ASPIRE Matters -- Insights into outreach by ASPIRE

ASPIRE Matters Insights into outreach

â&#x20AC;&#x153;Over the years ASPIRE has paved the way for many to seek to and ultimately attend our University. In my view, in doing this ASPIRE is changing and improving lives and at the same time making our University a more diverse and therefore better place.â&#x20AC;? DAVID GONSKI AC Chancellor

“ASPIRE is making a difference. The program embodies UNSW’s work to have a positive social impact and we are proud to support such an innovative program, giving young people the opportunity to discover the rewards a university education can bring.” PROFESSOR IAN JACOBS President and Vice-Chancellor

CONTENTS

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Message from UNSW’s President and Vice-Chancellor

ASPIRE IN REVIEW

Growth of ASPIRE 2007-2018

What is ASPIRE?

Engagement with our students

Highlights of 2018

In-school workshops

From the Director’s Chair

On-campus program

Awards and acknowledgements

Why Widening Participation matters

METRO PROGRAM

Barriers to university education

Common terminology

REGIONAL PROGRAM

Evidence-based success

104 ASPIRE ADVANTAGE LAUNCH

ABOUT ASPIRE

114 MENTORING

INSIDE THE ASPIRE PROGRAM

What we do

124 ACADEMIC ENRICHMENT

ASPIRE Learning Framework

152 ASPIRE IN THE COMMUNITY

ASPIRE PARTNER SCHOOLS

168 WORKPLACE CONNECTIONS

How we choose our partner schools

Metro partner schools

Regional partner schools

New ASPIRE partner schools

Our Results

NEW UNSW STUDENTS FROM ASPIRE SCHOOLS

ASPIRE REGIONAL STUDENTS AT UNIVERSITY

176 GIVING BACK 188 STORIES FROM AROUND ASPIRE 195 WANT TO KNOW MORE ABOUT WIDENING PARTICIPATION? 196 GET INVOLVED WITH ASPIRE

58 WORKINGTOGETHER 60

ASPIRE Ambassadors

UNSW Faculty support

UNSW student body

ASPIRE Teachers iii

â&#x20AC;&#x153;Those of us who have been fortunate to benefit from a university degree understand the transformative power of education. ASPIRE aims to ensure that more students can experience that transformation as well. Higher education not only brings a full spectrum of rewards to the student, universities also reap rewards by opening their doors to academically capable Australians, whatever their background or financial standing.â&#x20AC;? DR ANN JARDINE Director AimHigh and ASPIRE

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MESSAGE FROM UNSW’S

PRESIDENT AND VICE-CHANCELLOR PROFESSOR IAN JACOBS

I first heard about the ASPIRE program before I arrived in Australia from England. I was queuing at a coffee shop at Euston Station in London in June 2014 when, to my surprise, I was stopped and asked if I was the newly appointed Vice-Chancellor of UNSW.

t that moment, Dr Ann Jardine, the Director of ASPIRE, became one of the first UNSW staff members I met. When Ann told me more about the ASPIRE program it was clear that we shared a strong vision, a commitment to social justice and a belief in the power of education to change people’s lives. Fast forward four years and UNSW is now implementing an altruistic 10-year strategy that includes creating a more just society as one of its three main goals. The ASPIRE program has been working towards that goal for even longer, celebrating more than a decade of reaching out to thousands of school students to overcome entrenched educational disadvantage.

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ASPIRE now has 54 partner schools in regions from Coolah and Goodooga in regional NSW to Mascot and Greystanes in metropolitan Sydney, and many communities in between. In 2018 alone, the team engaged with students on more than 11,000 occasions, continually reinforcing the message that university is a choice they can make. Many of us take such knowledge for granted. But too many of our children either underestimate their talents or don’t get the support they need to think they are capable of university study. The work of ASPIRE puts a university education within their reach, encouraging students to aim high and explore the many degrees that universities, including UNSW, have to offer.

â&#x20AC;&#x153;This is not about recruiting students. This is about allowing Australian children the chance to attain the gift that is education and to live fulfilling and productive lives.â&#x20AC;?

Although we love seeing our ASPIRE students join us at UNSW, we recognise that it is important for students to choose the course and university that is the best choice for them. There is no greater loss or risk to a society than when our young people are unable to achieve their full potential or have lost hope of doing so. Too often, students are held back by entrenched social and economic disadvantage. Universities, as servants of society, can play a greater role in encouraging social mobility and in dismantling such social inequity. Through ASPIRE, UNSW is taking bold strides to connect with talented students from low socio-economic status (SES) backgrounds who may have thought university was not a

possibility. We are determined to increase the representation of students from educationally disadvantaged backgrounds and we have set ambitious targets in relation to that goal. We are incredibly proud of what ASPIRE has so far achieved. From 2010-2018 university offers to ASPIRE students increased by 155%. In 2018, there were 1,242 offers to university, with 65 offers to UNSW. ASPIRE is making a difference. The program embodies UNSWâ&#x20AC;&#x2122;s work to have a positive social impact and we are proud to support such an innovative program, giving young people the opportunity to discover the rewards a university education can bring.

WHAT IS

ASPIRE?

ASPIRE is a multi-award winning outreach program working in communities where traditionally not many people go on to university.

he program is the major strategy that UNSW employs to increase the number of people from educationally disadvantaged backgrounds to participate in university. For some students, the idea that they are capable of doing well at university can come as a surprise – to them and their families! They may not have thought about going to university before because no one in their family has been. For those students who are keen to go to university, they may not have the information and support they need to get there.

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ASPIRE aims to help students discover that there are more options available to them when they leave school than they thought. Going to university could be one of them. We know university is not for everyone, but many Australian students – particularly in regional and remote areas – aren’t given the opportunities, information or support to make that choice. ASPIRE helps fill the gap.

HIGHLIGHTS OF 2018

students attending in-school workshops

Student engagements

students attending all on-campus activities

1,848

6,369

80%

increase from 2012

23%

11,318

increase from 2012

students attending ASPIRE on-campus activities

students participating in mentoring programs

106

1,174 92% 26%

increase from 2012

students attending residential programs

426 parents and carers participating in workshops and events

461%

increase from 2012

155

53%

increase from 2012

384%

increase from 2012

155%

increase

year 4-8 students taking part in newly created regional school holiday programs

173

in the number of offers to university for students from ASPIRE partner schools between 2010 and 2018

volunteer hours of ASPIRE Ambassador involvement

new metro and regional ASPIRE schools

2,607

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FROM THE

DIRECTOR’S CHAIR DR ANN JARDINE Director, AimHigh and ASPIRE

Cert Ed & B Ed (Hons) (Lancaster UK), M App Sci (UWS), PhD (University of Melbourne)

Writing the Director’s report is always a time of reflection for me, this time more than ever as I look back at all our work.

uch reflection brings the realisation that there is much to feel proud about in more than 10 years of ASPIRE. During that time the strength and success of the program has been recognised by:

ww A national Office of Learning and Teaching Award for Programs that Enhance Learning ww The SPERA Australian Rural Education Award ww The UNSW Vice-Chancellor’s Excellence Award for Programs that Enhance Learning ww Finalist in the Google Impact Challenge ww Finalist in the PLuS Alliance Global Prize for Education Innovation ww Finalist in the UNSW President’s Awards ww Winning $8 million in external competitive funding.

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They are all very public recognitions of our work and nice to receive, but it is the achievements that are not easily seen, and which sit at the heart of what we do, that for me count the most. It is when we know we have helped a young person realise that they do have options and one of those options is to go to university. It is hearing from schools and families how we have changed lives and it is seeing students begin their university degrees. These individual success stories are what count for me because fundamentally this is what ASPIRE is all about − social justice. I strongly believe that a university education is something that should be available to everyone with the academic potential to succeed regardless of where they were born, where they live, where they went to school or their personal circumstances. This is so often not the case even here in Australia. Despite the efforts of programs like ASPIRE there is still some way to go in making our university populations truly representative of our society.

Dr Ann Jardine … broadening student horizons

“… a university education is something that should be available to everyone …” The work we do in widening the participation of certain underrepresented groups is often little understood in our universities. It is no easy task. There are no quick fixes, no magic bullets. Dismantling entrenched educational disadvantage, building social capital and shifting mindsets starts long before Year 12. It involves a cohesive, sustained multi-pronged outreach approach. It takes a significant investment in time and resources and requires the earliest possible engagement with a young person’s life.

It’s like dropping a stone in the pond and watching the ripples spread, influencing individuals and their communities, influencing this generation and future generations. Yet when students from backgrounds where there isn’t a tradition of going to university are given opportunities that many of us here take for granted, not only do they do well at university, they excel. Universities can’t address educational disadvantage on their own. It is the collective responsibility of those of us who have the privilege of being advantaged. However, universities can play a major role in making it happen: through supporting outreach, through creating pathways into university that do not necessarily rely on ATAR and by ensuring low SES students have a successful student experience from the moment they enter the university gate.

Through ASPIRE, UNSW has made significant inroads in helping students in a number of schools reach their post-school goals where sustained contact with a university has been limited or non-existent. Helping more people realise that universities are open to anyone with academic ability regardless of their personal or financial circumstances increases the likelihood of their future participation. A commitment to creating opportunities for low SES students and communities to engage with a university benefits the whole of society in the long term. Through the ongoing support of UNSW and in particular our Chancellor David Gonski and our ViceChancellor Ian Jacobs, we have taken the time and commitment to bring about change.

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We know that our work needs to begin at an early age which is why we work with students from Kindergarten. It takes a longitudinal and sustained approach to make a difference, which is why ASPIRE returns to partner schools year after year. We know that we need to give our students multiple opportunities to engage with the university, both in school and on campus. We know we need to build relevant social capital, the kind of knowledge and understanding about university that those of us who are advantaged pick up from those around us from an early age. ASPIRE provides opportunities for students to learn about the often alien university culture, how to navigate our systems, make the important links between school, a degree and a career, and to engage with role models.

“On a personal note I have been very proud to have been part of ASPIRE for the last 12 years.”

Through these multiple engagements we set out to broaden horizons (or as one teacher calls it, enable students to see “beyond the levee bank”). We show students what doors could open for them with a university degree and that going to university is a choice they can make. ASPIRE is a long-term investment that pays dividends for the whole of society. What we do works. Our efforts are helping to transform lives in the communities in which we work. When we are out in our UNSW ASPIRE branded car or in the classroom in our distinctive uniforms, ASPIRE is a very visible sign of the commitment of our university to those communities and to a just society.

The program itself is highly respected across the sector. However, what makes it so is the team who work on it every day, the UNSW student ASPIRE Ambassadors who help to inspire our students, the dedicated teachers in our partner schools who often work under challenging circumstances, and the students we work with in our schools. It has been a privilege working with you all and I am proud to be able to leave the integrity of the ASPIRE program in good shape and in excellent hands.

AWARDS AND ACKNOWLEDGEMENTS

ASPIRE in the spotlight

n 2018, ABC Breakfast News filmed a segment on ASPIRE in action, with weather presenter Nate Byrne dropping in on Year 7 at ASPIRE’s partner school Gilgandra High School. Nate, a passionate science advocate, had the students enthralled with a highly interactive workshop featuring exploding balloons and cloud making. It was a great opportunity for ASPIRE to showcase the work we do on national TV as well as highlight the challenges and rewards of education in regional NSW.

Shifts in space and self: moving from community to university research project

A L-R: Professor Sarah O’Shea, Dr Ann Jardine and Dr Janine Delahunty attended ASPIRE’s Focus on Success program in Dubbo as part of their research project.

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fter winning a research grant from the National Centre for Student Equity in Higher Education (NCSEHE) in 2018, Dr Ann Jardine collaborated with Professor Sarah O’Shea and Dr Janine Delahunty from the University of Wollongong, and Associate Professor Erica Southgate from the University of Newcastle to look at how young people from rural and remote areas articulated their post-school

future into university and when at uni, their journey as university learners. This NUW Alliance team approached the ASPIRE team to explore the art of digital storytelling. You can find more about this research at: https:// shiftsinspaceandself. wordpress.com/ The NUW Alliance is a partnership between the University of Newcastle, UNSW and the University of Wollongong.

