UTAS Social Inclusion Plan · The purpose of the UTAS Social Inclusion Plan is to ensure all aspects of University planning and activity reflect a social inclusion focus so as to
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UNIVERSITY OF TASMANIA
SOCIAL INCLUSION PLAN 2013-2015
4 July 2013
1
Preamble
Open to Talent: Strategic Plan 2012-onwards articulates the commitment of the University of Tasmania to ‘cater to an expanded and increasingly diverse student cohort’. As the only university in the state, the University of Tasmania has a critical role in addressing relatively low levels of post compulsory participation and attainment, articulated in Open to Talent in terms of ‘open[ing] the university to Tasmanians from a wider spectrum of backgrounds, including those who may not have traditionally considered higher education’. The University is committed to providing access to higher education and an equitable and inclusive experience for all students, regardless of background, location, gender or sexual orientation. This includes, but is not limited to, equity groups (low SES, Indigenous, rural and regional, students with disabilities, culturally and linguistically diverse), international students and women in non traditional fields of study. The University is cognisant of the multiple identities of our students.
The Social Inclusion Plan 2013-2015 builds on the principles articulated in the overarching UTAS Equity and Diversity Principles. The Plan focuses on widening participation, creating a university culture and general environment that ensures an equitable and inclusive experience for all students, and on supporting social inclusion research and practice. The commitment of UTAS to widening participation aligns with Australian Government legislation and strategic activity in relation to participation and partnerships.1 It also aligns with Tasmanian Government priorities to improve educational attainment, articulated in the Tasmanian Government–University of Tasmania Partnerships Agreement.
The Social Inclusion Plan 2013-2015 is closely linked to four other plans: the Student Experience Plan 2013-2015, the Learning and Teaching Strategic Plan 2012-2014 and Equity and Diversity Principles being developed in 2013. Whilst all five plans contribute to an inclusive and positive experience for students, the focus of each is different:
• Social Inclusion Plan 2013-2015 (pre-university activity, and general university culture and environment)
• Student Experience Plan 2013-2015 (the learning environment)
• Learning and Teaching Strategic Plan 2012-2014 (learning and teaching)
• Equity and Diversity Principles (staff and compliance).
• Indigenous Higher Education Strategy 2013-2015
Vision
To ensure that the University of Tasmania is not just open to talent, but open to ALL talent, by providing access, and a culture and environment, in which all students have the opportunity to realise their potential. This is consistent with the University’s vision to unlock potential and transform the lives of individuals and the communities in which they live, identified in the Learning and Teaching Strategic Plan 2012-2014.
1 Higher Education Participation and Partnerships Program, Department of Industry, Innovation, Science, Research and Tertiary Education http://www.innovation.gov.au/HigherEducation/Equity/HigherEducationParticipationAndPartnershipsProgram/Pages/default.aspx
2
Definition
Social inclusion is defined broadly as building aspirations, providing opportunities, and creating a supportive environment so that all students with the ability to succeed at University are empowered to realise their potential and become agents of social transformation. This definition is consistent with national (Department of the Prime Minister and Cabinet, 2009) and state (Adams, 2009) social inclusion strategies to facilitate access to the personal, social, economic and civic resources and relationships that make life healthy, productive and happy. Open to Talent does not specifically use the term ‘social inclusion’, but makes reference to ‘increasing participation’, ‘diversity’ and ‘equitable and inclusive environment’. For the purposes of this Social Inclusion Plan it is understood that, collectively, these terms represent social inclusion at the University of Tasmania.
Purpose
The purpose of the UTAS Social Inclusion Plan is to ensure all aspects of University planning and activity reflect a social inclusion focus so as to maximise student access, transition, participation, retention, and outcomes. Through commitment to the Social Inclusion Plan 2013-2015 we aim to increase access to University, foster an inclusive culture and environment, and build awareness and commitment to social inclusion within the University community and beyond in terms of socially inclusive research and practice.
Principles
This plan is based on the principles articulated in the overarching UTAS Equity and Diversity Principles, and the UTAS Value ‘working from the strength that diversity brings’. In addition, it is underpinned by the following principles:
1. UTAS is committed to achieving a more diverse student body and valuing and building on the strengths of this student body.
2. Widening participation in higher education extends across the student lifecycle and includes aspiration raising, accessible pathways, transition, participation and engagement, and individual empowerment and transformation.
3. Systems and processes should be designed to incorporate social inclusion principles and should be evaluated against these principles.
