parts:

1. A precis of the contextual concerns regarding Indigenous presence in and completion of tertiary education.

2. A description of the method and research process of the project.

1 For the purpose of this report, Aboriginal and Torres Strait Islander Australians will be hereinafter referred to as Indigenous Australians.

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3. An overview of the findings. 4. Discussion and recommendations, with an emphasis on continued effort in respect to

Indigenous Australians.

Context: Indigenous Australians and Tertiary Education Indigenous Australians are under-represented within tertiary educative institutions as both students (at all levels), academics and professional staff (Smith et al. 2018; Bennett 2015). In terms of student numbers, for 2018 it was recorded that Indigenous Australians formed only 1.3% of the total number of enrolled university students in Australia, down from 1.5% in the previous year (Department of Education and Training 2018a). For the same year, only 1,143 Indigenous Australians (that is, 6.5% of all Indigenous university students) were enrolled in Natural and Physical Science courses compared to a total of 103,327 of non-Indigenous domestic students and 26,282 international students (Department of Education and Training 2018b).

Similarly, the rates of retention and completion amongst Indigenous Australian tertiary students remain low compared to their non-Indigenous counterparts (Koshy, Dockery & Seymour 2017). Of the 2015-2018 tertiary student cohort (across all disciplines), 16.8% of Indigenous Australian students did not return to university study after their first year, and 27.6% of Indigenous Australian students who re-enrolled later went on to withdraw; for non-Indigenous students the rates stand at 7% and 15.3% respectively (Department of Education and Training 2018b). Indeed in 2018, only 156 Indigenous people were awarded degrees in the Natural and Physical Sciences, compared to the total 20,537 domestic students and 6,127 international students (Department of Education and Training 2018c). The disparity of Indigenous Australians’ participation in tertiary education is clear and concerning.

The reasons for the disparities faced by Indigenous Australian students are multifaceted and complex. Studies have highlighted that a series of systemic factors hinder Indigenous Australians from receiving a university education, including: distance from university campuses (if living in remote and regional areas); an inability to finance travel, relocation and/or accommodation costs; a lack of social capital that encourages tertiary education (family, friends, and other community members); commitments to family and community; unfavourable schooling results; incompatibility with high school and university teaching methods (particularly in areas of STEM); personal factors (health, family troubles, poverty); and inability to access on-campus support (Anderson, Bunda & Walter 2008; Dreise and Thomson, 2014; Pitman et al. 2017; Michie, Hogue & Rioux 2018; Hogue 2016; Boon 2012; Ball 2015). Overall, it is the social disadvantage that Indigenous people endure as a consequence of colonisation that instigates and compounds these systemic factors (Turnball 2014).

Scholars have highlighted that despite the complexity of these inequalities (which are social issues requiring a holistic societal-level response), there are ways in which universities may support Indigenous students to complete their studies, thereby increasing equity in tertiary education (Li & Carroll 2017; Hemsley-Brown & Oplatka 2015; Zacharias et al. 2016; Fleming & Grace 2015; Lim 2015). University support generally encompasses three domains: (I) access to university (scholarships for accommodation and/or tuition fees); (II) services and utilities (mentoring, extra-tuition, special consideration); (III) graduation and post-graduation (scholarships and prizes, graduate positions, employment assistance). It is argued that for Indigenous persons to thrive at university, offered support must incorporate each of these

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elements in a culturally sensitive and appropriate manner (Bandias, Fuller & Larkin 2014; Barney 2016). The literature also points to the importance of Indigenous epistemes, knowledges and perspectives being included within tertiary curricula for it to be culturally safe and more holistic for Indigenous (and non-Indigenous) people (see Koukkanen 2007; Nursey-Bray 2019; Kennedy et al. 2019).

There have been mixed reviews on the performance of Australian universities in ameliorating Indigenous access to, and completion of, education. Some research states that Australian universities have improved their focus on assisting Indigenous students to access tertiary education in terms of recruitment initiatives and the provision of scholarships (Anderson 2016), whilst other reports suggest that such measures have been insufficient (Bandias, Fuller & Larkin 2014). Notwithstanding this, the provision of scholarships and bursaries have been shown to reduce recipient anxiety, and thereby improve retention rates (Zacharias et al. 2016). This is particularly pertinent in assisting with accommodation costs given that, as aforementioned, distance and relocation have shown to be a particular barrier for Indigenous students undertaking (and remaining in) their studies (Parker et al. 2016; Asmar, Page & Radloff 2015; Barney 2016). Nevertheless, most Australian universities may not have enabling and pathway programs tailored for Indigenous students (Turnbull 2014), and of those that do more research is required to evaluate the efficiency and impact of these schemes (Pitmen et al. 2017; Ferrier, Heagney & Long 2008; Whiteford et al. 2017; Eilam et al. 2016).

It has been argued that universities have prioritised student recruitment and enrolment fiscally rather than to provide support for students physically and educationally throughout their studies (Anderson 2016; Liddle 2016; Parissi, Hyde & Southwell 2016). Accordingly, universities must direct more attention to the provision of both psycho-social and tuition support to strengthen student retention and completion rates (Anderson 2016). Measures to integrate students socially within the university, and to ensure students receive support from academic staff, have also been demonstrated as efficacious in reducing student attrition rates (Bennett et al. 2015; Edwards 2015; Li and Carroll 2017; Lim 2015; Sung & Yang 2009; Gibb 2006; Deonandan, Janoudi & Uzun 2017). For Indigenous students in particular, feeling culturally safe and respected, having access to sensitive and non-domineering staff, protection from racism, and access to support are key to retention and success (Gibb 2006; West et al. 2014; Ferrier, Heagney & Long 2008; Carter et al. 2018; Shah & Widin 2010).

Importantly, research has highlighted the need for a harmonised approach between university admissions administration and individual faculties in taking responsibility for/in the recruitment, retention and completion of Indigenous (and other marginalised) persons in their courses, diplomas and degrees (Behrendt et al. 2012). The 2012 Indigenous Higher Education Review advised that the care of Indigenous students should be shared across the university rather than primarily left with Indigenous Student Support Centres. The current model of care ought to be completely reversed, charging faculties and central administration with the duty to be the primary sources of care and support for Indigenous students (Behrendt et al. 2012; Turnbull 2014; Oliver et al. 2015; Kinnane et al. 2014). Australian universities have expressed varying commitments to improving Indigenous enrolment, retention and graduation, and receive not inconsiderable Commonwealth funding for this purpose; however, it is necessary that they follow existing inquiry recommendations to do so (Behrendt et al. 2012; Page, Trudgett & Bodkin-Andrews 2016).

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The Study: Method and Results This study has been undertaken to understand the initiatives presently being undertaken by Australian universities’ Science faculties to assist in the enrolment, retention and completion of Indigenous people within science courses, as a means of identifying current practices and exemplars. The project was commissioned by the University of Tasmania’s College of Sciences and Engineering, with the endorsement of the Australian Council of Deans of Science. Initial planning for the study commenced in August 2018, wherein the nature and scope of the project was formulated with an initial reconnaissance of the literature, and a Research Consultant (Associate Professor Kuit) was appointed to oversee the project. In January 2019 a Project Officer (Dr Guerzoni) was employed to conduct a literature review for the project and to prepare the ethics application and participant surveys. The surveys were independently reviewed by external scholars.2

Two on-line surveys (via Survey Monkey) were created to acquire an understanding of faculty-level support initiatives for Indigenous students, as information at that level of detail is not readily available on university websites:

§ Survey A (Dean of Science Survey): 44 questions covering topics of: (I) recruitment strategies of Indigenous students at their Institution; (II) support related to enrolment of Indigenous students; (III) support related to enrolled Indigenous students; (IV) graduation (awards, alumni networks). Deans were selected as the participants as it was collectively reasoned that they would be most knowledgeable of support initiatives within their College/Faculty/School/Institute.