ASPIRE short-listed for a 2017 PluS Alliance Global Prize! “Congratulations. Along with four other strong contenders, your submission to the PLuS Alliance Prize in the category of Education Innovation has been shortlisted for consideration by the Judging Panel.”

he PLuS (Phoenix-London-Sydney) Alliance comprises Arizona State University, King’s College London and UNSW Sydney (PLuS Alliance member universities). This Alliance creates, enables and deploys innovative research and education linkages across three globally-focused universities contributing to a sustainable future. The PLuS Alliance Prize for Education Innovation is awarded to an individual, group or organisation that has developed an innovative educational initiative to either address a need or solve a current problem in one or more of the areas of Global Health, Sustainability, Social Justice, or Technology & Innovation. This prize is designed to highlight the value of education in addressing the greatest global challenges facing society today, reflect the PLuS Alliance principle of equitable access to quality education and identify sustainable education models that cater to the needs of the global student.

While we didn’t win, we did receive a significant statement of endorsement from one of the judges:

“This is a mature programme which shows impact. It is highly innovative in respect of the longitudinal nature and degree of embedding, with very nicely evidence-based application. The stats are very impressive and convincing regarding impact. The rationale is well articulated with “plants the seed, … and constant watering/feeding”. One of the most impactful and significant interventions to enhance social justice that I have ever seen. Well done!”

UNSW President’s Award

ongratulations to the ASPIRE Regional Team on their nomination for a 2018 UNSW President’s Award in the Excellence Category. Tom, Anna, Jaqui and Tyrone were recognised at the Awards Presentation Event for their commitment to delivering the best possible experience for school students across a huge area of NSW. They were acknowledged for their unwavering energy and enthusiasm in spreading a powerful message about the value of tertiary study, and for their willingness to sacrifice home and family time in the pursuit of equitable educational opportunities for students from rural and remote areas. We are very proud of them! 15

Australian Rural Education Award (AREA) Presented to ASPIRE in 2016 in recognition of excellence in rural education in Australia.

REA is an initiative of the Society for the Provision of Education in Rural Australia (SPERA). SPERA began in 1983 and is dedicated to the maintenance and development of educational opportunities in rural communities in Australia.

ASPIRE wins major national award for innovative outreach program

he ASPIRE program gained national recognition, winning a prestigious award in 2012 from the Federal Government’s Office of Learning and Teaching for Programs that Enhance Learning.

The award recognises the success of ASPIRE in creating sustainable changes to the access of higher education for students from educationally disadvantaged backgrounds. Only 10 such awards were given out in 2012 and they are highly competitive.

Vice-Chancellor’s Award for Programs that Enhance Learning In 2016 Dr Ann Jardine won the prestigious UNSW Vice-Chancellor’s Award for Teaching Excellence. In part, the certificate citation stated:

“Dr Ann Jardine is a multi-award winning student services professional, deeply committed to working to address social inequities and educational disadvantage. Her dedication to this cause is evident by being instrumental in the development, implementation and growth of the UNSW ASPIRE Program, since its inception in 2007. … Through the UNSW ASPIRE Program, Ann continues to make a valuable contribution to the community by enhancing learning and providing opportunities for students from non-traditional backgrounds to normalise participation in higher education.”

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External funds won! Dr Ann Jardine has led submissions that have won $8 million in competitive external funds from the Federal Government and the corporate world.

Google Impact Challenge

SPIRE secured a grant of $250,000 via the first Australian Google Impact Challenge in 2014. ASPIRE was one of ten finalists. The grant enabled ASPIRE to develop new technologies supporting ASPIREâ&#x20AC;&#x2122;s outreach work.

International book chapters ASPIRE featured in two international books Jardine A (2017) Widening access in a vast country: opportunities and challenges in Australia in Mountford-Zimdars AK & Harrison N (eds). Access to Higher Education: Theoretical Perspectives and Contemporary Challenges. London: Routledge. Jardine A (2017) Nurturing university students to be socially responsible citizens: an examination of two approaches to volunteering in Shek DTL & Hollister RM (eds). University Social Responsibility and Quality of Life: A Global Survey of Concepts and Experiences. Singapore: Springer.

University Social Responsibility Network Ann Jardine represented UNSW in the University Social Responsibility Network (USRN) from 2015-2017.

NSW was one of the inaugural members of USRN when it was set up in 2015. The USRN brings together a small group of universities who have a strong belief in social responsibility to share ideas, resources and practices and promote social responsibility within the university sector globally.

WHY WIDENING PARTICIPATION MATTERS Education is the great leveller and the great divider within society.

e know from the Organisation for Economic Cooperation and Development (OECD) data that there are economic, social, civic and health imperatives for an educated society. We know in Australia that a university degree brings more benefits to society than to the individual. Yet, entrenched socio-economic and educational disadvantage still exists within our society. Current evidence shows that we need to do more to address educational disadvantage and provide more opportunities for students from across society to reach their potential.

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Addressing educational disadvantage is in all our best interests. Academic talent can be found in the most unlikely of places. When we all work together to foster it, all of us benefit. Universities are well placed to harness their resources and expertise and do more to lead the way in advancing the educational and social circumstances of low SES school students. They can do this by working with school students from an early age to address specific barriers to access and increase the representation of low SES students at university.

17.3

Australian children living below the poverty line

18.03% 2.5 years the average gap in mathematical, scientific and reading literacies between students from high SES and low SES backgrounds by the age of 15

national access rate for domestic undergraduate students from low SES backgrounds in 2017 across universities as a whole. The rate for NSW is 18.84%

average access rate of domestic undergraduate students from low SES backgrounds to a Group of Eight (Go8) university in 2017

9.79% UNSW’s access rate for low SES students in 2017. Examining just those who go straight to university from school the rate is 10.32%

9.93%

6.86% 11.06%

UNSW’s access rate for regional and remote students in 2017

average access rate of regional and remote students to a Go8 university in 2017 compared with 21.71% for the national university sector and 18.29% for NSW

NOTES Latest equity data compiled by the Federal Department of Education and Training https://www.education.gov.au/selected-higher-education-statistics-2017-student-data Davidson P, Saunders P, Bradbury B and Wong M (2018) Poverty in Australia, 2018. ACOSS/UNSW Poverty and Inequality Partnership Report No. 2, Sydney: ACOSS. Thomson S, De Bortoli L, Underwood C (2017) PISA 2015: Reporting Australia’s results. Camberwell: Australian Council for Educational Research. The Group of Eight (Go8) comprises Australia’s leading research-intensive universities.

BARRIERS TO UNIVERSITY EDUCATION Entrenched educational disadvantage is a complex issue with no quick fixes.

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tudents across Australia do not have equal opportunities to demonstrate their academic potential. The context in which a student receives their education influences the outcome they have. Students experiencing educational disadvantage don’t have access to the information, support and opportunities school students from more advantaged backgrounds take for granted. It can therefore be a common misconception that being a student from a low SES background equates to having lower academic capability when compared

with their more advantaged peers. This is not the case. Evidence shows that those students from low SES backgrounds who do enter university have a high level of success on par with their higher SES peers, even when they enter with lower school attainment. It is also wrong to assume that students from low SES backgrounds have low aspirations. For many, the educational journey is difficult due to the circumstances and barriers they face.

Some of these barriers are: ww lack of information, knowledge and understanding about the university context, how to get there, its long-term benefits and how a degree can increase career prospects ww rarely leaving their local environment or community, so their life experience is limited and their outlook on future possibilities narrows ww thinking they are not capable of academic success and experiencing the academic attainment gap that exists due to socio-economic contexts ww not having anyone in their family who has been to university and not knowing anyone who has gone on to university who can act as role models ww believing ‘people like us’ don’t go to university, especially those universities regarded as more select ww not being part of ongoing conversations and support about their future that includes the possibility of going to university ww long-term unemployment in their families or community undermining aspirations for a different future ww being discouraged by the distance from home to university and associated costs of going ww having to make decisions about earning an income by going into the workforce straight after high school rather than delaying because of study.

COMMON TERMINOLOGY Widening participation

Social mobility and social capital

Widening participation (often shortened to WP) refers to programs which seek to address the underrepresentation of certain parts of society at university. The aim is to ensure that the students within universities reflect the diversity within the broader community. Within the context of the ASPIRE program the focus of WP is with schools and their communities which are regarded as low SES. Programs and activities working with underrepresented school students which form the basis of WP are often collectively referred to as outreach.

Social mobility can be described as the movement of an individual, families or groups through a social hierarchy system. In other words, through changes in their social and economic circumstances an individual can move to more advantaged (eg from low SES to medium SES) or less advantaged (eg from high SES to medium SES). Education, particularly university education, is regarded as one of the most effective vehicles for bringing about upward social mobility. Within the work undertaken by ASPIRE, social capital refers to the advantages a student has gained from their environment (family, school, other social networks) in terms of knowledge and understanding of the way the university culture operates and the positives that can be gained for an individual from a university education.

Educational disadvantage Educational disadvantage refers to a child being unable to reach their academic potential due to external factors outside their control, generally related to socio-economic factors. These factors can include economic poverty, parental level of education, geographical distance and isolation, school resourcing and educational opportunities. There is no one contributing factor but rather educational disadvantage is the result of multiple interacting factors stemming from the home, the school and the community.

Socio-economic status (SES) The social and economic circumstances of individuals in a society are not equal. Socio-economic status refers to the circumstance of an individual within the larger society. It is a relative term and society is generally grouped so that the most advantaged representing the top 25% of society are regarded as high SES, the middle 50% as medium SES and the most disadvantaged representing the lowest 25% as low SES. Within the education context SES is often measured at the individual and school population level. It is known that there is a clear link between educational disadvantage and SES, with the least advantaged by SES being the most disadvantaged educationally.

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n ASPIRE we tackle educational disadvantage and building relevant social capital within a school. This is because we know that academic attainment is linked with the socio-economic status of the community. We work at the school community level rather than with individuals. The more disadvantaged the school community, the more likely it is that the overall academic attainment of students is lower when compared with higher SES schools. We work in areas where there is a strong cumulative effect of factors linked to educational disadvantage. In communities of higher SES, some individual students may experience some of the factors of disadvantage such as economic factors but other factors will be addressed by their school where there are more resources, more relevant social capital and overall higher school academic attainment.

EVIDENCE-BASED SUCCESS There is no one model for successful university outreach. However, through international research, key elements have been identified including: ww engaging with school students from an early age in a sustained longitudinal way in order to raise awareness, â&#x20AC;&#x2DC;seedâ&#x20AC;&#x2122; aspirations and build academic capabilities ww providing multiple opportunities for students to engage with a university so that it becomes a familiar environment. This is particularly important in encouraging the brightest students into elite institutions such as UNSW ww providing clear information, advice and guidance from an early age and making links between degree choice and career opportunities ww providing opportunities to interact with a range of role models.

ABOUT

ASPIRE

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OUR PURPOSE Each year we engage with thousands of students from Kindergarten to Year 12 to: ww create more awareness about university ww enable student aspirations for their future ww help students recognise and develop their academic potential ww provide key information and experiences to foster self-confidence ww build a sense of belonging so they can see themselves â&#x20AC;&#x2DC;fitting inâ&#x20AC;&#x2122; at university ww assist with navigating the university application process.

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ASPIREâ&#x20AC;&#x2122;s philosophy is to work with the same school communities over several years to maximise the number of opportunities students have to engage with the university. The body of international evidence indicates that this approach has the most success in enabling the aspirations of students and to help them make choices about their educational future.

New home for ASPIRE

SPIRE, as part of the AimHigh unit, sits within the new Division of Equity, Diversity and Inclusion. The Division was established to enable UNSW to pursue social justice for its students, staff and community and so be recognised as an international exemplar in equity, diversity and inclusion. Professor Eileen Baldry was appointed UNSW’s first Deputy Vice-Chancellor Equity, Diversity and Inclusion, the first such position of its kind in the sector.

“If we are not striving to include people from a low socio-economic background … if we do not work hard at bringing them into the university as students, we are not preparing the next generation of social, professional and political leaders …” PROFESSOR EILEEN BALDRY Deputy Vice-Chancellor Equity, Diversity and Inclusion

WHERE IT ALL BEGAN

ASPIRE started in 2007 with a small pot of money, two Sydney high schools and 60 students brought on campus for a day event.

2007

My how weâ&#x20AC;&#x2122;ve grown!

2018

My how weâ&#x20AC;&#x2122;ve grown!

hat followed the small beginnings was a carefully thought-out approach to develop the core ASPIRE program from studying and applying the international evidence on widening participation that was available at the time. This included a two-month study tour by the Director to England to learn from the well-established and successful widening participation organisation, AimHigher.