4. Social inclusion must be embedded across all levels and within all activities of UTAS, including policy, governance structures, processes and everyday practices.
5. It is the collective responsibility of the UTAS community to develop and nurture an inclusive culture and environment.
3
Goals
The Social Inclusion Plan proposes three broad goals:
1. Increase aspiration toward University and improve access and pathways into and out of University for all students
2. Promote and support socially inclusive culture across the University
3. Build UTAS capacity to engage within the University and with the broader community to support social inclusion research and practice
Strategies to achieve goals2
Goal 1 Increase aspiration toward University and improve access and pathways into and out of University for all students
1.1 Partner with the State Government and other bodies to build aspiration toward school completion and tertiary education
1.2 Develop a coordinated University-wide plan to build aspiration toward University study
1.3 Provide scholarships that provide financial support to students who may not otherwise consider UTAS
1.4 Provide access to UTAS through programs and services that prepare students to succeed and are offered locally and by flexible delivery
1.4 Continue to develop and promote multiple pathways into UTAS at an undergraduate and postgraduate level
1.5 Increase the University-wide focus on later student lifecycle activity to provide pathways for workplace transition
1.6 Ensure there are appropriate governance structures in place to lead and support activity at all stages of the student lifecycle, with particular attention to the early (aspiration building) stage
Goal 2 Promote and support a socially inclusive culture and environment across the University
2.1 Partner with the TUU to develop a co-ordinated approach to promote and support socially inclusive culture and environment across the University
2.2 Review University policies, procedures, governance structures, communications and promotional materials, including social media to ensure they reflect and are in accordance with the Equity and Diversity Principles
2.3 Provide a range of informal and formal professional learning opportunities for all staff to build intercultural competence and encourage and support socially inclusive culture and practice
2 Some of the actions within these strategies are drawn from research into low SES students (Devlin, Kift, Nelson, Smith, & McKay, 2012).
4
2.4 Value and reward socially inclusive practice of staff
2.5 Recruit staff whose values are consistent with the University Statement of Values
2.6 Develop and organise UTAS social events and initiatives to promote connections and raise intercultural awareness and competence
2.7 Seek sustainable opportunities to support diversity at UTAS
2.8 Ensure accommodation and physical infrastructure are physically accessible and culturally appropriate
2.9 Ensure a range of services is available to assist students where financial hardship is having a negative impact on study progression and retention at university
Goal 3 Build UTAS capacity to engage within the University and with the broader community to support social inclusion research and practice
3.1 Conduct research into all aspects of social inclusion, aspiration, and related issues
3.2 Build awareness and capacity to implement a socially inclusive University at all levels
3.3 Raise awareness of social inclusion issues within the broader community
Table 1 (next page) links the three goals to key areas of UTAS activity and to the stages of the student lifecycle.
Reporting and evaluation strategies
The Social Inclusion Plan 2013-2015 will be reported and evaluated annually through the University’s committee structures and processes:
Committee structure and processes Related goal for reporting and evaluation
University Learning and Teaching Committee 1, 2, 3
Subcommittee:
Learning and Teaching Evaluation committee 3
Student Experience Committee 2
Subcommittees:
Student Pathways and Transitions committee 1
Student Experience and Cultural Awareness committee
2
Relevant committee(s) that may be established under the Community Engagement Plan
3
5
Key areas of UTAS activity
Access Retention Career
Aspiration Pathways Recruitment and
selection
Transition3: Engagement and support
Assisting into
careers
Governance and partnerships
Goal 1 Goal 1 Goal 1 Goal 1 Goal 1 Goal 1
Goal 2 Goal 2 Goal 2 Goal 2 Goal 2 Goal 2
Policy, procedures, processes
Goal 1 Goal 1 Goal 1 Goal 2 Goal 2 Goal 2
Goal 2 Goal 2 Goal 2 Goal 3 Goal 3 Goal 3
Goal 3 Goal 3 Goal 3 SE Plan4 SE Plan SE Plan
Programs, initiatives Goal 1 Goal 1 Goal 1 Goal 1 Goal 2 Goal 1
Goal 3 Goal 3 Goal 3 Goal 2 Goal 3 Goal 3
SE Plan Goal 3 SE Plan SE Plan
SE Plan
Monitoring and evaluation
Goal 1 Goal 1 Goal 1 Goal 1 Goal 1 Goal 3
Goal 3 Goal 3 Goal 3 Goal 3 Goal 3 SE Plan
SE Plan SE Plan
Table 1: Links between Goals, UTAS activity and the student lifecycle
An implementation plan is presented in Appendix 1. The majority of identified high priority actions relate to Goal 1: Increase aspiration toward University and improve access and pathways into and out of University for all students. An audit of existing UTAS programs and supports designed to provide a socially inclusive experience across the student lifecycle is provided in Appendix 2.