§ Survey B (Student Admissions Survey): 27 questions covering topics of: (I) basic information pertaining to their institution (such as enrolments, size); (II) support related to enrolment of Indigenous students; (III) support related to enrolled Indigenous students; (IV) graduation (numbers). Student Admissions Managers were selected as the participants as they have access to student enrolment data, which would provide an insight into, and assist in the understanding of, the Indigenous initiatives operative at the participant universities (viz. whether presence of initiatives is reflected in size of Indigenous student population).

Survey participants were drawn from the 37 ACDS member institutions. Participants were invited to participate in the survey by e-mail from the Project Officer in June 2019 and, where no response was given, followed up by a subsequent e-mail and telephone call. E-mail addresses were sourced from the ACDS website (for Survey A participants) by a clerical assistant, or from each university’s website or by contacting their switchboard (for Survey B participants).

Whilst participants expressed interest in the project, the survey response rate was poor. Only 11 ACDS members completed Survey A and only one Admissions Manager completed Survey B. It was reported by some participants that the invitation request was initially seen as ‘Spam’, was lost amidst the multitude of e-mail, or was not attended to as the relevant staff member was on leave. The following universities completed the Survey A survey:

§ Charles Darwin University (CDU) § Deakin University (DU) § Federation University Australia (FEDUNI)

2 See Acknowledgements.

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§ La Trobe University (LTU) § RMIT University (RMIT) § The University of Southern Queensland (USQ) § University of Queensland (UQ) § University of the Sunshine Coast (USC) § University of Tasmania (UTAS) § University of Western Australia (UWA) § University of Wollongong (UOW)

As only one university completed Survey B the data is not included in this report.

Once the survey period had lapsed (June to October 2019), the survey data was downloaded and assembled into a Microsoft Excel spreadsheet for analysis by Guerzoni and Kuit.

Findings Survey A (Dean of Science Survey) findings are reproduced here, sorted thematically by subject area of the survey questionnaire: recruitment and school engagement; enrolment support; bridging programs; course-specific support; scholarships and awards; mentoring; alumni networks and; HDR initiatives. Each is presented in turn.

Recruitment and School Engagement (Survey A: Questions 7-18) Survey Questions 7-18 provided insight as to the nature of the initiatives at a faculty-level to recruit Indigenous students (viz. targeted age-levels, types of programs, duration, and location), and the degree to which Indigenous staff and community members are involved. Questions 7-18 queried whether community and participant feedback were gathered, as a means of understanding community perceptions and involvement. The survey scope included asking whether programs were offered by the participant faculties specifically, or by another section of the university (viz. student services).

Six participants indicated that there were program offerings at the faculty-level and/or university-level (Table 1). It cannot be assumed that participants who answered no for this question were not dismissing that Indigenous recruitment strategies are employed at the university-level, as this is standardised practice.

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Q6 Institution Q7 Does your University or Faculty/College/School/Institute engage in Outreach activities to encourage Indigenous students to study Science courses?

Charles Darwin University No Deakin University Yes – both Central University and

Faculty/College/School (or equivalent) administered programs

Federation University Australia No La Trobe University No RMIT University Yes – Faculty/College/School (or equivalent)

administered programs The University of Southern Queensland Yes – Central University administered

programs University of Queensland Yes – both Central University and Faculty/College/School

(or equivalent) administered programs University of the Sunshine Coast Other (please specify)3 University of Tasmania No University of Western Australia Yes – Central University administered

Programs University of Wollongong Yes – Central University administered

Programs Table 1: Overview of Indigenous STEM Student Recruitment Initiatives by Institution.

Survey questions 8-13 invited participants to provide detail on the programs that are offered at their university, including the length, location, regularity, targeted audience and the composition of staffing for these programs. These are represented in the summary tables below (Table 2), drawing from the words of participants, arranged alphabetically. Some participants described the generic university-level programs, whilst others detailed programs with which their department partnered. Most of these programs shared similarities in targeting Indigenous youth from secondary school (grades 7-12), were mostly held on campus (some being held at schools or on country), were regularly run (annually), and were on average one day in duration. Several participants indicated that their university ran camps for Indigenous youth of several days in duration, with a focus on leadership skills, literacy and numeracy skills, and identity. Almost half of the sample indicated the belief that the outreach programs encouraged students to enter university to study science.

3 The Participant selected ‘Other’ and described what is known as the USC Buranga Camps, which are run by USC Indigenous services.

Deakin University Program Description Deakin has the Indigenous Students Success Program. Perhaps doesn't really target

science students. Deakin is part of AIME. Deakin has the Institute of Koorie Education - specifically for Aboriginal and Torres Strait Islander students. Faculty of SEBE has recently offered postgraduate research scholarships for Indigenous students (new in 2019)

Targeted Age Group(s) Secondary school (years 7-12) and mature aged 18+ Operating Staff Indigenous student support centre staff and other Indigenous staff or students, and other

staff who’ve had indigenous support/mentor training. Activity Location On campus Nature of Operations Regular Activity Duration AIME Program 1 day in duration. Other assistance offered through the Institute of Koorie

Education as required.

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RMIT Program Description 1. Deadly Day of Science, a day of STEM at the Bundoora campus offered to

indigenous students in Melbourne’s North. 2. In2science offers face to face and online peer mentoring in STEM for various target groups of students including low SES, regional and indigenous students. 3. The Regional Roadshow is a weeklong event where current RMIT students run STEM shows at different regional schools that have higher proportions of indigenous students. 4. I belong at RMIT runs day long STEM workshops on campus for Indigenous students that also showcase student transition into university life.

Targeted Age Group(s) Secondary school (years 7-12) Other staff and/or students at our university who

have undertaken Indigenous support/mentor training

Activity Location On campus and on school campuses Nature of Operations Regular Activity Duration Half-day

University of Southern Queensland Program Description The university has an outreach engagement program called Deadly Ways. The

program is HEPP funded and gives Aboriginal and Torres Strait Islander students in Years 7 – 12 an opportunity to come on campus and explore all opportunities that university has to offer. Deadly Ways consists of: • Years 7 & 8 Indigenous Connections: One Day on campus experiences at Toowoomba and Springfield Campuses • Years 9 & 10 Deadly Careers: 4 day on campus experience at Toowoomba Campus • Years 11 & 12 Residential: 4 day on campus experience at Toowoomba Campus • Leadership and Mentor program: 3 day on campus experience at Springfield Campus The Deadly Ways programs doesn’t specifically focus on science programs but give students a real opportunity to learn more about each area they might be interested in. The program also focuses on culture, ensuring that students have a good cultural foundation. Psychology in Schools program. Will visit rural schools in SW Queensland in the future to determine pathways to university for indigenous students studying psychology in high schools in Queensland

Targeted Age Group(s) Secondary School (years 7-12) Operating Staff USQ student volunteers and assumedly the Indigenous Support Unit Activity Location On-campus and on school campuses (psychology program only) Nature of Operations Regular (annual) Activity Duration • Years 7 & 8 Indigenous Connections: One Day on campus experiences at Toowoomba and

Springfield Campuses • Year 9 & 10 Deadly Careers: 4 day on campus experience at Toowoomba Campus • Year 11 & 12 Residential: 4 day on campus experience at Toowoomba Campus • Leadership and Mentor program: 3 day on campus experience at Springfield Campus

University of Queensland Program Description InspireU program - An annual centrally-run STEM school engagement program offered in

collaboration with science faculty. National Indigenous Science Education Program (NISEP) - A program developed by Macquarie University and deployed in Queensland through the Wonder of Science team. Trains current Indigenous students to deliver science workshops to Aboriginal and Torres Strait Islander students in schools.