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Putting the learnings into practice, we then set about gaining funding sources to enable us to expand the program. Securing the funding resulted in an expansion of ASPIRE, both in terms of the breadth and depth of the program and the number of partner schools we could invite to join. Initially we approached schools that were close to UNSW and regarded as educationally disadvantaged and where, at the time, few universities were working.

When they were first approached, none of the principals could believe what ASPIRE was offering their students and at no cost to the school or parents: ww a program that offered a long-term commitment to students from Kindergarten to Year 12 ww a range of in-school workshops delivered by a professional team keen to regularly travel across Sydney and far beyond the Blue Mountains ww multiple visits to a university campus so that students could broaden their horizons and experience city and university life ww an assortment of academic enrichment experiences tailored to student requirements. It took a leap of faith for schools to sign up to work with ASPIRE, despite harbouring concerns that perhaps the program was yet another one-hit wonder. It takes commitment and trust on both sides to successfully run the program. It speaks volumes that ASPIRE has been committed to its partner communities for so many years. Likewise, most schools have stayed with the program since their first day and have seen the long-term value to their students of remaining with ASPIRE.

Today our metro partner schools are spread across the west and south west of Sydney. Students and their teachers regularly commit to navigating Sydney traffic to and from the Kensington campus to attend our events, despite the two-hour journey each way for some. Our regional schools span across the state. They understand that the long term benefits of ASPIRE far outweigh the length of travel time it takes to participate in the program. As our reputation has grown, we now have more schools requesting to take part than we can partner with. Small beginnings in 2007 have since blossomed into a multi-faceted program working with thousands of students in over 50 schools, putting a university education within their reach.

Expanding into regional NSW

t a conference in Sydney in 2010, Bev Small, one of the head teachers at Condobolin High School, approached the ASPIRE display table to find out more about the program. At that time, ASPIRE had been operating in metropolitan Sydney for three years so Bev asked the obvious question: “Why isn’t ASPIRE in regional schools?”

The answer would change the course of ASPIRE. When staff relayed Bev’s query, Dr Ann Jardine thought for a moment and replied, “Well, why not indeed!” And so began ASPIRE’s foray into school communities in regional New South Wales. After compiling a list of small clusters of the most educationally disadvantaged schools, Ann set out on a long country drive, cold-calling on each one and inviting them to be part of the ASPIRE program. While some schools thought it was too good to be true, they all acknowledged that ASPIRE was exactly what their students and community needed. No other university at that time was offering such an array of educational opportunities for regional students. Assured that it was a genuine commitment, by the end of the first year four regional schools had signed up and continue to be part of the ASPIRE network to this day. Bolstered by the initial response, and becoming more aware of the enormous and complex issues faced by regional and remote schools, Ann continued to motor around the backroads of NSW inviting more schools to join the program. Over the last eight years, ASPIRE has cemented lasting relationships with all its 25 regional partner schools and strong connections with students, teachers and the wider communities.

Ann Jardine with Bev Small (right) head teacher at Condobolin High School who set the ball rolling for ASPIRE’s expansion into regional and remote NSW.

INSIDE THE

ASPIRE PROGRAM

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WHAT WE DO Underpinned by the research into university outreach and widening participation, ASPIRE has developed a program which is fun, practical and informative.

e work with the same partner schools every year. This provides students with multiple opportunities to engage with the program. Students take part in a range of in-school, on-campus and residential workshops, activities and experiences from Kindergarten through to Year 12. Each phase of ASPIRE is designed for the appropriate age level and is shown in the ASPIRE Learning Framework (see page 34). Overall, the program aims to overcome key barriers to university education that exist for our school students. The ASPIRE team conducts in-school workshops across all year groups helping students recognise their academic talent and develop a mindset to achieve. A core component of the program is bringing high school students to UNSW, and bringing regional students to Sydney for a residential experience at key stages. Students participate in on-campus programs and city experiences. Itâ&#x20AC;&#x2122;s important they gain familiarity with university life and, for some students, reduce their fear of leaving home to pursue further study.

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ww In Sydney schools, our program primarily works with Years 7â&#x20AC;&#x201C;12 ww In regional and remote schools, we work with students from Kindergarten â&#x20AC;&#x201C; Year 12 ww The core program is enhanced by providing students with a range of external educational opportunities, residential programs, workplace visits and mentoring experiences that expose students to the benefits of a university education and the career possibilities available ww We provide enrichment activities to build academic attainment in key areas such as science ww We provide information and resources to help students navigate university systems and processes and to understand university culture ww We actively engage the wider community in targeted events to create a greater understanding of university education.

ASPIRE LEARNING FRAMEWORK The ASPIRE Learning Framework was based on the Higher Education Progression Framework developed in England and used throughout the Aimhigher program.

he Learning Framework provides the blueprint for the ASPIRE program. It sets out the structure of the program and how the activities are rolled out across the student year groups from Kindergarten to Year 12. This enables a planned sequential and relevant approach to be put in place.

The foundations of the program are: ww Raising awareness ww Enabling and supporting aspirations ww Supporting academic attainment

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Through age-appropriate experiences, each with their own student focused outcomes, the program is able to maintain an overall coherency. Each stage of the program builds on the previous ASPIRE interactions and activities. Students progress through a sequence of experiences each year, building confidence in themselves and becoming more motivated about setting goals for their future. Students who may not have their sights set on higher education benefit from the ASPIRE program too. The activities encourage more lateral thinking about what their future may hold and how they can achieve it. Towards the final years of school, the program becomes more focused on the students who are keen to enter university and assisting them to get there.

RAISE AWARENESS

ww Increase understanding of Higher Education (HE)

A R E N E S S

K-4

ww Build self-esteem ww Discover the possibilities outside their environment ww Increase awareness of skills and interests ww Increase awareness of pathways to jobs

ENABLE AND SUPPORT ASPIRATIONS

Kâ&#x20AC;&#x201C;Year 4

wwshort in-school workshops

5/6 Years 5/6

wwshort in-school workshops wwon-campus activities wwacademic enrichment activities

7/8

ww Increase confidence in ability to enter HE

A S P I R A T I O N S

A T T A I N M E N T

ww Increase motivation to enter HE

Years 7/8

ww Increase knowledge of education and career options

SUPPORT ACADEMIC ATTAINMENT ww Build knowledge to make informed choices relating to HE and career aspirations ww Increase familiarity with application process and selection requirements ww Improve awareness and ability to apply skills required to operate successfully in an HE environment

9/10

wwextended in-school workshops wwon-campus activities wwacademic enrichment activities wwresidentials for regional students

Years 9/10

wwextended in-school workshops wwon-campus activities wwmentoring wwworkplace visits wwacademic enrichment activities wwresidentials for regional students

Years 11/12 wwextended in-school workshops wwon-campus activities wwmentoring wwsubject specific visits wwstudy skills support wwacademic enrichment activities wwresidentials for regional students

11/12

ww Support attainment through the provision of academic enrichment opportunities

Ongoing support for all years wwteacher follow-up work wwactivities/talks for parents and carers wwindividual school on-campus visits wwcommunity events wwonline materials wwinformation booklets

support 35

ASPIRE PARTNER SCHOOLS

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HOW WE CHOOSE OUR PARTNER SCHOOLS Schools are usually invited to become involved in the ASPIRE program but some of our partner schools have approached us to take part.

election is mainly based on the school having a high concentration of students from low SES backgrounds. This is determined by the Family Occupation and Education Index (FOEI). FOEI is a measure of educational disadvantage based on socio-economic background, and for NSW Government schools is applied at a school level. ASPIRE works with schools that fall in the lowest 40% of FOEI. We also take the following into consideration: ww The current progression rate of students to university is low ww There is limited or no involvement from other outreach organisations ww The school is in an area that is geographically manageable for the ASPIRE team to visit regularly ww There is strong support from the principal and school executive to commit to the program. We are only able to invite and accept new schools to join ASPIRE when funds and resources permit.

Student selection criteria The key to unlocking the academic potential of students is to make higher education an ongoing conversation throughout their primary and high school years. Starting early and having frequent interactions with students are the building blocks of ASPIRE’s success.

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As students progress through the program, we ask schools to consider those students who may not recognise they have academic potential. Our purpose is to give those students who are not always considered or chosen for additional activities the opportunity to participate. The extra support and encouragement they receive from participating in the ASPIRE program is sometimes the nudge they need. It can start them thinking more seriously about their time at school. Being involved with ASPIRE can help steer their focus towards setting a goal and doing well at school. We ask schools to consider the following criteria when selecting students to participate in the ASPIRE program: ww have academic potential but may lack motivation or confidence ww have proven academic success but may think that university is ‘not for me’ ww would be first generation in family to enter higher education ww have adverse home or family circumstances, where this affects the student’s ability or motivation to achieve academically ww have leadership qualities which suggest they are key influencers within their peer group.

… make higher education an ongoing conversation throughout their primary and high school years.

Snapshot of ASPIRE’s 54 partner schools 2018 All schools No. of schools that are remote or very remote 14 No. of schools that have an ATSI population of 80% or higher 5 No. of schools that have an ATSI population of 50% or higher 10 No. of schools that have a LBOTE population of 90% or higher 14 No. of schools that have LBOTE population of over 50% 24 No. of schools that have over 50% of population in bottom SES quarter 46 No. of schools that have over 25% of population in bottom SES quarter 54 No. of enrolments – smallest 16 No. of enrolments – largest 1289 No. of single sex schools

Metro 0 0 1 14 23 25 29 25 1289 4 boys’ schools 8 4 girls’ schools

Regional 14 5 9 0 1 21 25 16 389 none

NOTES Australian Curriculum, Assessment and Reporting Authority (ACARA) 2017 data including ATSI (Aboriginal and/or Torres Strait Islander) and LBOTE (Language Background Other Than English) from www.myschool.edu.au FOEI (Family Occupation and Employment Index) data from https://data.cese.nsw.gov.au/data/dataset/resource-allocation-model FOEI scores capture the socio-economic background of pupils within a given school, based on parents’ level of education and occupation status (as collected from school enrolment forms). Higher scores indicate higher levels of socio-economic disadvantage, relative to other NSW government schools. FOEI scores are only available for Government schools.

METRO PARTNER SCHOOLS Joined ASPIRE

Suburb

Distance from UNSW (km)

Language Average background FOEI Indigenous other than Bottom 2016students English quarter 2017 (percent) (percent) (percent)

Metro high schools Airds High School

2018

Airds

167

Auburn Girls High School

2009

Auburn

154

Bankstown Girls High School

2009

Bankstown

155

Bass High School

2009

Bass Hill

161

Birrong Boys High School

2012

Birrong

156

Birrong Girls High School

2013

Birrong

142

Canterbury Boys High School

2009

Ashbury

104

Chester Hill High School

2012

Chester Hill

160

Condell Park High School

2018

Condell Park

156

Fairfield High School

2017

Fairfield

180

Granville Boys High School

2009

Granville

160

Granville South Creative and Performing Arts High School

2011

Guildford

169

Holroyd High School

2009

Greystanes

164

Hoxton Park High School

2017

Hinchinbrook

137

JJ Cahill Memorial High School

2008

Mascot

111

James Meehan High School

2013

Macquarie Fields

171

Matraville Sports High School

2008

Matraville

122

Punchbowl Boysâ&#x20AC;&#x2122; High School

2017

Punchbowl

156

Strathfield South High School

2013

Strathfield

151

Wiley Park Girls High School

2009

Punchbowl

150

Chester Hill North Public School

2011

Chester Hill

148

Chester Hill Public School

2011

Chester Hill

145

Curran Public School

2016

Macquarie Fields

179

Gardeners Road Public School

2009

Rosebery

4.2

Granville South Public School

2011

146

Guise Public School

2016

175

La Perouse Public School Matraville Soldiers Settlement Public School Old Guildford Public School

2009

Granville Macquarie Fields La Perouse

155

2010

Matraville

5.5

2013

Old Guildford

187

Metro primary schools

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Metro partner school locations

REGIONAL PARTNER SCHOOLS Joined ASPIRE Town

Distance from UNSW (kms)

Average FOEI 20162017

Language background Indigenous other than Bottom students English quarter (percent) (percent) (percent)