References
Adams, D. (2009). A Social Inclusion Strategy for Tasmania. Department of Premier and Cabinet: Social Inclusion Unit.
Department of the Prime Minister and Cabinet. (2009). A Stronger, Fairer Australia. Canberra: Commonwealth of Australia.
Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for institutional policy makers and leaders. Sydney: Office for Learning and Teaching.
3 Transition includes a range of activities related to orientation, preparation and ‘foundation’ 4 Student Experience Plan 2013-2015
6
Appendix 1: Implementation plan
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
1.1 Partner with the State Government and other bodies to build aspiration toward school completion and tertiary education
1.1.1 Take an active role in the State Government Partnership Agreement Educational Attainment Working Party
DVCSE
Working Party projects meet their KPIs
December 2014
High
Open to Talent: S1.3
1.1.2 Engage with local government, not for profit and other bodies which promote educational aspiration
Provost Director, CUPP Deans/Directors/Principal of Faculties and Institutes Executive Director, Student Centre
Number of projects with external bodies regarding educational aspiration
Ongoing Medium
1.2 Develop a coordinated University-wide plan to build aspiration toward University study
1.2.1 Develop a coordinated, ongoing and staged University-wide plan for aspiration building, by forming partnerships with low SES and other under-represented schools and their communities including
Director, CUPP (including Riawunna) Executive Director, Student Centre
Working party develops draft plan
Plan progressively implemented and evaluated
Compact targets met or exceeded for % of
June 2013
June 2013 – June 2015
2013-2015
High
Open to Talent: S1.3 Domestic Student Recruitment Plan (interim) 2013 Indigenous Higher Education Strategies 2013-2015 Strategic Plan (L & T)
7
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
indigenous communities, other education providers, industry, state and local governments.
undergraduate enrolments from low SES students: 22.4% in 2013; 23.02% in 2014; 23.62% in 2014
2012-2014: 3.4.2
1.2.2 Connect with UTAS peer learning framework and other leadership/peer opportunities, to develop and implement a sustained peer mentoring pilot project focusing on selected rural lower and/or middle secondary student cohorts and University student mentors
Director, CUPP Executive Director, Student Centre PVC Regional Development Deans/Directors/Principal of Faculties and Institutes
Evaluation of pilot including comparison of baseline and summative data re student aspirations
2014-2015 High
1.2.3 Identify opportunities and develop proposals for additional funding in relation to aspiration building (eg. HEPPP competitive partnership funding, Australian Maths and Science Partnerships
DVCSE Director, CUPP Executive Director, Student Centre PVC Regional Development
Submission of proposal for competitive funding
2013 and ongoing
High
8
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
Program, philanthropic funding)
1.3 Provide scholarships that provide financial support to students who may not otherwise consider UTAS
1.3.1 Develop a Low SES scholarship strategy to provide financial support to groups of students who may not otherwise consider UTAS. Scholarships are of greater value than Access Bursaries.
1.3.2 University Foundation to implement Low SES scholarship strategy
1.3.3 Student Centre reviews current Access Bursaries, Springboard to Higher Education bursary program and other bursaries
Director, CUPP Director of Advancement Executive Director, Student Centre
Strategy accepted by University Foundation
Identifying sponsorship and awarding at least 3 scholarships Recommendations of review implemented
2013 2013-2015 2014
High High Low
1.4 Provide access to UTAS through programs and services
1.4.1 Offer high quality, affordable, accessible and culturally appropriate
Director, CUPP (including Riawunna) Deans/Directors/Principal
Pre-degree units in University Preparation Program, Murina
Ongoing
High
Open to Talent: S5.1, E2 Strategic Plan (L & T)
9
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
that prepare students to succeed and are offered locally and by flexible delivery
preparation and pre-degree programs to prepare students to succeed at UTAS
of Faculties and Institutes
DVCSE Deans/Directors/Principal of Faculties and Institutes
Director, CUPP
Program, Diploma of University Studies/Bachelor of General Studies year 1 and Foundation programs prepare students to succeed in degrees
Preparation and Pre-degree programs and Foundation units are HECs free
At least one additional award (specialisation) added to Diploma of University Studies suite
Ongoing
2014
High
Medium
2012-2014: 3.3.1, 3.3.3 Internationalisation Plan 2011-2013: 4.4, 4.5 Indigenous Higher Education Strategies 2013-2015
1.4.2 Offer UTAS programs and student support at locations dispersed throughout Tasmania, in Sydney and by flexible delivery
VC COO Deans/Directors/Principal of Faculties and Institutes Executive Director, Student Centre Director, CUPP
Maintain a vibrant UTAS Campus at Cradle Coast and in Sydney with a diversity of pre-degree, undergraduate, postgraduate and graduate research programs and accessible
Ongoing
High
10
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
Deans/Directors/Principal of Faculties and Institutes Director, CUPP
Director, CUPP Deans/Directors/Principal of Faculties and Institutes
support services.