Targeted Age Group(s) Secondary School (years 7-12) Operating Staff Indigenous student support centre staff and other Indigenous staff or students, and other

staff who have had indigenous support/mentor training. Activity Location On-campus (InspireU) on school campuses (NISEP) Nature of Operations Regular (annual) Activity Duration InspireU program 5 days,

NISEP 1-2 hrs

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University of Sunshine Coast Program Description USC Buranga Camps provide an opportunity for students to improve their self-efficacy

and self-concept. Students engage in activities that explore identity, interpersonal and cultural relationships and decision making in a culturally safe and supportive environment. Histories and Cultures Murri Futures aims to increase the awareness of educational and career options available to Aboriginal and Torres Strait Islander students from Years 7 to 12. Murri Futures brings together a group of experienced and dedicated Aboriginal and Torres Strait Islander professionals from Employers, Tertiary Institutions and a variety of workplaces to inform Aboriginal and Torres Strait Islander students of potential options and pathways. Delivered by USC Indigenous Services, topics such as career pathways and self-identity are explored through a range of group activities. Audience: Years 7 to 12. Curriculum Alignment, Critical and Creative thinking, Personal and Social Capability, Ethical and Inter-cultural understanding. Aboriginal and Torres Strait Islander Histories and Cultures Boys-to-Men is a 6-week program that has been developed through careful consultation with Elders, community leaders, students, parents, schools and Community. The program targets Aboriginal and Torres Strait Islander high school male students to enhance cultural identity and to strengthen their connection to culture. This program benefits male students as they grow into young men and become leaders in their community. Each week, the students participate in cultural activities with other strong male mentors/leaders in the community. The sessions are delivered by USC Indigenous Services staff as well as local Traditional Custodians and experienced guest facilitators. Topics covered include Connection to Culture, health and well-being, language and dance, bush tucker, and storytelling/significant sites. Audience: Years 7 to 12. Curriculum Alignment, Critical and Creative thinking, Personal and Social Capability, Ethical and Inter-cultural understanding, Aboriginal and Torres Strait Islander Histories and Cultures Homework groups are run after school on a weekly basis, in partnerships with Gympie State High School as well as Uniting Care Community (UCC) Services in Fraser Coast. The series of homework groups are designed to assist students with the completion of homework and assessments. Students have access to computers with internet access and are provided with afternoon tea. Transport is also available from school and home by request. The sessions are delivered by USC Indigenous Services staff as well as UCC staff and school teachers. Audience: Years 7 to 12. Curriculum Alignment. Critical and Creative thinking, Personal and Social Capability, Ethical and Inter-cultural understanding, Aboriginal and Torres Strait Islander Histories and Cultures. This program aims to provide students with learning based on Aboriginal and Torres Strait Islander culture. The objective of this program is to engage students in intercultural learning through songs and dance to a level where students are able to display their learning in a showcase format. The sessions are delivered by USC Indigenous Services staff as well as local Aboriginal and Torres Strait Islander cultural educators. Topics covered include Aboriginal song and dance, local Aboriginal culture, traditions language and stories. Audience: Years 3 to 6. Curriculum Alignment stories. Audience: Years 3 to 6.

Targeted Age Group(s) Primary School (years 3-6) Secondary School (years 7-12)

Operating Staff USC Buranga Camps- Indigenous student support centre staff Elders and Community Members

Activity Location Not specified Nature of Operations Regular (annual) Activity Duration Histories and Cultures Boys-to-Men is a 6-week program. No details were provided for the

other programs.

University of Western Australia Program Description School of Indigenous Studies offers pathways for Indigenous students into undergraduate

courses. Equity outreach team also targets rural areas to engage with Indigenous students. Targeted Age Group(s) Secondary School (years 7-12) and mature aged 18+ Operating Staff Indigenous student support centre staff Activity Location On-school campuses (off campus) Nature of Operations Regular Activity Duration Half day (2-4 hrs)

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University of Wollongong Program Description Leading Through Culture Program: The University of Wollongong, in collaboration with

the Department of Education, developed an Aboriginal Student Leadership Program for Years 8 and 9 Aboriginal and Torres Strait Islander students from the local Illawarra region. The purpose of the program ‘Leading Through Culture’, was to develop and foster leadership capabilities among local Aboriginal and Torres Strait Islander high school students in a culturally inclusive environment. Indigenous Career Days: These have been run at the University of Wollongong for Years 7-12 Aboriginal and Torres Strait Islander students from Bega, Batemans Bay, Shoalhaven, South Western Sydney, Southern Highlands and Wollongong regions. The purpose of the program ‘Koori Aspiration Program’, is to engage with Aboriginal and Torres Strait Islander high school students to build their awareness and aspirations towards higher education and other post school options, in a culturally inclusive environment.

Targeted Age Group(s) Secondary School (years 7-12) Operating Staff Other staff and/or students who identify as Indigenous. Other staff and/or students who have

undertaken Indigenous support/mentor training. Activity Location All of the above- on campus, off campus and on country. Nature of Operations Regular Activity Duration Multiple days

Table 2. Summary of University responses to survey questions 8-13.

Survey questions 14-17 asked for comment as to the extent to which Indigenous staff and community were involved in the formation and delivery of the programs. Some institutions had Indigenous involvement, whilst at others Indigenous staff and community provided evaluation and feedback only. Six participants indicated that the development and operation of the programs were assisted in some way by members of local Indigenous communities. It was not specified whether these programs had direct community involvement or that this involvement took the form of Indigenous personnel from Indigenous communities.4 Encouragingly some institutions expressed that their programs included the receiving of feedback from persons receiving the service of these programs (youth, parents, guardians) and Indigenous community more broadly. Given that most of the participants did not have a large role in the operation of the outreach programs, it is understandable that further detail was not provided as to the content of such feedback and the degree to which it shaped the running of these programs. Table 3 summarises the involvement of Indigenous people in these initiatives.

Variable Institutions Affirming Community Involvement Q14 Community-assistance in program development Deakin University; RMIT; University of Southern

Queensland; University of Queensland; University of Western Australia; University of Wollongong

Community-assistance in program operations Deakin University5; RMIT; University of Southern Queensland; University of Western Australia; University of Wollongong

Feedback sought from participants/parents/guardians Deakin University; RMIT; University of Southern Queensland; University of Queensland; University of Western Australia; University of Wollongong

Feedback sought from Indigenous community University of Southern Queensland; University of Western Australia; University of Wollongong Deakin University selected that they did not know.

Table 3: Participant engagement with Indigenous Community, Staff and Parents regarding recruitment initiatives.

The final question of this section queried belief as to recruitment strategy success in drawing Indigenous youth into science courses. There were varying degrees of confidence in the ability of outreach programs to encourage Indigenous students into science courses, with a majority of universities expressing that they were unsure (Table 4).

4 Perhaps this is due more because of the nature of the question which did not request further elaboration and specification. 5 Through the ISU only.

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Institution Q18. Do you believe the outreach encourage potential

students who identify as Indigenous to study Science courses at the tertiary level?