Regional high and central schools Baradine Central School

2011

Baradine

531

165

Binnaway Central School

2011

Binnaway

451

175

Bourke High School

2017

Bourke

763

170

Condobolin High School

2010

Condobolin

465

142

Coolah Central School

2013

Coolah

400

124

Coonabarabran High School

2012

Coonabarabran

485

106

Coonamble High School

2011

Coonamble

532

155

Dunedoo Central School

2011

Dunedoo

344

121

Gilgandra High School

2012

Gilgandra

368

129

Goodooga Central School

2017

Goodooga

786

191

Gulargambone Central School

2012

Gulargambone

486

187

Lake Cargelligo Central School

2010

Lake Cargelligo

607

144

Lightning Ridge Central School

2012

Lightning Ridge

725

147

Mendooran Central School

2013

Mendooran

383

131

Tullibigeal Central School

2010

Tullibigeal

569

106

Ungarie Central School

2010

Ungarie

532

127

Walgett Community College – High School

2012

Walgett

669

196

Carinda Public School

2012

Carinda

657

Condobolin Public School

2012

Condobolin

482

137

Coonamble Public School

2011

Coonamble

555

191

Euabalong West Public School

2012

Euabalong West Public

560

177

Gilgandra Public School

2012

Gilgandra

459

151

St Francis Xavier Primary School

2012

Lake Cargelligo

606

St John’s Primary School

2012

Baradine

539

Walgett Community College Primary School

2012

Walgett

669

191

Regional primary schools

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Regional partner school locations

NEW ASPIRE PARTNER SCHOOLS We recently welcomed seven new partner schools into the program, extending our reach across Sydney and further into remote regions of NSW. “The ASPIRE program is changing the journey for students at Punchbowl Boys’ High School. It is not only showing them different pathways but also providing the experiences that will enable them to believe that university is possible. ASPIRE strongly supports the vision of our school that encourages students to Dream more, Learn more, Do more and Be more. I would like to take this opportunity to thank all the amazing staff at ASPIRE who work hard to empower students in becoming lifelong learners.” Regards,

Punchbowl

Boys’ High

School

ROBERT PATRUNO (Acting) Principal Punchbowl Boys’ High School

Fairfield High School chool

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“As Careers Advisor at Bourke High School, I’m very grateful that we are an ASPIRE school. It’s a wonderful program meeting our students where they are and asking nothing more of them than to join in and have a go, whilst showing them so much. A great opportunity for every student.” ANNA MCCORKLE Careers Advisor Bourke High School

Bourke High

Airds H oga Central School

Goodo

Condell Park High

School

igh Sch

ool

School 45

OUR RESULTS We are proud of the growing impact of the ASPIRE program.

he qualitative data from the staff and students in our ASPIRE partner schools tells us of the positive impact on the higher education hopes and dreams of individuals. The quantitative data tells us that offers to university to students from our partner schools is increasing and at a greater rate than comparable schools. There is also

evidence that the impact is stronger for schools that have had a longer association with ASPIRE and indicates the longitudinal effect of the program. The data on the broader range of courses where offers are being made further indicate that students from our ASPIRE schools are making informed choices about their future.

Results between 2010 and 2018:

25%

increase in offers to UNSW for students from all ASPIRE schools

177%

increase in offers to university for students from schools we have been partnered with for 10+ years

155%

increase in offers to university for students from all ASPIRE partner schools

20%

increase in enrolments to UNSW from all ASPIRE schools

Results between 2015 and 2018 when comparing ASPIRE and non-ASPIRE schools: ASPIRE

non-ASPIRE

77% 34%

increase

77% increase in offers to university for students from all ASPIRE schools (compared with a 34% increase for NSW government schools not part of ASPIRE)

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ASPIRE

non-ASPIRE

92% 31%

increase

92% increase in offers to university for students from ASPIRE metro schools in the most disadvantaged 25% of NSW government schools (compared with a 31% increase for non-ASPIRE metro schools in this group)

ASPIRE non-ASPIRE

7% 0.2%

increase

decrease

7% increase in offers to university for students from ASPIRE regional schools in the most disadvantaged 25% of NSW government schools (compared with a 0.2% decrease for non-ASPIRE regional schools in this group)

ASPIRE

non-ASPIRE

68% 18%

increase

68% increase in courses to which students from ASPIRE schools in the most disadvantaged 25% of NSW government schools received offers (compared with an 18% increase for students from NSW government schools not part of ASPIRE)â&#x20AC;&#x192;

The full data tables follow: Offers and Enrolments % change 2010 (2010-2018)

University Offers1

2018

2015

All ASPIRE schools

1,242

700

488

155%

ASPIRE girlsâ&#x20AC;&#x2122; schools (metro)

483

266

160

202%

ASPIRE boysâ&#x20AC;&#x2122; schools (metro)

157

100

107%

ASPIRE co-ed schools (metro)

519

248

180

188%

15%

ASPIRE schools for 10+ years

546

292

197

177%

ASPIRE schools for <10 years

696

408

291

139%

Offers to UNSW

25%

Enrolments to UNSW

20%

By school type and location

ASPIRE co-ed schools (regional) By partnership duration

Offers and Enrolments to UNSW

Increased offers to students from ASPIRE schools in context University Offers

2018

% change 2015 (2015-2018)

NSW government schools ASPIRE schools All other NSW government schools

1,242

700

77%

32,757 24,522

34%

Metro ASPIRE schools in the most disadvantaged 25% of NSW government schools2

907

473

92%

2,364

1,803

31%

ASPIRE schools in the most disadvantaged 25% of NSW government schools

All other schools in the most disadvantaged 25% of NSW government schools

490

491

-0.2%

All other schools in the most disadvantaged 25% of NSW government schools Regional

Increased variety in courses to which students from ASPIRE schools received offers University Offers

2018

% change 2015 (2015-2018)

No. of courses ASPIRE schools in the most disadvantaged 25% of NSW government schools

343

204

68%

All other schools in the most disadvantaged 25% of NSW government schools

675

570

18%

ASPIRE schools in the most disadvantaged 25% of NSW government schools

105

24%

All other schools in the most disadvantaged 25% of NSW government schools

152

150

Fields of study

1 Offer data is sourced from data provided by UAC and relates to number of offers. A student may receive more than one offer. 2 Educational disadvantage groups created using Family Occupation and Education Index (FOEI) averages for 2016-2017 for NSW government secondary or combined schools offering Year 12 in 2017.

NEW UNSW STUDENTS FROM ASPIRE SCHOOLS In 2018, 49 students from ASPIRE partner schools enrolled at UNSW. Meet six first year students who share their first impressions of going to uni and why they chose to study at UNSW.

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Tamarah ASPIRE school: Holroyd High School Studying: Bachelor of Fine Arts / Bachelor of Education (Secondary)

was involved in the ASPIRE program in my school and that was really useful for me … as they gave us a lot of tips and information about uni. Thanks ASPIRE for your help and because I’m now one of the UNSW students! For me, going to university, and especially UNSW, is the best thing I have ever done. UNSW is a very good uni. It has the Art & Design campus which is the area I’m interested in, so it was a really good choice that I went to UNSW and I’m very happy now. I’m so happy that I am part of a great community as it has introduced me to new life experiences.

“… going to university, and especially UNSW, is the best thing I have ever done.”

Momina ASPIRE school: Bankstown Girls High School Studying: Bachelor of Psychological Science

he ASPIRE program shaped my decision on where to study after high school. I have chosen UNSW for its reputation, convenience in terms of travelling, and because it offered me a scholarship. Another reason I have chosen to study at UNSW is because people I know who study at UNSW have spoken highly about it. I would definitely encourage students from my high school to attend UNSW because it is everything I thought it would be. The staff are extremely approachable and friendly and are willing to assist you with your assignments or general questions. The university really lives up to its name and provides several academic and social opportunities for its students.

“I would definitely encourage students from my high school to attend UNSW …” 50 |

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Zainab ASPIRE school: Holroyd High School Studying: UNSW Prep Program

niversity allows students to invest in a better future, as it creates better future opportunities, pursues a vocation and builds self-confidence. Based on personal experience, university has allowed me to share my ideas and spend an unlimited time expanding on how I can make my dreams come true.

“University allows students to invest in a better future …”

went to the UNSW Open Day in September 2017 with ASPIRE. This did impact my decision of UNSW as my university since it was obvious that Engineering at UNSW is the best in Australia. I used to get really bad grades until Year 11. The reason I started studying was because of my dad. My dad didn’t go to university. I’m the only member of the family who goes to university. I used to get around 20-30% in most of my exams until Year 10 (used to be around 280th of 300 in Korea). I did a bit better in Year 11 but still just around or below the average. But I started to focus on my studies at the start of Year 12, and eventually got a good enough mark to get into UNSW (I got into it by an alternative pathway, the Faculty of Engineering Access Scheme, which required at least an 82 ATAR).

“It is never too late to start studying.”

Woohyuck ASPIRE school: Chester Hill High School Studying: Bachelor of Engineering (Honours)

I just want to tell other students from my school to find a motivation to study. Because if there is no motivation, they will easily lose interest in studying and end up not knowing what they can actually do. It is never too late to start studying. From getting 20s and 30s in my exams, I ended up studying at UNSW despite all the distractions from my home environment I’ve had since a young age. Anyone can become successful when they find the motivation.

Queenie ASPIRE school: Chester Hill High School Studying: Master of Clinical Optometry / Bachelor of Vision Science

T “UNSW is a great university with good resources.” 52 |

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he ASPIRE program really helped me understand the different pathways into university as well as helped prepare me mentally for university life. UNSW is a great university with good resources. It was the only university that offered my course. The only downside being the travel, but at least we don’t have 8am starts like USyd!

Courtney ASPIRE school: Gilgandra High School Studying: Bachelor of Medical Science

SPIRE gave me the confidence and motivation to pursue my dream. Being the first person in my family to go to university meant I didn’t really know much about it. That’s where ASPIRE stepped in, providing a knowledge base and support network to help me reach my goals. I attended the ASPIRE Focus on Success event in Dubbo in Year 11. The event provided an introduction to university, educating us on everything we needed to know about living expenses, the application process, scholarship opportunities and how university differed from school. In 2017, ASPIRE based two project officers (Tom and Anna) at Gilgandra High School (my school). They worked closely with surrounding regional schools and provided the knowledge and support to help me successfully gain acceptance into university and thrive once there. ASPIRE also introduced me to the UNSW Rural Medicine Work Experience Program which saw me travel to the rural clinical school in Coffs Harbour to engage in a two-day workshop, providing insight into the practical and ethical aspects of rural medicine. As a regional student, moving away from home for university was one of the biggest decisions I’ve ever had to make. Coming from a rural town where very few people pursue higher education made this decision even more daunting, as I wasn’t entirely sure what to expect. Moving 500 kilometres away from my small town of around 3,000 people to a city of over 5 million took some adjusting. I had to consider where I would live, how I would afford the costs of Sydney, and the general concern of making new friends and adapting to the dynamics of a city lifestyle. Fortunately, I received

multiple scholarships which made an enormous difference, allowing me to study at a world-class university, and live at college where I’ve formed many lifelong friends, with the convenience of living right on campus. Within my first few weeks of university I realised I had made the right decision. I made friends with people from all over the world and settled in very quickly. I have now finished my first year of university here at UNSW and it has been a life-changing experience. I have made so many meaningful connections, become much more independent, fully immersed myself in the many opportunities university has to offer, and most importantly, learnt so much about myself. However, it hasn’t always been easy. The academic demands of university have been tough at times. I’ve been homesick, and I’ve missed my friends from school. But, upon considering the highlights, the successes and the enjoyment I’ve experienced in just one short year, I’ve realised that university is incredible, and my decision to step out of my comfort zone and chase my dreams has been the best decision I’ve ever made. My one wish is for regional students to start seeing university as something that is attainable, instead of thinking they’ll never get in. This is something ASPIRE helped me and hundreds of other students to realise. I learned that there are many pathways and a great deal of support, so if you really want something, then just go for it. The quality of teaching is extremely high, and it’s also comforting to know the ASPIRE staff are always around campus if you need any guidance.

“My one wish is for regional students to start seeing university as something that is attainable…”

ASPIRE REGIONAL STUDENTS AT UNIVERSITY We caught up with three regional students who participated in the ASPIRE program and are now at university.

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Ricky ASPIRE school: Tullibigeal Central School Studying: Bachelor of Criminology / Bachelor of Laws University: University of New England, Armidale

“Thanks to ASPIRE for giving Rick the opportunity to broaden his studies and career options through the excursions and programs they have funded. Being a business owner and a part of the community, we are all proud of his decision to go to university and that is reflected by the comments I receive from other community members that come into my establishment.