Increase in number of units and courses that offer flexible delivery modes
Delivery of University Preparation Program and Diploma of University Studies in additional/ alternative locations/ sites/modes
2013
2015
High
Medium
This outcome/target is identified in Strategic Plan (L & T) 2012-2014: 3.1.2
1.5 Continue to develop and promote multiple pathways into UTAS at an undergraduate and postgraduate level
1.5.1 Lead TASACT to achieve expanded range of recognition and articulation arrangements and partnerships between UTAS, VET and industry
DVCSE
Dean/Director/Principal of Faculties and Institutes Executive Director,
Recommendations from TASACT working groups re: Business, Engineering, Food and Agriculture; Health and Community Services, received Improved pathway partnership procedures and practices
2013 2015
High
High
Open to Talent: S1.2, S3.5, S4, S5.1, E2 USF: 6.11, 6.13 Strategic Plan (L & T) 2012-2014: 3.1.2, 3.3.1, 3.4.2, 3.4.4 Strategic Research Plan 2011-2015: 6.4.6
11
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
Student Centre implemented
1.5.2 Partnership with TasTAFE formalised and operating
VC DVCSE
MoU signed.
Forum and associated structures established and operating
2013 ongoing
High High
1.5.3 Conduct a review into the feasibility of bonus admission points for students from qualifying low SES and rural/remote schools
Admissions Policy Committee Director, CUPP
Review completed
Ongoing
Low
1.5.4 Develop credit/RPL policy/procedures/ guidelines
Head, SERRU Dean/Director/Principal of Faculties and Institutes
AQF compliant policy/ procedures/guidelines in place
January 2015
High
1.5.5 Benchmark pathway partnership practices
Director, CUPP
Recommendation/s implemented
2015
Medium
1.5.6 Upgrade the current credit/articulation double advantage website as a comprehensive and
Director, CUPP Executive Director, Student Centre
Searchable data base developed and trialled
2014
Medium
12
Goal 1 Increase aspiration toward University and improve access and pathways into University for all students
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
searchable data base of VET and HE qualifications
1.6 Ensure there are appropriate governance structures in place to lead and support activity at all stages of the student lifecycle, with particular attention to the early (aspiration building) stage
1.6.1 Identify which existing internal governance structure should lead and support activity at all stages of the student lifecycle and amend terms of reference accordingly
DVCSE Appropriate governance structures in place
2014 Medium Open to Talent: S1.3, S3.4
13
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
2.1 Partner with the TUU to develop a co-ordinated approach to promote and support socially inclusive culture and environment across the University
2.1.1 Establish protocols and set up regular meetings and with TUU
Director CUPP President TUU
Protocols established. Meetings held.
2014 High
2.2 Review University policies, procedures, governance structures, communications and promotional materials, including social media, to ensure they reflect and are in accordance with the Equity and Diversity Principles
2.2.1 Develop and implement an equity and diversity checklist that can be applied to policy, procedures, communications and promotional materials development (explicit and implicit content including text and graphics) and governance structures (member composition).
Director, Governance and Legal Director, CUPP Executive Director, Human Resources Executive Director, Marketing and Communication Executive Director, Student Centre Policy developers/owners
Social inclusion checklist developed.
Use of checklist measured annually by percentage of policies, procedures and guidelines developed and reviewed with a social inclusion lens
2014
2014 onwards
Medium
USF: 2.6, 4.7
14
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
2.3 Provide a range of informal and formal professional learning opportunities for all staff to build intercultural competence and encourage and support socially inclusive culture and practice
2.3.1 Support the development of a staff network dedicated to social inclusion discussion and sharing of best practice
Director, CUPP
Executive Director, Human Resources
Increase in membership of network formed following the Social Inclusion Symposium on 7 September 2012.