Charles Darwin University No answer provided Deakin University Did not know Federation University Australia No answer provided La Trobe University No answer provided RMIT University Yes The University of Southern Queensland Yes University of Queensland Yes University of the Sunshine Coast No answer provided University of Tasmania No answer provided University of Western Australia Yes University of Wollongong Did not know

Table 4: Participant belief of recruitment strategy success

Support of Enrolment Questions Questions 19-23 queried as to the enrolment support offered to Indigenous students. Whether these were offered, the nature of this support, and their perceived efficacy as shown in Table 5. Whilst all participants indicated that to some extent Indigenous applicants were offered some assistance in the enrolment process, only one participant (the University of Southern Queensland (USQ)) indicated that their Faculty offered support. However, subsequent answers suggest that, like the other sampled institutions, that support is offered at USQ (centrally through student admissions and/or the university’s Indigenous Support Unit (ISU). Similarly, no participant offered an Indigenous-specific orientation as this was already facilitated at the university-level.

It was largely unknown as to whether Indigenous applicants, in receiving enrolment support, improved their entrance into science courses.

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Institution Q19. Type of Support for Indigenous Students Offered to Knowledge of Participant

Faculty-based enrolment support for Indigenous Students? Q 20

Belief that admissions/enrolment support improves rate of applicants to enrolments in Science courses?

Orientation support for Indigenous students

Please describe the support provided.

Charles Darwin University

Yes - at the University wide level only

Assistance with student admission, enrolment, application and course information, including the development of Individual Learning Plans, educational pathways and progressions from VET to Higher Education;Orientation programs for new and continuing students, including intensive advice and support on academic study skills, effective time management, writing better essays and referencing; Opportunities to develop leadership, advocacy and representative skills as a CDU Indigenous Student Ambassador

Yes Yes- at the university-wide level only Support provided by the Office of Indigenous Student Service

Deakin University Yes - at the University wide level only

Students are encouraged to make contact with IKE. There is also space on each campus for students to meet. Also the Indigenous Tutorial Network provides tutors in Aboriginal and Torres Strait Islander communities to support students' relationships between university and home.

No No No answer given (skipped)

Federation University Australia


There is an Aboriginal Education Centre with staff employed to specifically support current Aboriginal and Torres Strait Islander students

Did not know No No answer given (skipped)

La Trobe University No (No answer provided) No answer provided No No answer given (skipped) RMIT University Yes - at the University

wide level only Active management of applications to enable pathways to be offered if required.

Yes Yes Ngarara Willim deliver the Gama-dji Orientation Program to commencing students each semester. See https://www.rmit.edu.au/students/support-and-facilities/student-support/aboriginal-and-torres-strait-islander-students/gama-djiorientation- program. We have also developed an online version that is now available to students who cannot attend the face to face version. Orientation to study support program. Online module with information about specific and generic support.

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The University of Southern Queensland

Both at University-Level and at the Faculty/College/School (or equivalent) level

The College for Indigenous Studies, Education and Research (CISER, https://www.usq.edu.au/ciser) offers support for all Indigenous applicants and students. Schools are also working to strengthen partnerships with CISER staff

Yes Yes- at the university-wide level only CISER offers support and follow-up for Indigenous students

University of Queensland


(No answer provided) Did not know No No answer given (skipped)

University of the Sunshine Coast


Indigenous Direct Entry and Access Scheme (IDEAS) For All Aboriginal and Torres Strait Islander prospective students All applicants identifying as Aboriginal and Torres Strait Islander are invited to participate in IDEAS. Panel interview and assessment of applicants’ skills, experience and aspirations, may lead to offer of admission into a degree program or guide applicants to consider TPP as a preparatory program.

Did not know Yes- at the university-wide level only Indigenous Orientation Program Includes academic skills workshops, campus tours and introduction to staff. This enables a culturally appropriate transition to university. The access rate for Aboriginal and Torres Strait Islander students at USC was 3.6% in 2016 which was higher than the Queensland (2.9%) and Australian (2.1%) average.

University of Tasmania

No6 (No answer provided) No answer provided Yes- at the university-wide level only Preparation program, before the start of semester. During semester, we have specific sessions (tutoring, a drop-in centre, student support officers and a study lab)

University of Western Australia


School of Indigenous studies provides this support.

Did not know Yes- at the university-wide level only Indigenous students are involved in orientation events. School of Indigenous studies provides the transition support.

University of Wollongong


A recent example was having students applying and enrolling in an indigenous health related program to also have support and advice regarding requirements and procedures from Woolyungah Indigenous Centre (WIC).

Did not know Yes- at the university-wide level only Through activities via the Woolyungah Indigenous Centre. They also have a new app that encourages potential new students to explore services and supports in preparing for university studies.

Table 5: Answers to questions concerning enrolment support for Indigenous Students.

6 This is offered via Riawunna, the University’s ISU.

17

Bridging Programs Survey Questions 24 and 25 inquired whether bridging programs were offered for Indigenous

students to ease their entrance into science courses (as is the case for some medical and legal

programs). Few universities had established pathways, and when it was in place it was more

of a generalised entrance scheme focussing on study skills rather than that pertaining to

science (e.g., biology, mathematics, etc.) as shown in Table 6.

Institution Does your Faculty/College/School (or equivalent) offer specialised bridging programs that assist Indigenous students to enter science courses in your university?

If yes, please name and briefly describe the bridging programmes offered.


No No answer provided

Deakin University No No answer provided Federation University Australia


La Trobe University


RMIT University Yes - at the University wide level only

‘As a dual sector provider, we have a range of entry points. We have a range of sub degree pathways.’



‘USQ’s Indigenous Higher Education Pathways Program (IHEPP) has been developed to give Aboriginal and Torres Strait Islander people the academic skills needed for university study. Students study 3 or 6 courses (subjects), all with an Indigenous focus, to develop their writing, maths, general study and computing skills. IHEPP is free. After completing the IHEPP students can apply to study a USQ degree or a degree at another university’









Provisional entry scheme and Aboriginal Orientation Course



Table 6: Offering of bridging Programs for Indigenous students into science courses

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Course-specific Support This section formed the second larger focus area of the survey (Questions 26-31 and 36). It

was interested in understanding what course-specific support was offered at a faculty-level

(rather than through the ISU) to Indigenous students, and whether this differed for under-

performing students and/or those at risk of withdrawing/discontinuing studies. Few

participant institutions offered specific assistance to students, instead relying upon ISUs and

other university tutoring and support services (see Table 7). Only the USQ indicated that they

offered such support within their faculty, describing that Indigenous students are each

enrolled in the ‘Cooee Process’, involving access to Indigenous Tuition Assistance Scheme

(ITAS) tuition, on-line resources and having their course progress monitored to assist

completion. Students reportedly sign a ‘Heart Print Contract’ a series of resolutions to be

shown to students who are considering un-enrolment in order to encourage persistence and

completion of their degree, alongside the ‘Ask Aunty’ on-line-question and answer platform.

The majority of participants (8/11) in the survey were of the perspective that Indigenous-

specific support assisted their completion of tertiary tuition.

Scholarships and Awards Two survey questions asked as to the offering of scholarships specific for Indigenous

students (Questions 32-33), and two asked as to the provision of awards (Questions 37 and

41). Few institutions offered such scholarships or awards, instead having Commonwealth-

funded Indigenous scholarships available at a university-level and awards being only at the

cohort-level (see Table 8). There was a consensus that the public celebrating of Indigenous

achievements spurred other Indigenous people to study science.