SPIRE played quite a fair role in my interest in university and going into the School of Law. It started with their Year 9 program in 2013 in Dubbo and was then set in stone in 2014 when I did their Year 10 program of WOW (Week Of Work) at UNSW in which I did placement in different law firms around the city. Without ASPIRE I might have still gone to uni but there would have been a lot more of an influence to stay at home and find a farm job there. At the moment I am studying a Bachelor of Criminology and a Bachelor of Laws (double degree) at UNE but hoping to transfer into a Bachelor of Education (Secondary Arts) just to try and test out my options. At the end of my degree I would like to see myself either practising law in the city somewhere or being a teacher in a small school around my home. My Legal Studies teacher said that it’s not the kids that go and return that frustrate him it’s the kids that could leave and never do. The concept that I would quit uni and walk straight into a job that pays $1,000 a week and be at home was very tempting indeed but what made me stay at uni was watching all my friends at my college go through a similar concept and decide to stay, and personally I think by me staying helped them stay as well. Regional and remote kids do need a bit of an extra push to help get them to uni, and the ASPIRE program is that perfect push. The more they show what uni life could be like, the more enticing it is to regional kids because they have never seen anything like it before. The ASPIRE program creates a curiosity that only going to uni can relieve because once you get a taste of what it could be, we just can’t resist it.

ASPIRE has a great impact on our rural town in how they promote further study and support for the young people that live here. It’s great to see a program such as ASPIRE fund excursions for our young people as a means to help them see that there is more to life than what is around them and it would be great to see this program continue for future students to attend.” A HUDD Ricky’s aunt

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Toby

Tessa

ASPIRE school: Condobolin High School Studying: Bachelor of Engineering – Mechanical University: University of Wollongong

ASPIRE school: Condobolin High School Studying: Bachelor of Laws / Bachelor of Arts (Psychology) University: University of Wollongong

always wanted to go to university but even close to finishing school I still wasn’t fully sure what I wanted to study. The ASPIRE program made me realise that university was definitely within reach and that the location of your school doesn’t determine your chances of reaching that goal but hard work does. I chose two paths I would work towards and potentially follow at university and with the assistance of ASPIRE, discovered the potential barriers and decisions I would encounter along the way and how these could be smoothly overcome. (University) provides a pleasant change in lifestyle once you’re settled in which gives unique experiences only able to be gained from going to university. (I’d tell my friends back home) if you’re uncertain about going, but think it is what you want to do, give it a crack!

he ASPIRE program was a great introduction into the lives of university students, and the skills needed to complete high school and succeed at university (ASPIRE study help etc). Neither of my parents attended university but did promote it to me to go to university because I enjoyed school and researching and learning about different careers that required university degrees. It was extremely difficult leaving my family and friends however I am self-sufficient from my part-time jobs and pay my own way. Adjusting to an independent lifestyle was very difficult as well as maintaining work, social life and study balance. The first two months were the hardest … but once you work it out, university can be an exceptional experience for those who enjoy the challenges that seeking enlightenment and education provide. I believe that remote and regional kids have the most resilient and adaptive personalities and with assistance from their peers, family and community can successfully make the transition into university and stay and succeed at university. (When I leave uni) I would like to work with the prison community and help solve inequalities in the systematic imprisonment of Aboriginal and Torres Strait Islander people and, in particular, children. I believe that I would enjoy working in the youth justice system as a legal aid solicitor. Maybe in the future I would like to pursue a career as a magistrate!

WORKING TOGETHER While ASPIRE is built on a solid evidence base, the glue that fortifies our success is the robust relationships we have forged over the years. These include our volunteer ASPIRE Ambassadors, the UNSW faculties, our university student body and the teachers in our partner schools. In addition, there are many external organisations and their staff who contribute their expertise and facilities to enrich the student experience and are an integral part of our program. The following pages and review give an insight into the essential elements that combine to create our multifaceted program that is changing lives by degrees.

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ASPIRE AMBASSADORS

Our team of awesome ASPIRE Ambassadors is a key part of the success of the ASPIRE program. 60 |

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ur ASPIRE Ambassadors are student volunteers who come from across the UNSW faculties. For school students unfamiliar with university, multiple interactions with current university students are highly motivating. ASPIRE Ambassadors offer school students ‘street cred’ about university. They are friendly, enthusiastic, fun and a fount of information that school students don’t usually find in official uni guidebooks (but want to know). No question about uni is off limits – about courses, study load, socialising, career paths, job hunting, what to wear and of course food options on campus!

Being closer in age, Ambassadors can relate to school students on a more equal level. That different level of connection enhances the messages ASPIRE gives about the opportunities and benefits a university education can bring. Where possible, we take Ambassadors into schools to support our in-class workshops. For on-campus activities â&#x20AC;&#x201C; and the Dubbo program â&#x20AC;&#x201C; Ambassadors run some of the workshops and icebreakers and help familiarise the students with the campus environment.

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Juggling their study and university commitments has at times been difficult, but the program has been extremely fortunate to have so many Ambassadors who make themselves available to participate. A core group of Ambassadors has found the role so rewarding they regularly volunteer above and beyond the call of duty. They are hugely popular amongst the school students. They are also invaluable because of their in-depth knowledge and experience of the program and easy rapport with the students. Even after they graduate, some Ambassadors come back to work with our students. You can read some of their stories later in this publication.

A core group of Ambassadors has found the role so rewarding they regularly volunteer above and beyond the call of duty.

UNSW FACULTY SUPPORT Over the years we have been indebted to the staff of UNSW faculties for their support and involvement in our events.

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ur faculties have been generous with their time and expertise and in providing the use of their world-class facilities.

The involvement of the UNSW community in the ASPIRE program is a major contribution to helping our students experience the excitement of pursuing higher education. 65

UNSW STUDENT BODY

Talking to school students while they are still at school about going on to do further study can be challenging. 66 |

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or some itâ&#x20AC;&#x2122;s usually the last thing on their mind! Thatâ&#x20AC;&#x2122;s why we like to show students that going to university is more than just academic study. The whole uni experience includes a vibrant, fun student culture where likeminded people enjoy getting together for support, common interests and recreation. Representatives from some of UNSWâ&#x20AC;&#x2122;s seemingly countless clubs, societies and associations have been vital in showing our students a different side of university life. Their involvement in the program gives our students new perspectives of what it means to study in a dynamic learning environment.

The whole uni experience includes a vibrant, fun student culture where likeminded people enjoy getting together for support, common interests and recreation.

ASPIRE TEACHERS We canâ&#x20AC;&#x2122;t list all their names or show all their faces, but we would like to acknowledge the wonderful teachers who have been such great supporters of ASPIRE.

n their busy schedules, they find time to collate and distribute information, accommodate us at their schools for workshops and accompany their students to ASPIRE activities. They go above and beyond for ASPIRE and their students, before and after school hours. On top of their school workload this is no easy task, and we are truly grateful for their commitment to the ASPIRE program.

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Whether it is battling Sydney traffic to arrive on time at the UNSW campus, or rounding up students for the long journey to Sydney from towns across NSW to attend our regional programs, our teachers do an amazing job. We cannot thank our teachers enough for working with us to provide ASPIRE students with a full range of educational opportunities to broaden their horizons. Without their dedication and support, much of the work that ASPIRE does would not be possible.

We cannot thank our teachers enoughâ&#x20AC;Ś 69

ASPIRE IN REVIEW The years 2017 and 2018 were extremely busy for ASPIRE in reviewing the whole program and its parts. We were able to add some new elements, update old ones and trial several initiatives. We also decided to shelve some activities because they either didnâ&#x20AC;&#x2122;t work as well as we wanted or because despite their success, limited funds and resources meant we couldnâ&#x20AC;&#x2122;t build on them. We will continue to look at the program in line with what the evidence shows will have the greatest impact on supporting our students.

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GROWTH OF ASPIRE 2007-2018 2007

2012

2018

No. of in-school workshops

347

302

No. of preschool â&#x20AC;&#x201C; Year 12 students attending in-school workshops

5,169

6,369

No. of days of ASPIRE-led core on-campus activities

No. of students attending core on-campus activities

935

1,174

No. of days of scheduled activities at residential events

No. of students attending residential events

426

No. of mentoring programs

No. of students mentored

106

No. of students attending academic enrichment activities on campus

441

No. of students attending academic enrichment activities off campus

387

1,101

Total no. of students brought onto campus

1,104

1,848

Total instances of student engagement

7,390

11,318

No. of parents and carers who took part in workshops and excursions

155

No. of parents and carers engaged through attendance at school and community events

176

Schools No. of schools engaged Workshops

On-campus activities

Residentials

Mentoring

Academic enrichment

Parents and carers

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ENGAGEMENT WITH OUR STUDENTS Highlights across 2018 11,318

4,317

426

high school students from regional and metro schools attended in-school workshops.

students attended the core ASPIREled on-campus programs. Major activities were held for Years 5,7, 8, 9 and 10.

1,174

144

instances of student engagement with ASPIRE occurred in 2018. Many students had multiple engagements which included in-school, on-campus, residentials and off-campus activities.

1,101

2,052

students attended academic enrichment activities off campus. These included working with major corporate companies and engaging with both science and creative-based enrichment partners.

students from both regional and metro schools attended residential programs. These were held in Sydney, Dubbo and Canberra and enabled students to move out of their comfort zone. Programs were held for Years 7, 8, 9, 10 and 11.

regional Year 7 students attended a ‘Jump into Uni’ day in Dubbo.

222

primary school students from regional and metro schools attended in-school workshops.

173

Years 8, 9 and 10 students from regional schools attended residential programs held in Sydney.

NSW schools partnered with ASPIRE and took part in multiple activities. Of these, 29 were Sydney metro schools and 25 were regional NSW schools. regional Year 11 students from Griffith and Wade High Schools attended a 2-day non-residential program. The pilot provided the opportunity for ASPIRE to engage with students from non-ASPIRE schools to help them prepare for university success.

155

441

students attended academic enrichment activities on campus. Students were able to meet and work with staff across UNSW.

regional Years 4 to 8 students attended 4 school holiday programs over 8 days. ASPIRE joined with communities and schools in Gilgandra and Coolah to provide fun, academic enrichment activities.

regional Year 11 students attended a 3-day residential program in Dubbo. The program ‘Focus on Success’ aimed to prepare students for university success.

parents and carers took part in on-campus events, workshops and excursions.

students from metro and regional schools took part in a residential visit to UNSW Canberra at the Australian Defence Force Academy (ADFA). 73

IN-SCHOOL WORKSHOPS In-school workshops form part of the core ASPIRE program. They are led by the ASPIRE team and are supported by volunteer ASPIRE Ambassadors when possible.

n metropolitan schools, ASPIRE works primarily with Year 7 to Year 12 students. In regional schools, ASPIRE works with Kindergarten to Year 12 students. For Kindergarten and the early primary school years, we use stories, art and games to start conversations with the students about what they want to do when they grow up. In the older primary school years, students work together using different skills â&#x20AC;&#x201C; strategic thinking, maths, science, coding â&#x20AC;&#x201C; as they launch water rockets, build structures with straws or design new products. The activities are then linked to possible degrees. In the high school years, the workshops focus more on demystifying university, finding out what the students are interested in and preparing them for university success. Regularly visiting schools to conduct workshops is central to the ASPIRE program. Both the Metro and Regional ASPIRE teams visit each year group in their schools at least once a year to conduct the workshops. Through the regular visits, our team builds strong relationships with the schools and communities. ASPIRE staff also get to know the students better and are able to have more informal conversations with them about university. Our frequent presence in our ASPIRE shirts and the ASPIRE branded car provides a visible commitment of ASPIRE and UNSW to the communities in which we work.

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Regularly visiting schools to conduct workshops is central to the ASPIRE program.

ON-CAMPUS PROGRAM For an ASPIRE school student, their first step onto a university campus can be both exciting and overwhelming.

here is a lot to take in − the sheer size of the grounds and buildings, the number of students and the diversity of the student population. Compared to school, university is another world. Being on a campus plays a major role in raising student awareness about university. By making university more tangible, students gain a better understanding of its purpose and why people want to go there. We aim to give our students a ‘WOW!’ experience every time they come on campus. Our program is designed to build on the activities the students experienced the previous year. The more familiar students become with the university learning environment, the more they are ready to delve deeper into what studying at a tertiary level means. Over time, their original fears about university start to diminish, their self-confidence grows and their interests take shape. It’s rewarding to see from their feedback that they are not only starting to picture themselves at university but beginning to believe “Hey, I can do this!”

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We aim to give our students a â&#x20AC;&#x2DC;WOW!â&#x20AC;&#x2122; experience every time they come on campus.