2013 ongoing
Medium
Strategic Plan (L & T) 2012-2014: 3.1.2, 3.2.2 USF: 4.6, 4.8, 4.13 Student Experience Plan 2013-2015: 3.5 Strategic Research Plan 2011-2015: 6.4.6
2.3.2 Run an annual or biennial University-wide social inclusion symposium to provide opportunities for sharing of information and best practice between Faculties and administrative units
Director, CUPP
Deliver second social inclusion symposium
2014
Medium
2.3.3 Provide and widely promote a range of professional learning sessions each year for academic and professional staff and
Director, CUPP (including Riawunna) Head, TILT Executive Director, Human Resources Executive Director, Student Centre
A calendar of activities implemented including at least 6 activities per year
2014
Medium
15
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
graduate research candidates on socially inclusive practice
DVC Research
2.3.4 Deliver Aboriginal / ATSI cultural competence and practice programs to staff and students
Director, CUPP
Number of staff and student participants
Ongoing High Indigenous Higher Education Statement
2.3.5 Build organisational capacity to facilitate Courageous Conversations About Race (CCAR), Come Walk With Us and/or similar workshops
Executive Director, Human Resources Director, CUPP (including Riawunna) Executive Director, Student Centre
Further CCAR workshops offered at least once/year
Feedback from student surveys and other forums
2013 ongoing
Medium
2.3.6 Incorporate equity and diversity competence building into the staff onboarding period (in addition to the online anti-discrimination training module)
Executive Director, Human Resources
All new UTAS staff will be offered opportunities to enhance their equity and diversity competencies as part of their induction process
2014
Medium
16
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
2.4 Value and reward socially inclusive practice of staff
2.4.1 Encourage applications for Vice Chancellor’s Awards and Teaching Development Grants with a focus on socially inclusive learning and teaching
DVCSE Head, TILT Dean/Director/Principal of Faculties and Institutes
Promotional material (pre-Award/Grant and post-Award/Grant) will include specific recognition of activities designed to promote social inclusion
2014 Medium Open to Talent: E1.4 USF: 4.9, 4.16 Strategic Plan (L & T) 2012-2014: 3.2.2
2.5 Recruit staff whose values are consistent with the University Statement of Values
2.5.1 Ensure selection panels and hiring managers are aware of the University Statement of Values and that recruitment practices are consistent with these values
Executive Director, Human Resources
A statement is included in each selection report confirming that recruitment practices and final selection are consistent with the University Statement of Values
2014 High People Strategy (to be developed)
2.6 Develop and organise UTAS student social events and other activities designed to promote connections and raise intercultural awareness and
2.6.1 In partnership with TUU, ensure development of UTAS Social Events Calendar includes activities to promote social inclusion
Executive Director, Student Centre
President TUU
Social Events Calendar
Ongoing
Medium
Strategic Plan (L & T) 2012-2014: 1.2h
Student Experience Plan 2013-2015: 2.2
17
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
competence
2.6.2 In partnership with TUU, organise events and activities to raise awareness of diversity and promote intercultural competence
Executive Director, Student Centre
President TUU
Review of progress Ongoing Medium Strategic Plan (L&T) 2012-2014: 1.2h
Student Experience Plan 2013-2015: 2.2
2.6.3 Coordinate Community Friends & Networks program in consultation with the TUU, to promote intercultural competence and foster social inclusion
Executive Director, Student Centre
President TUU
Review of progress Ongoing Low Open to Talent: s 5.5
Student Experience Plan 2013-2015: 2.2
2.7 Seek sustainable opportunities to support diversity amongst students and staff
2.7.1 Implement ALLY program to acknowledge and increase support to students and staff identifying as gay, lesbian, bisexual,
Executive Director, Human Resources
Executive Director, Student Centre
Baseline data collected prior to implementation of ALLY, regarding existing experiences/attitudes of/towards people of
2013
High
Student Experience Plan 2013-2015: 3.2
18
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
transgender, intersex, queer or asexual
sexual gender and diversity
Follow up survey 2-3 years after implementation of ALLY to determine the extent of perceived or experienced cultural shift
2015/16
Medium
2.8 Ensure accommodation and physical infrastructure are physically accessible and culturally appropriate
2.8.1 Review University accommodation to ensure physical accessibility and cultural appropriateness 2.8.2 Review University physical infrastructure to ensure physical accessibility and cultural appropriateness
COO COO
Questions about physical accessibility and cultural appropriateness of accommodation are included in Student Spaces and Facilities Survey
Questions about physical accessibility and cultural appropriateness of physical infrastructure are included in Student
Medium Medium
2013 onwards 2013 onwards
Student Experience Plan 2013-2015: 5.4 Student Experience Plan 2013-2015: 5.4
19