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Institution Q26. Does your Faculty provide support designed specifically to meet the needs of Indigenous students throughout the duration of their course?

Please describe the support provided. Are Indigenous students who are at risk of withdrawing, or failing, identified and offered support by your Faculty?

Please describe the support provided.

Are Indigenous students identified as being at risk of withdrawing or failing provided support that differs to that provided to other students?

Please describe how this support differs. Q 31

Do you believe that support designed specifically to address the needs of Indigenous students



Assistance with student admission, enrolment, application and course information, including the development of Individual Learning Plans, educational pathways and progressions from VET to Higher Education; Orientation programs for new and continuing students, including intensive advice and support on academic study skills, effective time management, writing better essays and referencing; Opportunities to develop leadership, advocacy and representative skills as a CDU Indigenous Student Ambassador; Advocacy and support, such as assistance with study issues and liaison with lecturers; and Referral to CDU Support services such as counselling, careers, employment and accommodation. The University’s Indigenous Student Services– Tutorial Support (TS) Program provides free individual and group tutoring to eligible Aboriginal and/or Torres Strait Islander (Indigenous) students enrolled in both Higher Education undergraduate and Postgraduate by coursework and Vocational Education and Training courses.

Both at the university-wide level and Faculty-level

‘All students are contacted and offered assistance with their proposed study plans.’


contributes to successful completion of their course? Yes

Deakin University


Students are put in touch with support via IKE, and made aware of services available.

All students at risk are offered support, but I don't believe that Indigenous students are treated differently to other students in the faculty. They are not identified separately as far as I am aware.

‘students at risk are offered support. This isn't specifically designed for Indigenous students’


Did not know



The Aboriginal Education Centre offers a range of support. Yes – at the Faculty/College/School (or equivalent) level only

‘Students are individually contacted by the program coordinator to work through any problems.’


Yes

La Trobe University


Networking, peer support, access to counselling No No answer No No answer provided

Did not know

RMIT University


Support offered through Ngarara Willim which includes academic, social and cultural supports. See https://www.rmit.edu.au/about/governance-and-management/organisation-structure/education-portfolio/ngarara-willim-centre structure/education-portfolio/ngarara-willim-centre’

Yes – at the University-wide) level only

Active monitoring of student progress by Ngarara Willim and University wide Early Warning Signs (EWS) modelling to identify and to flag 'at risk' cohorts to enable proactive planning

Not specifically - Ngarara Willim proactively engages with ALL indigenous students to provide supplementary support as required

Identified scholarships, option for one-on-one academic support. Access to Indigenous support staff and space. There is also specific funding available to support students for development opportunities and for hardship.’

Yes


Both of the above [yes]

The College for Indigenous Studies, Education and Research (CISER) provides students with academic, cultural and social support from our staff and fellow students. Students receive free access to printers and computers in the CISER computer lab. CISER also provides an online student support service – ASK Aunty – a student support hub for on campus and online students.


Every Aboriginal and Torres Strait Islander student is part of the Cooee process. The Cooee process involves a number of direct sessions with students, “Helping Hands” resources, access to

Yes – at the Faculty/College/School (or equivalent) level only

Access to the Cooee process and “Ask Aunty”’

Yes

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The CISER team – academic staff or Indigenous Student Liaison Officers are available to provide immediate assistance for study related matters and help students access individualised and personal support including: • enrolment and program selection • counselling • learning and academic support • tutoring • accommodation • scholarships • financial assistance • career opportunities. Free study support is offered to all Indigenous students.

an ITAS tutor, monitoring of students’ results and advice on progression throughout the semester. In addition, students complete the “Heart Print Contract”. The contract is a document that students design setting out the reasons why they are starting on their study journey in their chosen discipline. If students experience difficulties during their study / are thinking of leaving, we get them to read their own self-written contract and this realigns why they are studying. This is a great motivating tool. “Ask Aunty” is an interactive support space for all Aboriginal and Torres Strait Islander students. Students using this site can access online personal and academic support from Academics and Indigenous Student Support staff. University level support is provided by trained Counsellors and academic staff within Schools.


No No answer provided All students enrolled in Faculty of Science programs are monitored for lack of engagement with their courses. Those who do not engage with their courses on Blackboard in the first few weeks of semester are called by a Student Experience Coordinator to check in and refer to support services

No answer No No answer provided

Yes



Indigenous Support Services comprising - Head of Indigenous Services, Student Engagement Coordinator, Student Advisors x2, Student Engagement Officers x2, Strategic Partnerships Coordinator, Partnerships Officers x2, Administration Officer, 2 FTE - IAM Administration & Outreach Support Culturally safe student work spaces: USC provides two culturally safe spaces for students to work and gather. The largest space is the Buranga Centre (at USC Sunshine Coast). The Buranga Centre facilities include access to computer workstations, textbook library and private meeting rooms. The Buranga Centre also includes a common room where students can meet socially. At USC Fraser Coast the Buallum Jarl-Bah Room and Olga Miller Garden provide students with access to Indigenous Services Staff, computer workstations, and laptop loans. Students can also use this space to meet socially. Regular student social events Events such as morning teas with Elders provide students with the opportunity to engage with community members and Elders.


No answer No No answer provided

Yes

21

Table 7: Offering of specialised support for struggling Indigenous science students.

Indigenous Academic Mentoring Tuition Program (IAM) The USC Program focuses on academic skills development and is funded through the ISSP. IAM tutoring is available on all USC campuses. Promoting wellness: Indigenous Services staff are Referrers with the North Coast Aboriginal Cooperation for Community Health (NCACCH). NCACCH provides health services for Aboriginal and Torres Strait Islander community members in the Sunshine Coast and Gympie regions. Academic and personal assistance Aboriginal and Torres Strait Islander students have access to dedicated Student Advisers to assist with Confirmation of Aboriginality, enrolment enquiries and program advice. In addition, students are referred to USC specialist services for access to academic skills guidance, financial assistance, accommodation support and health and wellbeing counselling. Some of these services operate out of Indigenous Services premises to encourage Aboriginal and Torres Strait Islander students to participate. Celebration of success: USC host a Graduation Celebration for Aboriginal and Torres Strait Islander students graduating from a degree program. Students and their families attend along with executive staff, academics and professional staff. Graduate connectedness Indigenous Services’ Facebook page was established in 2013 for students and Alumni to connect, share information and promote events. The Facebook page also acts as a resource for employment advertisements and scholarship activities.


Yes- at the university-wide level only

refer to previous response - tutoring, student success program, drop in centre, student internships that are all coordinated by the UTAS Riawunna Centre


Riawunna tutoring program offers 2 hrs per week, with follow up for non-engaged students

Yes – at the University level only

Offered through Riawunna, so via aboriginal student success officers.

Did not know



This is done through the school of indigenous studies. No No answer provided No No answer provided

Yes



Through the Woolyungah Indigenous Centre (WIC). There are also student support advisors in all faculties and counsellors centrally that are available to the entire student population.


WIC is a central service that is a contact point for many students. Not science specific, but our indigenous health programs have close supports from the academic program directors who follow up closely with students.

Yes – at the University level only

Through WIC services, supports and tutors.

Did not know

22

Institution Q32. Does your Faculty/College/School (or

equivalent) offer Indigenous scholarships and bursaries for undergraduate students (e.g., Indigenous scholarships)?

Please describe the financial support offered to Indigenous Students and comment if anything is specifically available for Indigenous students enrolled in Science courses/programmes (of all levels).

Does your Faculty/College/School (or equivalent) present specific awards to recognise high-achieving Indigenous Science graduates?