METRO PROGRAM The Metro program currently works closely with 29 schools. Over l2 years we have worked hard at building a comprehensive suite of programs which maximise the opportunities for our students to experience the university environment. Across the last two years we have reviewed our activities and piloted new programs to ensure that ASPIRE stays innovative, relevant and interesting for our students. In 2017 and 2018 we adjusted our oncampus program and decided to move Taster Day from the Year 9 program to Year 8, and Uni for a Day from the Year 8 program to Year 7. In 2018 we brought Year 7 students from our metro partner schools on campus for the first time. We have also been working closely with the UNSW community to create more opportunities for students to take part in on-campus activities. With our growing network of external partners, we have engaged students in a range of workplace experiences. By enriching our academic offerings, students have more opportunities to see from new perspectives the links between schoolwork, degree choices and career opportunities.

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UNI FOR A DAY Uni for a Day is a fun introduction to university.

s soon as students step off the bus they can see that universities are big! Much bigger than they thought and much bigger than their schools. We changed the program content in 2018 to better suit the Year 7 cohort, however the aim of Uni for a Day stayed the same. It is important students become less intimidated by the physical environment of universities so they can start gaining a better understanding of university learning.

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2018 – Year 7 Led by ASPIRE Ambassadors and armed with their ‘Big Day Out’ guidebooks, Year 7 students scoured the campus excitedly checking out the learning spaces, outdoor areas and student services. Faculty sessions showed students how to take blood pressure, check heart rates, create ceramic pots, dye silk and appear on the weather channel in the TV studio.

2017 – Year 8 The full day of workshops showed Year 8 students how action packed a uni student’s timetable can be, and the variety of courses on offer from faculties.

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TASTER DAY The extensive menu of fun activities gives students a taste of university life and what it’s like to be a university student.

tour of the campus showcases the academic, sporting and social facilities available to uni students. The full range of food outlets on offer on campus is always a welcome surprise! A highlight of the day is the lunchtime Taster Day Festival. Student associations set up stalls so the school students can try out the seemingly

infinite number of clubs and societies that are available to join. Taster Day shows ASPIRE students that university caters for all passions and interests – not just academic – and that there’s something for everyone at uni. In 2018 we moved the Taster Day program from Year 9 to Year 8 students.

2018 â&#x20AC;&#x201C; Year 8

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2017 â&#x20AC;&#x201C; Year 9

Year 9

CAREER SCENE INVESTIGATION (CSI)

ear 9 budding lawyers, scientists, engineers, business executives, health professionals, and media and communications experts are divided into teams to investigate issues arising from a dramatised scenario â&#x20AC;&#x201C; a car crashes into a young skateboard rider (realistically enacted by UNSW drama students!) The mission for each team is to uncover the hidden layers of professional careers involved in such an event. What laws have been broken? Can a better helmet be designed? What new safety features in vehicles can be engineered? How are injuries managed?

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Students work together to see how experts in different fields come up with better ideas, strategies or prototypes to resolve complex issues. At the end of the day each team presents their findings to the whole group. CSI puts degrees and careers under the microscope in a fun and creative way. With the introduction of ASPIRE Advantage in 2018, the CSI program was moved to the Year 9 program.

The mission for each team is to uncover the hidden layers of professional careers involved in such an event.

REGIONAL PROGRAM There are specific challenges in building a program in regional NSW because of the huge distances involved. To manage these challenges, we have implemented a community-based approach working with both primary and high school students who are often taught in the same school (known as Central Schools). This enables ASPIRE to work with students from an early age and over a longer period of time than is possible in our metro program. Over the last two years we have piloted online activities as a method of providing a broader range of engagements between students and university. We also provide students with residential experiences outside their communities to broaden their horizons. These are held in regional centres such as Dubbo, or in Sydney. For many students, exploring the city can be both scary and eye-opening â&#x20AC;&#x201C; especially if you come from a town with no traffic lights or buildings tall enough to require a lift. A university campus can be equally confronting with its population larger than your home town and having facilities and services on hand â&#x20AC;&#x201C; such as its own doctor, supermarket, bank and post office. Whether held in Dubbo or Sydney, taking our students out of their home towns and into a university environment can have a big impact on how they see their future. Frequent visits build their confidence so that over time they are more prepared to take the bigger step to university after they leave school. 88 |

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UNI IN A UTE

The research shows that bringing low SES students onto campus is best practice.

“I would like to acknowledge the support and assistance UNSW ASPIRE gives to all our students K–12. Their outreach programs for small rural schools such as ours offer opportunities to our students that they would not otherwise have. The fact that all opportunities are offered to our students cost-free means that ALL students are able to participate. Thank you once again ASPIRE.” JOAN FRASER Head Teacher Secondary Studies Binnaway Central School

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egular on-campus programs have the greatest impact on raising and enabling aspirations. We know this is true from our experience in hosting thousands of students on campus over the years. We also know it is particularly true for regional students. Unfortunately, while ideal, it is not always possible. The costs and logistics involved in bringing ASPIRE students from across NSW to Sydney are significant. We are mindful of the impact on schools when students are out of the classroom, especially for overnight stays. To help reduce our costs while still providing students with a quality university experience, we’ve created a series of ASPIRE ‘uni in a ute’ adventures where we bring university to the students!

Faculty staff, university students, the ASPIRE team, our Ambassadors and external partners are packed up along with a smorgasbord of fun resources to travel to the city of Dubbo, about 400 kilometres north west of Sydney. At a local venue we recreate a university setting in the country, so we can bring more students together at appropriate times in their school cycle. It also means the program can be more flexible and we can run one-day programs that more schools are able to attend. Our Dubbo programs are fun, social and informative. Our aim is to create a learning environment that is not only stimulating but sparks a greater understanding of what university has to offer.

… we’ve created a series of ASPIRE ‘uni in a ute’ adventures where we bring university to the students!

Year 7

JUMP INTO UNI We invited all Year 7 students from our ASPIRE regional partner schools to jump into their first university experience.

ome students were lucky to have the added fun of staying overnight because of the distance of their schools from Dubbo. All Year 7 students enjoyed a full day of universitythemed workshops including a dramatic court scene re-enactment, watercolour painting, building solar cars, making catapults and applying plaster casts. Just another typical day at uni!

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Just another typical day at uni! 93

Year 9

TASTER DAY In 2017, students from our Year 9 regional partner schools descended on Dubbo to taste some of the many courses available at university.

tudents moved through a series of workshops extracting DNA from fruit, producing an Oscar-winning movie clip, creating fabulous artwork literally with their eyes closed, pitching a ground-breaking business idea and looking at diseases from the inside. The program includes a ten-pin bowling championship that adds a bit of fun, and gives us an informal opportunity to talk about working together to achieve goals. In 2018, we trialled bringing Year 9 regional students to Sydney for a program called Workforce Detectives. Details of the program appear under Sydney residentials.

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Year 11

FOCUS ON SUCCESS Our highly successful Focus on Success residential program brings Year 11 students together in Dubbo for three days.

“This event helped me get out of my comfort zone and learn things about uni that I wasn’t aware of before.”

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he full schedule of workshops provides students with the information, self-awareness and the confidence they need to pursue academic success. Motivation, goal setting, managing the HSC, choosing the right degree and the right university, and navigating the uni application process are just some of topics covered. Focus on Success is a special experience for students. The friendly and supportive environment is their time

and space out of school. Students have a chance to think about their options without pressure. They connect with other students working through the same challenges and who are also aspiring to go to university. ASPIRE staff and Ambassadors are on hand to answer any questions. Over the three days, students form a strong bond and build new friendships. This is especially valuable for regional students who can sometimes feel isolated because there are not many

Focus on Success â&#x20AC;&#x201C; Griffith

n 2018, ASPIRE Advantage trialled Focus on Success with two regional schools who are not part of the ASPIRE program. Over two days, an enthusiastic group of Year 11 students from Wade High School and Griffith High School participated in the activities led by UNSW ASPIRE staff and Ambassadors in the town of Griffith. The pilot was highly successful and we will be exploring further opportunities in the region in the future.

students in their year group. In some schools, at times there may only be one student in Year 11. Focus on Success gives students a boost to stay motivated and learn study skills and techniques that can help them through their final years of school. The Focus on Success program now sits under our new initiative for senior students â&#x20AC;&#x201C; ASPIRE Advantage. Details on ASPIRE Advantage are outlined later in this publication. Local professionals join students in a Q&A session about the variety of career pathways in regional areas.

SYDNEY RESIDENTIALS FOR REGIONAL STUDENTS

Where possible we strive to give regional students a Sydney residential program at least twice in their high school years. For some, this can mean a 13 hour or more journey to Sydney by bus, train or car, and sometimes all three. Despite the distance, they are all still keen to come. 98 |

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BEYOND THE GATE The annual Year 8 Beyond the Gate (BTG) expedition has become a highlight of the Regional ASPIRE calendar.

Year 8

tâ&#x20AC;&#x2122;s the first residential held in Sydney that our regional partner school students experience. BTG aims to address some of the concerns younger students may have that could prevent them from considering going to university in the future. Being away from home without family, negotiating a big city, visiting a uni campus, using public transport, swimming in the ocean and meeting so many new people can make regional students fearful of stepping outside their comfort zone.

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Every year we try and make the program different. In 2018 the Australian Film, Television and Radio School (AFTRS) generously ran a workshop so the students could make a video about their city experiences. There was no shortage of video material with a city tour on a double-decker bus, a session with the Coogee Surf Life Saving Club, a swim at the beach, a night at the cinema, pizza and shopping at the mall. Students from regional communities donâ&#x20AC;&#x2122;t have easy access to participate in and enjoy such a selection of activities.

Day two of the BTG adventure featured a special Orientation Day at UNSW so students could experience what it felt like to be a student on their first day at uni. Students applied for an ID card, found out about scholarships, visited campus accommodation, heard about all the clubs and societies they can join and enjoyed a workshop learning how to program robots with Robogals UNSW. Itâ&#x20AC;&#x2122;s such a buzz for the regional ASPIRE team to show students what life is like Beyond the Gate that they canâ&#x20AC;&#x2122;t wait to do it all again in 2019. 101

Year 9

WORKFORCE DETECTIVES We designed Workforce Detectives for students to gather evidence on the skills, knowledge and degrees required in professional jobs.

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n 2018 we trialled a shift in our regional program and brought Year 9 students to Sydney instead of Dubbo. Students spent one day on campus finding out about degrees, and on day two ventured into the city to visit some of our workplace partners – Atlassian, Salesforce and Colin Biggers & Paisley. Their employees generously agreed to be put under investigation and interviewed by our fearless detectives about their path to university and career choice. Such interactions help ASPIRE students learn more about going to university and working in a big city. In between their investigations, the detectives enjoyed the sights of Sydney and fun activities, including an Amazing Race. Students ran around solving puzzles and completing challenges at various stations scattered throughout Hyde Park. At the end of the week, students were more aware about future career possibilities.

“Today I have learned how to make new friends, understand what engineering is and how life on campus is.” 103

Years 10, 11 and 12

ASPIRE ADVANTAGE LAUNCH In 2018, we launched ASPIRE Advantage, our new initiative targeting senior students who are striving to go to university. These are the students in Years 10, 11 and 12 who have the academic potential to do well at university and would benefit from extra support. We will be working closely with the ASPIRE Advantage students until they complete the HSC, rolling out a personalised program to help maximise their success into university.

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MAXIMISING SUCCESS Through ASPIRE Advantage, students are enabled to realise their academic potential and aim for a university education that will expand their future possibilities.

e encourage all ASPIRE students not to dismiss any university because they think it is beyond their reach. There is no reason for ASPIRE students not to set their sights on universities such as UNSW where they would be welcomed and given every opportunity to thrive. ASPIRE Advantage students have access to a coordinated suite of activities, events and workshops to help them develop a more rounded and robust approach to thriving in a learning environment during the HSC and beyond. The program helps students recognise that academic success is not just about the marks but that other factors come into play such as: ww their attitude towards study ww staying motivated and focused ww having the right information to make the best decision for them.

As students move through each stage of the program, they will have opportunities to build: ww confidence in their academic capability ww a positive mindset towards continuing study ww supportive personal, social and community networks ww an understanding of university systems, processes and culture. As students in Year 10 still have some time and flexibility around their school commitments, the Year 10 ASPIRE Advantage program has a wider selection of activities on offer. For students in Years 11 and 12, the program content focuses more on study skills, student wellbeing and the practicalities of applying to university. The workshops can be requested by individual schools and tailored to suit the needs and availability of the students.