Goal 2 Promote and support socially inclusive culture and environment across the University
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
Spaces and Facilities Survey
2.9 Ensure a range of services is available to assist students where financial hardship is having a negative impact on study progression and retention at university
2.9.1 Expand the current laptop loan scheme to ensure it meets national standards
2.9.2 Ensure students and staff are aware of the range of supports and services for students experiencing financial hardship
2.9.3 Ensure ongoing funding for short term financial assistance to students experiencing financial hardship
CIO
University Librarian
Executive Director, Student Centre
University Librarian
Executive Director, Student Centre
Implementation of recommendations from laptop loan trial program Increased awareness amongst staff of laptop loan scheme Student Services and Amenities Fee to include annual allocation of funding for financial counselling services and Safety Net Grant Scheme
2014 2013 onwards 2013 onwards
Medium Medium High
20
Goal 3 Build UTAS capacity to engage within the University and with the broader community to support social inclusion research and practice
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
3.1 Conduct research into all aspects of social inclusion, aspiration, and related issues
3.1.1. Monitor and evaluate activity related to student aspiration, access, retention and success
Director, CUPP Executive Director, Student Centre Head, SERRU
Monitoring of student records and progress. Regular evaluations of pre-degree programs
Ongoing
High
Student Experience Plan 2013-2015: 4.2 Strategic Plan (L & T) 2012-2014: 3.3.3
3.1.2 Seek opportunities to conduct externally funded research into student aspiration, access, retention and success
Director, CUPP Executive Director, Student Centre Dean, Education
ARC Linkage with Department of Education completed
Applications for funding
2014
Ongoing
High
Medium
3.2 Build awareness and capacity to implement a socially inclusive University at all levels
3.2.1 Disseminate and promote social inclusion practice and research within and outside UTAS
Director, CUPP
Model for regular dissemination established
2013
Medium Strategic Plan (L & T) 2012-2014: 3.1.2, 3.2.2 USF: 4.12
3.2.2 Showcase good practice by publishing a list of research reports and articles on issues relating to social inclusion, produced by UTAS staff
DVC Research
List completed and disseminated
2013
Medium
21
Goal 3 Build UTAS capacity to engage within the University and with the broader community to support social inclusion research and practice
Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS Strategies and Plans
and students
3.3 Raise awareness of social inclusion issues within the broader community
3.3.1 UTAS to host discussion/debate around topical issues relating to social inclusion that are publicised within and outside UTAS
Executive Director, Marketing and Communication Director, Inglis Clark Centre for Civil Society
At least two public discussions/debates offered annually
2013 Low Open to Talent: C1.2, C1.3, C1.4 Strategic Plan (L & T) 2012-2014: 3.3.1
22
Appendix 2: Overview of social inclusion activities at UTAS across the student lifecycle
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
Governance and partnerships
Internal
External
Student Pathways and Transitions Sub Committee
Admissions Policy Sub Committee
Student Pathways and Transitions Sub
Committee
Student Voice sub committee
Student Experience Committee
Student Voice sub committee
Student Transition and Retention Taskforce
Student Spaces and Facilities Sub-Committee
State Partnership Agreement Education
Aspiration Working Group
TASACT
Pathway Partnership Agreement with TasTAFE, TQA and Skills Tasmania
MoU with TQA
Joint recruitment and marketing with
TasTAFE
23
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
UTAS programs and initiatives
Student Centre
Experience UTAS (on campus and in-school programs for secondary/senior secondary students)
TasTAFE Information sessions
UTAS open day
Parent evenings, principals’ dinners/networking, pre tertiary teacher PD and information days, school career adviser symposium
Student Ambassador program
UTAS Springboard to
Alternative admission criteria
Equity scholarships and bursaries
Joint marketing of pathways with TasTAFE
Ready for Uni (website and on campus workshop)
Orientation – (face to face and online)
UniStart
International UniStart
AUSAID Introductory Academic Program CALD support outreach sessions in college and TAFE to assist in preparation for University
Safety Net Grant Scheme (emergency financial assistance for enrolled students at risk of discontinuing study)
First year at UTAS website
Peer Assisted Student Support (PASS)
UGrow USucceed (workshops & online modules)
Student Learning Drop In Space
Learning and Academic Development: including academic skill and English language development
Student Centre
Career development and employment (career hub, careers fair, career advisers, Vice Chancellors Leadership Award,
Career mentor program involving UTAS Alumni –
24
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
Higher Education bursary program
International student advisers
Transition Support Service (including student advisers)
Student Counselling
Cross cultural support
Orientation, CALD mentor scheme,