41. Do you believe recognising Indigenous Science graduates and celebrating their success encourages

Charles Darwin University Both of the above [that is, Faculty specific and university level]

University and Industry scholarships are available to Indigenous students in Engineering and IT Courses, but not specifically in Science Courses.

Both of the above other Indigenous students to study Science courses at university? YES

Deakin University No [skipped] No No Federation University Australia Yes - at the University wide level only We have lots of scholarships that all students can apply for and additionally an

Indigenous Student Success Program. This scheme offers scholarships for education costs, accommodation costs or one-off unexpected costs.

No Yes

La Trobe University No [skipped] No I don’t know RMIT University Both of the above [that is, Faculty specific

and university level] University-wide scholarships and some specific scholarships funded by donors for STEM students.

Yes- at the university level only Yes


Yes - at the University wide level only There are a number of scholarships available to indigenous and non-indigenous students. The following scholarships are open only to indigenous students: John Ross Clancy Indigenous Student Book Bursary: One (1): To support Aboriginal and Torres Strait Islander students who are commencing or continuing a TPP, IHEPP, undergraduate or postgraduate program at USQ. Indigenous Student Success Program (ISSP) Education Costs and Accommodation Costs Scholarships: Each scholarship will have a maximum value of up to:• $2000 (Full-time student - enrolled in a minimum of 3 study units in the semester the scholarship is awarded) or• $1000 (Part-time student - enrolled in 1 or 2 study units in the semester the scholarship is awarded).Arrow Energy "Go Further" Indigenous Scholarships: To support a number of Indigenous students commencing or continuing in any undergraduate program or postgraduate coursework program.• $5000

Yes- at the university level only Yes

University of Queensland Both of the above [that is, Faculty specific and university level]

One Indigenous Science Scholarship is offered to students No Yes

University of the Sunshine Coast Yes - at the University wide level only 23 x Indigenous Access Scholarships 13 x Indigenous CAS 4 x Indigenous Honours / Postgraduate (cash plus fee waiver) Indigenous CECS (57 new, 42 legacy award paid) 6 x Indigenous Enabling CECS 2 x Jaralema Scholarships 4 x Indigenous Honours / Postgraduate Scholarships

No Yes

University of Tasmania Both of the above [that is, Faculty specific and university level]

ATSI scholarships we have had 10@$1k and 1@$2k in each of 2018 and 2019 based on prior year GPA

No Yes

University of Western Australia Yes - at the University wide level only http://www.sis.uwa.edu.au/scholarships No Yes University of Wollongong Further details would be available through

WIC. I will follow up on this and the support for indigenous science students.

[skipped]

No Yes

Table 8: Offering of scholarships for Indigenous science students.

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Mentoring Survey Questions 34-35 inquired as to the nature of the mentoring programs offered at the participant universities for Indigenous students. Whilst there were a number of programs operative, the majority of these were offered at a university level via the university’s Indigenous Support Unit (see Table 9). Only USQ offers specific faculty level mentoring; it was commented that this was through the Cooee Process. Whilst six participants expressed that mentoring was available to Indigenous students at their university, it was through centrally-organised initiatives or via the institution’s ISU. It was noted that at RMIT University (RMIT) there is an Indigenous Coordinator who provides Indigenous students with support and mentoring.

Institution Q34. Does your Institution offer an

Indigenous tutorial/mentoring program that provides academic and study skills assistance to Indigenous students?

Q35. Please describe the Indigenous tutorial/mentoring program.


Yes - at the University wide level only The University’s Indigenous Student Services– Tutorial Support (TS) Program provides free individual and group tutoring to eligible Aboriginal and/or Torres Strait Islander (Indigenous) students enrolled in both Higher Education undergraduate and Postgraduate by coursework and Vocational Education and Training courses

Deakin University Yes - at the University wide level only The Indigenous Tutorial Network (ITN) provides tutors in Aboriginal and Torres Strait Islander communities to support students' relationships between university and home.


Yes - at the University wide level only Through our Aboriginal Education Centre.

La Trobe University

No (No answer given)

RMIT University Both of the above [that is, Faculty specific and university level]

Study support programs offered through the Study Learning Centre. See https://www.rmit.edu.au/students/study-support/drop-in



Access to the Cooee process described in Q 29 above.


No (No answer given)


Yes - at the University wide level only Indigenous Academic Mentoring Tuition Program (IAM). The USC Program focuses on academic skills development and is funded through the ISSP. IAM tutoring is available on all USC campuses.


Yes - at the University wide level only Riawunna tutoring program, for individuals or groups. A drop-in centre, for general questions. Internships for ATSI students are also facilitated by Riawunna


Yes - at the University wide level only School of indigenous studies


Yes - at the University wide level only Through WIC.

Table 9: Offering of mentoring for Indigenous science students.

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Alumni Networks Survey Questions 38-40 inquired as to the existence of Alumni Networks. When asked about this in Question 38, all participants reported that these only operated at a university-level for students, rather than having any Indigenous faculty-specific networks. Five institutions reported, in response to Questions 39 and 40, that they encourage Indigenous science graduates to become members of mentoring/support networks for potential Indigenous students in the sciences and described how these programs operate (Table 10).

Institution Q40. Please describe the mentoring/support network. Charles Darwin University Indigenous alumni are hired as mentors and Student

Ambassadors Deakin University This is an ad hoc system that only occurs if a staff member

sees the opportunity to make this happen. Federation University Australia Through the University Mentoring Program that runs for

six weeks every semester. RMIT University Ngarara Willim student Ambassadors provide mentoring to

all students. The Indigenous Coordinator for the School of Science, who is also the program manager for the Bachelor of Science degree at RMIT, is providing academic mentoring and support to students engaged in Science programs

The University of Southern Queensland Coordination is provided by the USQ Alumni Office and activities accessible via the USQ Social Hub and USQ’s Careers & Employability Team.

Table 10: Institutions with Alumni Networks for Indigenous science students.

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Higher Degree by Research When inquired as to initiatives in the recruitment of Indigenous students into higher degree research programs it was found that whilst there was a generic encouragement of Indigenous students, that this was not dissimilar to the recruitment of other students (viz. if the student is high achieving or expressing interest in research). Two institutions (Deakin University and the University of Tasmania) expressed that their science faculties offered specific financial support for Indigenous Higher Degree by Research (HDR) candidates, whilst the remaining indicated that this support was offered centrally through the Graduate Research division of the university (Table 11).

Institution Q42. Does your Faculty/College/School (or

equivalent) encourage Indigenous Science graduates to pursue Higher Degree Research pathways?

Q43. Does your Faculty/College/School (or equivalent) offer Indigenous scholarships and bursaries for students to pursue Higher Degree Research pathways?

Charles Darwin University No No Deakin University Both of the above (that is yes at a university

and faculty level) Both of the above (that is yes at a university and faculty level)

Federation University Australia No No La Trobe University No No RMIT University Both of the above (that is yes at a university

and faculty level) Indigenous candidates on four year contracts to complete their PhD. At the University level, the School of Graduate Research offer these.


Yes - at the Faculty/College/School (or equivalent) level only

Yes- at the university level only

University of Queensland Other- To the same extent and by the same means as all students are encouraged to consider Higher Degree Research pathways

No

University of the Sunshine Coast Yes - at the Faculty/College/School (or equivalent) level only

Yes- at the university level only

University of Tasmania Yes - at the Faculty/College/School (or equivalent) level only

Yes - at the University level only

University of Western Australia No Yes- at the university level only University of Wollongong Both of the above (that is yes at a university

and faculty level) Not that I am aware of specifically for indigenous students.

