UTAS Social Inclusion Plan · The purpose of the UTAS Social Inclusion Plan is to ensure all...

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

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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.

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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).

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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


Policy, procedures, processes



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


SE Plan Goal 3 SE Plan SE Plan

SE Plan

Monitoring and evaluation


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

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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)

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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

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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)

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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

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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

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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

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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

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Goal 2 Promote and support 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

2.1.1 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

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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

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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)


All new UTAS staff will be offered opportunities to enhance their equity and diversity competencies as part of their induction process

2014

Medium

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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


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

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competence

2.6.2 In partnership with TUU, organise events and activities to raise awareness of diversity and promote intercultural competence


President TUU

Review of progress Ongoing Medium Strategic Plan (L&T) 2012-2014: 1.2h


2.6.3 Coordinate Community Friends & Networks program in consultation with the TUU, to promote intercultural competence and foster social inclusion


President TUU

Review of progress Ongoing Low Open to Talent: s 5.5


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,



Baseline data collected prior to implementation of ALLY, regarding existing experiences/attitudes of/towards people of

2013

High


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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

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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


University Librarian


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

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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

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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

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Appendix 2: Overview of social inclusion activities at UTAS across the student lifecycle

Student lifecycle


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

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Student lifecycle







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 –

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Student lifecycle







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







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







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

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Student lifecycle







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







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

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Student lifecycle







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







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

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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)

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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

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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

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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

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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)

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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

UTAS Social Inclusion Plan · The purpose of the UTAS Social Inclusion Plan is to ensure all...

Documents

Transcript of UTAS Social Inclusion Plan · The purpose of the UTAS Social Inclusion Plan is to ensure all...