Disability support
National disability coordination officer, disability advisers, learning access plans
Student engagement coordinators
Distance Students
Ready for Uni online website and workshop; telephone appointment bookings; online 'Semester Check Point' tools
25
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
target key transition periods within the student lifecycle and provide diagnosis, tailored advice and referral; online learning support and language and academic skill development resources
CUPP
UTAS College Program
Articulation/Credit - Double Advantage Website
UTAS College Program
High Achiever Program
Trial of UPP unit with LINCs
English Language Centre courses
Pathway Working Parties (coordinated by CUPP on behalf of TASACT; involve UTAS, VET, industry) convened to review and
UPP
Diploma of University Studies (delivered in collaboration with Faculties of Arts. Education, SET)
MBA Start (delivered in collaboration with Faculty of Business)
Foundation Studies
ELC student engagement activities and student advisers
UPP and Diploma of University Studies have strong support component, (eg. DUS has Supported Studies units, dedicated student advisers)
26
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
develop better articulation arrangements in 4 areas: Business, Engineering, Food and Agriculture, Health & Community Services
Library
Step Up (Year 11 & 12 students and educators – library special borrower membership, online tutorials and subject guides)
Library participates in Experience UTAS school outreach program to provide tours of the Library and an introduction to services and facilities
Library skills programs, including online and self-paced help, are delivered at all campuses via the Library and as part of programs such as UPP and UniStart. The Library also participates in the University’s orientation program
Library support includes Flexible Delivery Services for students with a disability and rural and remote students; transcription service which makes course readings and information available to students with disabilities in a format which they can access; a webpage for international students; basic help in accessing Library services available online in the five most common languages used by UTAS students
Morris Miller (Sandy Bay), Launceston and Cradle Coast
27
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
libraries are accessible 24/7
Riawunna Community activities
Karni Mapali (mentor program for transitioning senior secondary students)
Leearway Day
Murina Preparation Pathway
Other support services
Indigenous Tutorial Assistance Scheme
Come Walk with Us cultural awareness and support program
NAIDOC week
Coordination of Aboriginal Employment Strategy (cadetships, traineeships, graduate employment placement)
Cradle Coast Campus
UniLink program with schools (year 7 careers program; year 10 school program)
Parent evening
Industry Liaison
TILT First Year Teaching Forum
Teaching and Learning website
28
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
Teaching Matters
Graduate Certificate in University Learning & Teaching (new staff)
Curriculum development – internationalisation of the curriculum
Project: The curriculum proposal
Faculties/Institutes
All/Most Faculties/institutes
Credit transfer database maintenance
VET pathways/articulation arrangements (details by Faculty/Institute)
Various Faculty scholarships available only to target groups (eg. NW coast students, Hobart Eastern Shore students)
Course advice, course advisers
Student Advisers located in each Faculty (part of Student Centre transition support service)
AMC AMC Maths in Schools Range of VET pathways and partners including
Optional enrolment in Co-operative
29
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
program (years 10-12)
Education-AMC maths and science program
Maritime Engineering Careers Fair
Hunter and Challenger TAFEs
Associate Degree in Engineering at Cradle Coast
Engineering program (incorporates periods of paid work into the degree program and extends degree by one year)
Arts
Junior Music program
Edge Radio Summer School program (14-18 year olds)
Indonesian Language competitions
Opening a Door into Asia Day (year 9 and 10 students)
Diploma of University Studies (Arts)/Bachelor of General Studies
Diploma of International Studies
Arts Student Central – one stop shop for student support
First Year Survival Guide and Handbook
Practicum placements (Social Work)
Business • Wrest Point Economics
Challenge (Years 11 and 12)
• Nextgen Business
Advanced Diploma in Tourism Management- Bachelor of Business Administration (Tourism
Introductory unit - Introduction to Quantitative Methods
Corporate internship program
UTAS work integrated learning benchmarking
30
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
challenge (with AMC) (Years 9 and 10)
• Meet the Business Leaders (teachers and Year 11 & 12 students)
Management) and Advanced Diploma in Hospitality – Bachelor of Business Administration (Hospitality Management)
MBA Start
Graduate Certificate in Business Units (Cradle Coast Campus)
project
Education
Ambassador program
University Science fair where MTeach pre-service teachers plan, prepare, practice and present a concept in science to visiting primary students utilising recently acquired teaching strategies, including the supervision of hands-on investigations.