Table 11: Institutions with HDR scholarships and bursaries for Indigenous science students.

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Miscellaneous Two survey questions (Questions 6 and 44) were standalone items that sought to capture the level of commitment of science faculties to Indigenous students’ welfare through the presence of a specific Indigenous Support Office holder, and the perceived efficacy of the faculties’ initiatives for Indigenous students contributing to their course completion. Interestingly, and encouragingly, three institutions had Indigenous Support Officers employed at the faculty level (Table 12). Overall, there was optimism expressed as to the transference of Indigenous support initiatives to completion rates, though almost a quarter of participants were unsure in this regard (Table 13).

Table 12: Institutions with Indigenous Support Officer for Indigenous science students

Institution Q44. Do you believe that your Faculty/College/School

(or equivalent) initiatives described in this questionnaire contribute to your Indigenous students' completion of their course?

Charles Darwin University Yes Deakin University I don’t know Federation University Australia Yes La Trobe University I don’t know RMIT University Yes The University of Southern Queensland Yes University of Queensland I don’t know University of the Sunshine Coast Yes University of Tasmania Yes University of Western Australia I don’t know University of Wollongong Yes

Table 13: Belief in efficacy of Indigenous initiatives

Institution Q6. Does you Faculty/School/Institute (or equivalent) have an Indigenous Support Officer or equivalent?

Charles Darwin University No Deakin University No Federation University Australia No La Trobe University No RMIT University Yes The University of Southern Queensland Yes University of Queensland No University of the Sunshine Coast Yes University of Tasmania No University of Western Australia No University of Wollongong No

27

Discussion The survey results indicate that of the 11 faculties sampled, the majority tend to rely on initiatives managed at the university-level and/or through their university’s Indigenous Support Unit (ISU), rather than operating initiatives at the faculty level. This suggests that, at present, faculties (and indeed universities at a governance level) still perceive the engagement and support of Indigenous students to be the role of other specialist university departments rather than a systematic partnership at each level of the university. This perception, though recognised as a product of the bureaucratic structuring and functioning of universities (i.e., specialisation and an intention to prevent duplication of offered services) and the neglect of Indigenous people (Walter 2012) in Australian universities, requires prompt addressing.

From each of the surveyed areas, the data suggest that science faculties tend to be most involved with the support of Indigenous youth at the recruitment stage. Three institutions (RMIT, USQ and UQ) describe the offering of engagement and mentoring initiatives being run with secondary schools within their state. These programs tend to be either experiential (visit university and observe science in action or have the university bring the science to the school) or mentoring focussed (university students assisting secondary students in science). Importantly, these programs involve Indigenous staff, students and community members in their planning and execution, which is vital for continued Indigenous engagement. Encouragingly, it was reported that community-assistance was available for a number of university programs. It can be said that the initiatives at RMIT, USQ and UQ seemingly demonstrate how engagement programs may be run as a collaborative endeavour between science faculties and ISUs. Other listed programs were culturally focussed, which is beneficial and enriching for Indigenous youth, but demonstrate an absence of involvement by science faculties and staff (which is the main focus of our inquiry).

In areas of enrolment assistance, graduation, scholarships, awards and HDR pathways, it was normative for Indigenous students to receive service from either the ISU or under the portfolio of other areas of the university (for instance, graduations and student admissions). Scholarships are mostly centrally funded, likely through Commonwealth grants, rather than via bequests and donations to the individual science faculty (though some institutions do offer these (CDU, RMIT, UQ, UTAS). Only DU indicate that they offer scholarships at the faculty level to Indigenous HDR candidates.

The survey results indicate that HDR pathways for Indigenous students do not differ from those offered to non-Indigenous students. Several institutions have established alumni networks for their Indigenous students whereby graduates are recruited to serve as mentors for current Indigenous students.

In terms of the tuition and personal support offered by the survey respondents, and as with the other cases above, ISUs or general support staff (as in the case of UOW, which employs student support advisors) are cited as being responsible for the care of Indigenous students. Indigenous Support Units are also responsible for pursuing tutors (such as with the Riawunna Centre at UTAS) and other support services for Indigenous students. Whilst these support centres are great anchors and enablers for Indigenous students it suggests that, at a faculty-level, Indigenous students tend to be seen as a responsibility of an ISU and therefore likely referred on rather than assisted directly. This is problematic and must be addressed. Indigenous Support Units may not have the resources or understanding to assist the Indigenous science student, and this contributes further to the overburdening of what are already busy centres of the university (see Trudgett 2009).

28

Overall, whilst we appreciate that universities and science faculties are beginning to recognise their role in supporting Indigenous Australians, and they are commencing to implement measures to facilitate reform, it is essential that institutions translate verbalised affirmations and commitments into action agreements. These action agreements require on-going support at a governance level to ensure and safeguard a permanent place on the agenda, and the due allocation of resources, to guarantee continuation and long-term implementation. The degree to which science faculties are involved in the early engagement, recruitment, enrolment support, retention and graduation of Indigenous students may differ across the target areas (for instance, there could be a greater focus on the provision of enrolment support rather than on recruitment) and between institutions (due to campus positioning, size of the faculty, etc.). It is, nevertheless, imperative that initiatives and programs for Indigenous students are formulated and implemented by science faculties across each of these domains to help. This echoes the findings of Behrendt et al. (2012: xii) and it will necessitate conversation with ISUs and consultation with local Indigenous community members.

Recommendations Recommendation 1

That each member of the ACDS ensures resources are made available for Faculty-based Indigenous student support initiatives for science students, and that these resources are installed within the next calendar year. Resources should include course-specific tutoring across the sciences offered at the respective faculty, available across each of the years of the degree. Tutors could be drawn from HDR candidates or Indigenous science graduates.

Recommendation 2

That each member of the ACDS implements enabling pathway programs for Indigenous students into science courses (see Pitman et al. 2017). This will assist those who may have interest in and passion for the sciences, but did not acquire the required entrance score for a university course, to be transitioned into their desired field of university study.

Recommendation 3

That representatives from each member of ACDS consult their ISU and consider approaching local Indigenous communities to acquire insight on what support and services the communities believe should be offered to Indigenous students at the Faculty-level.

Recommendation 4

That the ACDS considers commissioning a nation-wide research project to investigate how Indigenous graduates perceived their student experience in the sciences, the support services which they received from both the faculty and the university more broadly, and seeks their feedback as to initiatives they believe would encourage Indigenous Australians to study sciences at the tertiary level. This could readily be undertaken as a survey and issued to graduates (existing and upcoming).

29

Recommendation 5

That each member of the ACDS formulates means of being involved in the development of engagement strategies with Indigenous people. It could be useful to consult with their campus’ ISU in this process.

Recommendation 6

That each member of the ACDS considers funding Faculty-specific science scholarships and bursaries for Indigenous students at an undergraduate and postgraduate level.

Recommendation 7

That each member of the ACDS considers funding Indigenous Fellowships for academics in training, providing opportunity to have teaching and research mentoring and movement towards a tenure-track position. Such initiatives are operative across a number of Australian universities (such as the University of Tasmania and the Australian National University) to assist in the provision of equity to Indigenous people.