More details on ASPIRE Advantage activities can be found in the Academic Enrichment section of this publication. 106 |

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YEAR 10 CONNECT ASPIRE Advantage was launched at Connect, a three-day program for Year 10 students from metro and regional partner schools.

onnect shows students how school subjects, university courses and career paths are connected. On campus, students have access to the information and people they need to talk to about their subject choices in Years 11 and 12 and the degrees they may want to pursue. A range of Connect workshops help students develop the right skills and attitude to boost their HSC success. A highlight of Connect is visiting workplaces so students can meet employees in a variety of jobs and careers. During informal chats, students hear personal stories about the different pathways people take and choices they make to study at university and follow careers.

A highlight of Connect is visiting workplaces so students can meet employees in a variety of jobs and careers. 107

Keynote address During the 2018 Connect program, students heard from two very different but influential keynote speakers. Both speakers gave students important perspectives on university study.

“Do what’s hard as the reward is greater, place high expectations on yourself, take risks and do something that matters.”

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NSW Professor and 2018 Australian of the Year Michelle Simmons, a worldrenowned expert in the field of quantum computing, gave students a glimpse of the astonishing power of quantum computers and their impact on how the world will work in the future. Professor Simmons shared her excitement about leading a team in the race to develop the world’s first quantum computer in silicon. Encouraging students with her personal mantra, Professor Simmons said, “Do what’s hard as the reward is greater, place high expectations on yourself, take risks and do something that matters.”

Professor Simmons generously gave her time to speak individually with some students, inspiring them to keep up their studies at school and stick with the hard subjects. Having navigated the challenges of her own schooling, Professor Simmons urged students to find their passion and to make sure they don’t hold themselves back from doing what they want to do.

obbie Rochow is studying Civil Engineering at UNSW as part of the Elite Athletes, Performers and Leaders Support Program. He’s also a fulltime professional footballer for the Wests Tigers in the National Rugby League. As a guest speaker at the ASPIRE Advantage Connect event, Robbie highlighted the challenges of juggling football training and playing commitments with studying. Despite the difficulties, he told students it was

important for any professional athlete to have a balanced life as well as have a Plan B. Sporting careers for many players can be short lived, so it is essential to keep in mind that building your talents off the field is just as important as being talented on the field. Robbie spent time talking with students, answering questions and encouraging them to pursue their education as a great way to keep the door open to future opportunities.

“(Today I learned that) just because you don’t get an amazing mark in the HSC, doesn’t mean you can’t do what you want, and if that doesn’t work, there are many more opportunities.”

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DEGREES AT WORK Many of our students come from backgrounds where there is no one in their immediate circle who has a university degree. They have few opportunities to talk to professional people to find out about careers and how to pursue them.

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e have been fortunate to establish strong relationships with a range of organisations that are keen to work with ASPIRE. Degrees at Work, part of the Connect program, brings employees and ASPIRE students together. Weâ&#x20AC;&#x2122;ve been developing a series of workplace visits so that school students can see for themselves the different types of jobs and careers that can result from having a degree. Organisations host a visit and students and employees engage in some fun activities to get to know each other. Employees are generous with their time and talk candidly about their own career paths. People make different choices, plans change, goals shift and life gets in the way. Through these conversations, students see that learning journeys are not always linear. Degrees at Work shows our students that organisations are made up of many people doing different things and students gain an understanding that a university education can be a springboard to a range of career opportunities. A tour of the workplace and facilities is often a highlight of the visit, along with a networking lunch where staff and students enjoy a relaxed chat.

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â&#x20AC;&#x153;The Waratahs have always appreciated the opportunity to connect with ASPIRE. For the past few years we have had students from metro and regional NSW come through our club to get an insight into the careers that exist within rugby, but also in the wider sporting industry. This is a great opportunity to have a positive impact on the next generation and we would encourage anyone to get involved in ASPIRE and make a difference by inspiring these young people.â&#x20AC;? LACHLAN MCBAIN Player Development Manager Waratahs Rugby

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“Fantastic getting to chat with students and pass on advice I wish I’d had at their age.”

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MENTORING Mentoring is a well-established evidence-based strategy that is successful in building skills and competencies in young people. We know it can be an effective way of bringing together university role models and educationally disadvantaged students. These role models are invaluable in helping the students build knowledge of how universities work. Mentoring is also something that ASPIRE students and the UNSW community really love too. The learning is two way! From 2017 we were able to secure both internal and external funding to pilot various mentoring programs. We recruited UNSW staff and students as mentors and chose different delivery methods so that both metro and regional students could take part either online or face to face. As a result of the successful pilots, we have added mentoring to the overall suite of programs within ASPIRE.

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CLICK-ON MENTORING Funded by a National Partnership Program grant, Click-on Mentoring was established to help Year 9 students from regional partner schools to be more proactive about planning their future before they leave school.

tudents from Condobolin High School and Ungarie Central School joined the mentoring program. We brought them to Sydney to take part in a residential experience so they could meet their mentors, trained UNSW student volunteers. Back at school, students began a series of online discussions with their mentors to gain a greater understanding of postschool pathways and career options. The final session of Click-on Mentoring was a face-to-face celebration at Condobolin High School, where we were warmly welcomed. Our UNSW student mentors took a seven-hour bus ride to reach Condobolin. The trip was not only fun but also gave them firsthand experience of the difficulties that our ASPIRE students face due to distance and remoteness.

“I liked the program because there was someone other than your family, so you can share things that you won’t normally say.” 116 |

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“I had a feeling I never ever wanted to go to uni, but now that I know that it will be better for my future, I think I should go for it.”

“The parts that I liked most about the Click-on Mentoring program were getting to know our mentors online and then meeting them, and how they helped us understand what life is like at uni. They had very different lives to us and it was exciting and inspiring to know that one day it could be us at uni doing something like they are doing.”

“I enjoyed talking to my mentor because I found out about different choices and options about what I could do and where I can go.” 117

From a mentorâ&#x20AC;&#x2122;s point of view ANAND Studying: Bachelor of Biotechnology (Honours)

was involved in a few ASPIRE programs as a student at JJ Cahill (Memorial) High School in Sydney. ASPIRE facilitated my first experiences of uni life, which were cherished highlights for me during high school. With regards to mentoring, it was a direct result of these experiences with ASPIRE which made me inclined to participate in the Click-on Mentoring program. (As a school student) I did not have the chance to meet, converse with or receive advice from a university student during high school. Prior to participation in the programs run by ASPIRE, I had no firm idea as to what opportunities uni had to offer, nor how fun they could

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be. Given this, I felt that as a mentor I could provide invaluable exposure to regional high school students of the scope and breadth of uni life, being a guide, encouraging these students to peer beyond horizons and hopefully enjoy what they find. Meeting my mentee Lachlan was an experience which I will remember very fondly. Lachlanâ&#x20AC;&#x2122;s enthusiasm to inquire about university life was very pleasant and made our conversations during mentoring sessions fruitful. On this note, I was glad and somewhat surprised at how well-oriented Lachlan was, having planned out and taken action on potential career paths.

My visit to Condobolin was an endearing experience. I found the ambiance throughout the town to be very relaxing, and the people very hospitable and very well humoured. I enjoyed my visit to Condobolin High School and enjoyed many of the group activities I participated in, particularly the ‘Newspaper Profession’ fashion competition which was a lot of fun for me, my mentee and the other students. Towards the end of the activities and following the closing ceremony, I realised the full weight of attachment to my mentee and felt what I can best describe as a mixture of melancholy coupled with a strong sense of fulfilment as I left Lachlan, the high school and Condobolin, a town I had grown surprisingly fond of despite being present for just one day! These experiences have carved out a firm seat in my heart and I thank ASPIRE for being the medium providing this opportunity. I hope that my mentee and all other students have been left equally touched.

Thank you card from Click-on Mentor to ASPIRE

Anand and Lachlan at the Click-on Mentoring closing ceremony at Condobolin High School

“To be honest, I have never felt as comfortable at uni in my four years of study as I have with you and your ASPIRE team. Thank you for being so welcoming. I enjoyed every minute with you and the rest of the ASPIRE team. This experience was once in a lifetime, so thank you for giving me such an opportunity.”

ONLINE MENTORING The lessons we learnt from piloting Click-on Mentoring enabled us to introduce other online mentoring programs to Years 10 and 11, with UNSW students as mentors. Year 10 Connect Mentoring employed a group mentoring approach. The aim of the program was to support students in their transition from Year 10 to Year 11 and assist students in matching their interests with possible university degrees and career options. Year 11 Focus Mentoring aimed at increasing awareness around study skills, post school options, and providing an insight into uni life and knowledge of university application and processes.

“I’m really glad that I was there for him to talk to, to answer his questions, provide support and bounce ideas off. I’m grateful to be selected as a mentor. Thanks ASPIRE!” MENTOR Year 11 Focus Mentoring

“The mentoring program was great, it is insightful and helped answer some of my questions.” STUDENT Year 11 Focus Mentoring

“I liked having someone new to talk to about after-school and it was an amazing experience.” STUDENT Year 11 Focus Mentoring 119

Professor Chris Styles (seated, right), his team, and ASPIRE and school staff enjoyed their day at Condobolin High School

A UNSW EXECUTIVE MEETING WITH A DIFFERENCE! The Dean of UNSW’s Business School Chris Styles wanted to learn more about ASPIRE and where the program worked.

hat better way to find out than to pack up members of his executive team and travel 760km to Condobolin High School.

“In October 2017, UNSW Business School’s Senior Management Team (SMT) spent time in Condobolin in the Central West region of NSW. In addition to holding our strategic planning day at the wonderful Wiradjuri Study Centre in the town, we also spent time with UNSW students who had mentored high school students from the area as part of ASPIRE’s Click-on Mentoring program. We also took part in the program’s closing event at Condobolin High School where we met the mentees. It was great to see firsthand the impact the UNSW student mentors had had on the local students. The SMT also spent time with teaching staff and the Principal to better understand the challenges faced by both staff and students. I also had the great privilege of presenting certificates of participation to the program

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participants, while three members of our team were invited into the classroom to be part of a session with the Business Studies students. The visit had a profound impact on the SMT and the experience deepened our understanding of high school education in rural areas, the challenges they face, and how UNSW Business School can help. It was clear during our visit that the ASPIRE team and their programs are very much appreciated by the teaching staff, and make a huge difference to the students, including helping them think about and preparing for their future. For some, that future will be pursuing a university education and ASPIRE would have played a big part in making that happen. The Business School is very excited about working more closely with Ann and her team in the future.” PROFESSOR CHRIS STYLES Dean, UNSW Business School

ON TRACK MENTORING On Track Mentoring took a different approach by using face-to-face mentoring and engaging senior UNSW staff to work with high school students. Contact with senior level professionals who take an interest in students can be particularly motivating and encouraging.

or On Track Mentoring our UNSW senior staff volunteered to mentor metro high school students in Years 10-12 from Matraville Sports, Chester Hill and Holroyd High Schools.

The aims of the program were to: ww broaden awareness of post-school opportunities ww build career goal-setting skills

Throughout the program, staff and students were able to share stories about their learning journeys. During the pilot, students met their mentors on campus, and the mentors visited the students at their schools. Feedback on the program indicated that despite having to juggle their time to commit to the mentoring sessions, our senior staff found the whole experience very rewarding.

ww boost confidence and motivation ww foster leadership and communication skills. 1 21

What students said: “Learning from my mentor and how the process after high school is was the best part of this journey. I appreciate this great opportunity. I learnt that doing your best in every aspect will help.” “Listening to you was always fun and interesting. Thank you for giving me advice and guidance!”

“Mentoring allows students different ways to imagine their futures. The more students hear about different options from the experiences of a mentor, the more they begin to believe in these options.” PROFESSOR EILEEN BALDRY

Deputy Vice-Chancellor Equity, Diversity and Inclusion

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Feedback from mentors: “It was wonderful to see how curious and motivated my mentees have been in our sessions.” “It’s special to be able to share thoughts, ideas and experiences. I hope I’ve helped just a little bit!”

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ACADEMIC ENRICHMENT ASPIRE offers students a wide range of academic enrichment experiences to expand and enhance student learning. The subject-specific excursions and activities ensure students have access to educational opportunities and resources that may otherwise not be available to them. We have cultivated a solid network of external partners to help us provide a range of experiences that will ignite student interest in pursuing university. We are also fortunate to be able to take advantage of UNSWâ&#x20AC;&#x2122;s staff and worldclass resources, facilities and expertise when necessary. The close relationships we have with our schools means we can tailor activities to assist them in targeting the areas of academic support they need. We are continually developing the activities and piloting new ventures to keep the program fresh, engaging and informative.