Increased engagement, particularly amongst online students (many of whom fall into the ‘non-traditional’
Diploma of University Studies (Education)/ Bachelor of General Studies
VET pathways to BEd and BEd (Applied Learning)
Associate Degree (Education Support)
Master of Teaching
Introductory unit - Thinking and Writing at University
Orientation on all campuses, as well as in Melbourne, Adelaide and Sydney
Education-specific online orientation
Director of Student Engagement position
Faculty of Education partnered with Faculty of Science, Engineering & Technology, and pre-service teachers and school students
Student Engagement days on all campuses (for online students) and in Melbourne, Adelaide and Sydney.
Teaching practicum experience, and engagement of school students in learning science
Preparing for the profession workshops - run on all campuses and in Melbourne.
Education Conversations (dealing with issues of beginning teaching, teaching in small schools, teaching in
31
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
student category) remote locations)
Health Science
Rural Clinical School: Year 9 Health Career Workshops and annual Year 10 Health Careers Camp; medical students run workshops for local high schools
Taster Days for general Health Science, as well as Medicine, Nursing, Pharmacy Taster Days (Years 9-10)
Biostart
Mentors for first year students in Human Life Science
Nursing practicum placements
Law Lawfest: annual one day conference held at UTAS for Legal Studies students and teachers
Marine & Antarctic Studies
Year 7-12 visit to IMAS Taroona (part of National Science week)
32
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
Science, Engineering and Technology
Tasmanian Science Talent Search awards
CSIROs Scientists/Mathematicians in Schools
Science Experience Summer Holiday program
School visits and expos
Chemistry Titration competition
Support for events held at UTAS: AUSSI Kids 4 Kids conference, national RoboCup junior competition, International Model Solar Challenge)
Science Engineering Challenge
Engineering Taster Days
Diploma of University Studies (Science)/Bachelor of General Studies
Associate Degree in Engineering at the Cradle Coast Campus jointly taught by TasTAFE and AMC/UTAS.
Chemistry, Life Science, Physics, Mathematics Foundation units
33
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
and Futures in Engineering program
Community Engagement through STEM Education. On campus and in-school STEM programs for K-12 students. Professional development programs for K-12 STEM teachers.
Primary Industries Centre for Science Education (PICSE) program (Year 10 Science camp North West; Year 11-12 industry placement scholarships; PICSE UTAS Science Investigation awards)
Division of the Provost
Inglis Clark Centre (with external partners): Building a learning community in Glenorchy (initiative to improve school
34
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
engagement/retention involving children between 6-12 years)
Accommodation Services (for students living in UTAS residences)
College ‘O’ week activities
Induction/information sessions
CSD Accommodation Services
o UTAS Student accommodation provider On campus
catered & self-catered accommodation
Off campus accommodation
Off campus rental listings
o Social and sports programs
o College student clubs o Residential support 24/7 o Pastoral care 24/7 o Counselling & student
advice – UTAS linked o Security 24/7 o Academic support
Tutorial program
35
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
TUU
‘O’ week activities
Information evenings
Social and sport program
Maintains register of clubs and societies
Student Advice and Advocacy
Advocacy and referral, and social and cultural familiarisation for ethno-cultural students
Queer Students on Campus Society and queer space
TUU International Student Mentor Program
Financial support
Financial counsellor
Legal assistance
Women’s room and carer’s room (Sandy Bay)
36
Student lifecycle
Access Retention Career
Aspiration Pathways Recruitment and selection
Transition: Orientation,
preparation and ‘foundation’
Engagement and support
Assisting into careers
Parenting room (Newnham)
Inter faith room (Cradle Coast)
Welfare and Equity Committee
Other bodies
Lady Gowrie University Education and Care Centre
On campus childcare (Hobart and Launceston)
LINCs
2013 Pilot of UPP unit at Bridgewater, Triabunna and Queenstown LINCs using local volunteers
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