Limitations We recognise and acknowledge that there are a number of limitations to this report. Firstly, the sample size reported on here is somewhat small, consequent to the limited uptake amongst invited participants. Related to this is the differing quantity (and quality) of information offered by different participants in their submissions, which in part is linked to the nature of the strategies offered at their institution. Collectively, this limits the ability to offer in-depth comment on the data, both individually and comparatively. This project is also limited as it does not acquire the perspective of Indigenous communities on the work of the universities, nor from those Indigenous persons who are employed within the Indigenous Support units at the sampled universities. It is necessary that future work inquire as to and catalogue these perspectives.

30

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Appendix – Survey Questionnaire Part A: Dean or Dean's Representative Survey 1. I have read the Participant Information Sheet (PIS) and hereby give my informed consent to the project group utilising my responses to this survey as outlined in the PIS. Yes (Please proceed with the survey) No (Please discontinue the survey) 2. Which Australian university are you representing when completing this questionnaire? 3. What Faculty/College/School (or equivalent) at your University are you representing when completing this questionnaire? 4. What is your position and/or title at your University? 5. Which science disciplines does your Faculty/College/School (or equivalent) cover in its teaching and/or research activities? Tick all that apply. Physical sciences Chemical sciences Earth sciences Biological sciences Other (please specify) 6. Does your Faculty/College/School (or equivalent) have an Indigenous Support Officer or equivalent?* Yes No Other (please specify) 7. Does your university or Faculty/College/School/Institute engage in outreach activities that seek specifically to encourage Indigenous students to study Science courses? Yes – Central University administered programs Yes – Faculty/College/School (or equivalent) administered programs Yes – both Central University and Faculty/College/School (or equivalent) administered programs No (please go to question 19) Other (please specify) 8. If yes, please name and briefly describe your offered program(s). 9. What age groups are these activities aimed at?

Primary School (years K-6) Secondary School (years 7-12) Mature age (18+ years of age) Other (please specify) 10. Who leads these activities? Indigenous Student Support Centre (or equivalent) staff Other staff and/or students at your university who identify as Indigenous Other staff and/or students at your university who have undertaken Indigenous support/mentor training Other (please specify)

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11. Are the outreach activities held on or off campus? On campus Off campus Other (please specify) 12. Are the outreach activities one-off or regular events? One-off Regular Other (please specify) 13. What is the average duration of the outreach activities? 1 hour Half day (2-4 hours) Full day Multiple days Other (please specify) 14. Do your outreach activities seek input from Indigenous members of the community to develop the content? Yes No Other (please specify) 15. Do your outreach activities include Indigenous members of the community to assist in the running of the activities on the day/s? Yes No Other (please specify) 16. Does your university or Faculty/College/School (or equivalent) seek feedback from the participants (or their parents/guardians) about the outreach activity? Yes No Other (please specify) 17. Does your University or Faculty/College/School (or equivalent) seek feedback from Indigenous members of the community about the outreach activity? Yes No Other (please specify) 18. Do you believe the outreach encourage potential students who identify as Indigenous to study Science courses at the tertiary level? Yes No I don't know 19. Does your Faculty/College/School (or equivalent) provide additional support to assist Indigenous* students to apply for admission, accept their offer and enrol? (By 'additional support' we mean support in addition to that offered to non-Indigenous students). Yes - at the University wide level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 22)

Other (please specify) 20. Please describe the support offered for Indigenous applicants.

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21. Do you believe that the provision of admissions and enrolment support specifically designed to meet the needs of Indigenous applicants improves your Faculty/College/School's (or equivalent) conversion rate of applicants to enrolments in Science courses? Yes No I don’t know 22. Does your Faculty/College/School (or equivalent) provide orientation support designed specifically to* meet the needs of Indigenous students before and during their first semester of study? Yes – at the University wide level only Yes – at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 24) Other (please specify) 23. Please describe the support provided.

24. Does your Faculty/College/School (or equivalent) offer specialised bridging programs that assist* Indigenous students to enter science courses in your university? (for example Pathway Diplomas or Certificates). By 'specialised' we mean offered to Indigenous students only. Yes - at the University wide level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 26) Other (please specify) 25. If yes, please name and briefly describe the bridging programmes offered. 26. Does your Faculty/College/School (or equivalent) provide support designed specifically to meet the needs of Indigenous students throughout the duration of their course? Yes – at the University wide level only Yes – at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 28) Other (please specify) 27. Please describe the support provided. 28. Are Indigenous students who are at risk of withdrawing, or failing, identified and offered support by your Faculty/College/School (or equivalent)? Yes – at the University wide level only Yes – at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 30) Other (please specify) 29. Please describe the support provided. 30. Are Indigenous students identified as being at risk of withdrawing or failing provided with support that differs to that provided to other domestic students? Yes – at the University level only Yes – at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 32) Other (please specify) 31. Please describe how this support differs. 32. Does your Faculty/College/School (or equivalent) offer Indigenous scholarships and bursaries for undergraduate students (e.g. Indigenous scholarships)? Yes – at the University level only Yes – at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 34)

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Other (please specify) 33. Please describe the financial support offered to Indigenous Students and comment if anything is specifically available for Indigenous students enrolled in Science courses/programmes (of all levels). 34. Does your Faculty/College/School (or equivalent) offer an Indigenous tutorial/mentoring program that provides academic and study skills assistance to Indigenous students? Yes – at the University level only Yes – at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 36) Other (please specify) 35. Please describe the Indigenous tutorial/mentoring program. 36. Do you believe that support designed specifically to address the needs of Indigenous students contributes to successful completion of their course? Yes No I don’t know 37. Does your Faculty/College/School (or equivalent) present specific awards to recognise high-achieving Indigenous Science graduates? Yes - at the University level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No Other (please specify) 38. Does your Faculty/College/School (or equivalent) provide Indigenous Science graduates with an alumni network? Yes - at the University level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No Other (please specify) 39. Does your Faculty/College/School (or equivalent) encourage Indigenous science graduates to become part of a mentoring/support network for potential Indigenous students? Yes - at the University level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No (please go to question 41) Other (please specify) 40. Please describe the mentoring/support network. 41. Do you believe recognising Indigenous Science graduates and celebrating their success encourages* other Indigenous students to study Science courses at university? Yes No I don't know 42. Does your Faculty/College/School (or equivalent) encourage Indigenous Science graduates to pursue Higher Degree Research pathways? Yes - at the University level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No

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Other (please specify) 43. Does your Faculty/College/School (or equivalent) offer Indigenous scholarships and bursaries for students to pursue Higher Degree Research pathways? Yes - at the University level only Yes - at the Faculty/College/School (or equivalent) level only Both of the above No Other (please specify) 44. Do you believe that your Faculty/College/School (or equivalent) initiatives described in this questionnaire contribute to your Indigenous students' completion of their course? Yes No I don’t know

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Acknowledgements We acknowledge and thank the University of Tasmania’s College of Sciences and Engineering and Indigenous Student Success Program Committee, and the Australian Council of Deans of Science for their financial support of this research. We acknowledge and thank all of the participants who took time to be a part of this research. We thank Associate Professor Michelle Livett, Dr Angela Ziebell and Dr Lisa Godinho for their feedback on earlier versions of the surveys of this project, and Ms Julia Tate for administrative assistance.

Dr. Michael A. Guerzoni serves in the Aboriginal Research and Leadership department at the University of Tasmania.

Associate Professor Tracey Kuit serves as an Associate Professor in Biochemistry and Molecular Bioscience at the University of Wollongong.

Dr. Bernardo A. León de la Barra serves as a lecturer in Control Systems Engineering at the University of Tasmania.

Dr. Fiona Taylor serves as the Senior Executive Officer of the College of Sciences and Engineering at the University of Tasmania.

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