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READ WITH ME Who would have thought that reading regularly to someone online who is 500 kilometres away would make such a difference to your confidence and reading skills! This is the promising result emerging from our Read With Me initiative.

his online program is supporting improved literacy levels of regional Year 2 students. We’ve been trialling the program in two small regional partner schools in Binnaway and Baradine. This trial has enabled us to overcome some of the technical difficulties we often experience when working remotely with our regional schools. Reading mentors (trained UNSW staff) sitting in Sydney listen to the students read aloud via the internet on a regular basis. The sessions give students additional opportunities to read aloud and receive feedback and support as they build their reading skills. As well as improving literacy levels, the Read With Me program helps students gain skills in using technology, build more confidence in themselves and

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in interacting with adults. Our UNSW reading mentors enjoy being part of the program and after initial shyness from the students, the rapport between them and their mentors grows stronger. Soon the students can’t wait to read to their mentor each week. In 2018, Dr Ann Jardine made a special delivery to students in Year 2 taking part in the ASPIRE Read With Me program. Each student was presented with a ‘reading owl’ mascot to congratulate them on their reading progress. The owls are a friendly, cuddly reminder to encourage the students to keep on reading every day!

Students at Baradine Central School shared the excitement of their owl delivery with the Principal, Mrs Chris Clarke, and Dr Ann Jardine.

“Throughout 2018, the Year 2 students from Binnaway Central School have participated in the ‘Read With Me’ program run weekly by ASPIRE. Each Tuesday morning, students are given the opportunity to read one-on-one with a mentor from ASPIRE through an online program. The benefits of this program for our students have been exceptional. The students work each week on developing their reading and decoding skills and as a result, have become more confident, fluent readers. We have seen vast improvements throughout the year in the reading skills of our Year 2 students and they have thoroughly enjoyed participating in the program.” CARLY HUTCHISON Classroom Teacher Binnaway Central School

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THE MAGICAL WORLD OF UNIVERSITY! Students from Carinda and Quambone, two of our most remote primary schools, dropped into UNSW as part of their own excursion to Sydney.

SPIRE organised a special experience during their whistle-stop visit to our campus. It began when the students were greeted by Professor Gavin Dumbledore and other members of UNSWorts. The magic of ASPIRE was evident when each student put on the Sorting Hat and was magically allocated to the faculty that best suited their talents and interests. A tour of the library tower to look at the campus (and for owls) was an exciting highlight, before setting off on the rest of their Sydney visit, filled with inspiration about their future. 128 |

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“Today I learned that anyone can go to uni and that you can be whatever you want to be.” “The speakers were amazing …”

YES WE CAN! Yes We Can! is designed for students from African backgrounds to help them find out more about the educational opportunities available in Australia. “I learned that university is important and that it is good to do something that you are passionate about!”

n 2017 and 2018, students from Bankstown Girls and Granville Boys High Schools attended in-school workshops focusing on building their confidence so they can start recognising their academic ability and what they could achieve. The program incorporates a visit on campus and meeting role models to motivate students to see the benefits of going to university. ASPIRE Ambassadors and professionals of African heritage who went to university shared their own inspiring stories of overcoming often extreme barriers to pursue higher education. They told students about how university has benefited their lives, and the expanded career choices they now have. 129

SYDNEY OBSERVATORY We encourage our students not only to reach for the stars but to take a close look at them as well.

ydney Observatory provides the perfect view for students to look through powerful telescopes, find out how they work and hear from people with degrees who spend a lifetime examining the stars and beyond. A highlight of the day is a walk across the Harbour Bridge. For many metro students itâ&#x20AC;&#x2122;s their first time in the city and seeing Sydney icons such as the Opera House, the Bridge and the sparkling harbour.

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MUSEUM OF HUMAN DISEASE ASPIRE is always delighted to work with UNSW’s Museum of Human Disease because it’s such a unique learning experience for our students.

he Museum is located on UNSW’s campus and houses a collection of over 2,000 human tissue specimens that are used to train medical students. Students can take an inside look at the effects a range of diseases and conditions have on the body’s organs. The exhibits give a rare and graphic insight into what happens inside our bodies when disease strikes. Students see the evidence of conditions such as cardiovascular disease, lung cancer, emphysema, melanoma, strokes, malaria, hydatids and diabetes. Both metro and regional senior students gain a better understanding of how lifestyle choices can contribute to poor health and disease. For students studying science subjects, seeing the effect diseases have on our organs takes their learning to a whole new level. In 2017, museum educators were a welcome addition to our Uni in a Ute adventure. Travelling from Sydney to Dubbo the team brought samples of human pathology specimens and related exhibits. Regional students often miss out on accessing resources and information available in the city. Being able to bring such valuable learning experiences within their reach is hugely appreciated by the students and their schools.

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CHILDRENâ&#x20AC;&#x2122;S CANCER INSTITUTE The Childrenâ&#x20AC;&#x2122;s Cancer Institute at UNSW has opened its doors many times to our students who are interested in studying medical science and/or pursuing scientific/medical research after high school.

tudents have the privilege of meeting with leading cancer researchers as well as medical science students (some of whom are ASPIRE Ambassadors!) A tour of the facilities and labs brings ASPIRE students up close to cutting-edge research facilities and the careers involved in putting an end to childhood cancer.

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THREE MINUTE THESIS For several years, the UNSW Graduate Research School has invited Year 10 students from ASPIRE partner schools to form one of the judging panels for the Three Minute Thesis Competition (3MT).

In 2018, Jonathan Berengut, with his topic Bio-Nano Robo-Mofos, hit the trifecta at 3MT, winning the coveted ASPIRE prize as well as people’s choice and the overall prize.

ome of UNSW’s brightest PhD and Research Masters candidates accept the challenge to condense their many years of work into a threeminute presentation that a general audience can understand. Being on the ASPIRE student panel is a great experience for school students to see another side of university education. It’s a rare opportunity to listen to

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diverse presentations that cover topics such as cane toad viruses, heart valve mechanics, elderly health, hidden bone cancer cells and Chinese architecture. The ASPIRE panel votes on their preferred speaker and presents the winner with the ASPIRE prize. All candidates are invited to visit an ASPIRE partner school and share their presentations with other school students to inspire them to explore the fascinating world of research.

“It is always a pleasure to meet the guests of honour brought by ASPIRE to our University for the Three Minute Thesis. Without exception, they are wonderful young people and it is an honour to have them present while our extraordinary PhD candidates strut the stage explaining what their theses are about. I am very proud of UNSW’s association with ASPIRE. I believe very strongly in assisting those who suffer from educational disadvantage and ASPIRE does this in so many ways.” MR DAVID GONSKI AC Chancellor

“I am so pleased that the ASPIRE team continues to engage with 3MT. In my opinion, our ASPIRE judges are a highlight of the program! The best way to encapsulate the great work you are doing in the ASPIRE program is to just take a look at the exceptionally high level of performance from the students who have attended 3MT over the years.

I am sure that many of them will go on to be leaders in the future, not least because of their ASPIRE experience!” LAURA POOLE-WARREN PhD Pro Vice-Chancellor (Research Training) and Dean of Graduate Research Division of Research

Students from your partner schools are given a wide range of opportunities through the program activities that help them gain essential skills. However seeing how the students respond to the 3MT event and how they step up and not only judge the PhD presentations, but also stand up in front of an audience of over 300 (including the Chancellor David Gonski) and speak to the rationale for their choices really illustrates the exceptional opportunities and skills these students acquire through ASPIRE.

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DISCOVERING ARTWORX! Year 11 Visual Arts students from James Meehan High School and Bankstown Girls High School were immersed in the art world as part of ARTWORX!, an innovative educational program designed by UNSWâ&#x20AC;&#x2122;s Art & Design faculty to showcase the diversity of artistic courses and professions available in the creative sector.

tudents spent time in Artspace, an artistic hub of creativity in Woolloomooloo and were able to speak with curators, artists and educators. They visited galleries, viewed exhibitions and went behind the scenes in an art studio. With their HSC major art projects looming, ARTWORX! was designed to inspire and help develop their creative talent. The experience also gave an insight into the extraordinary contribution artistic pursuits make to society and how important they are to pursue and maintain.

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DESIGN THINKING Design Thinking is a fun, creative workshop where students learn a new way of thinking.

orking in small teams, students are given a real-life problem to solve. Together they generate ideas, pool their knowledge, agree on the best solution and design the prototype. At the end of the day, their creative presentations reinforce the notion that there is more than one answer to a problem. Design Thinking encourages students to be out-of-the-box thinkers of the future and learn to create, collaborate and innovate! 137

FACULTY ENGAGEMENT Through ASPIRE’s UNSW faculty partnerships, our students are able to access additional academic enrichment opportunities on offer from the faculties.

s part of National Science Week and the Sydney Science Festival, UNSW Science hosted ‘Women on Mars’ at the Opera House. This event brought together a diverse range of leading female scientists who shared their insights into their research, careers and passion for science. Our students also regularly attend the L’Oréal-UNESCO Girls in Science forum held at UNSW where students meet inspiring young professionals. Such events are wonderful opportunities to broaden their experience and mix with a wider range of students.

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UNSW OPTOMETRY Year 7 students from ASPIRE partner school JJ Cahill Memorial High School enjoyed a day on campus finding out about the importance of eye care, as well as the range of study options and careers in the field of optometry.

tudents from the UNSW Optometry Clinic at the Vision Education Centre gave each school student an eye test as well as an information session on eye care and addressing eye problems from an early age. The eye-testing sessions were also conducted for Year 8 students visiting from regional schools during the Beyond the Gate residential in 2017.

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SYDNEY STORY FACTORY AND AFTRS We have forged a strong working relationship with the Sydney Story Factory (SSF) and AFTRS (Australian Film, Television and Radio School).

tudents discover the key elements of powerful storytelling. SSF guides students through creative writing techniques and how to connect with an audience. AFTRS adds another dimension by showing students how to bring a story to life with radio and film and using industry standard equipment in professional recording studios. Along the way students learn about the different career paths in creative industries and the power of communication.

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ASPIRE MARCHES DOWN TO ADFA A small platoon of students from ASPIRE metro and regional schools joined forces to visit the Australian Defence Force Academy (ADFA) in Canberra.

or students looking for something a bit different and challenging, the residential program showed them the advantages and career possibilities of combining studying a degree at UNSW Canberra with military training at ADFA. Students toured the ADFA facilities, had lunch in the mess hall, met ADFA and UNSW staff and students, explored the campus and visited the Australian War Memorial. Some students tested their skills on the flight simulator with varying degrees of success!

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To complete the full military experience, students were sent to ‘boot camp’. Lee Campbell from B.Firm, an innovative health and wellbeing organisation, put the troops through their paces testing their physical endurance and emphasising the importance of trust, leadership and teamwork − no matter what. It was so uplifting to watch the students work together, lend a hand when needed and give everything they had to complete the course – a real team bonding experience.

“I honestly believe that attending ASPIRE ADFA was a pivotal moment in time for one of our boys. He was at a place in his life where he could have gone either way. The timing was perfect. I believe it saved him from heading down the wrong road. He is now a model award-winning student who has high expectations, is an active community member and has a very promising future. Thank you ASPIRE!” MICHELLE LEE CRUTCHFIELD Careers Adviser Punchbowl Boys’ High School

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FULL STEAM AHEAD! With science, technology, engineering and mathematics (STEM) at the forefront of jobs and careers in the future, we trialled a range of programs to excite students into ‘sticking with STEM’ subjects at school. We also added an ‘A’ to the acronym to generate STEAM – as a way of ensuring that ‘Art’ and creativity are not overlooked but recognised for what they bring to society and innovative thinking. “I just wanted to say thank you to ASPIRE for today’s STEM lesson. My Year 5/6 kids had an absolute blast and haven’t stopped throwing their helicopters everywhere! It is great that we get an opportunity to have people from the university come out and help our kids on their educational journey. Any exposure to learning experiences outside of their normal classroom activities is welcomed and extremely valuable. I hope that we can continue to build a working relationship going into the future.” MICHAEL HEUSTON Teacher Gulargambone Central School 144 |

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STEAM POWER

SPIRE’s STEAM Power program offered a series of turbocharged sessions to encourage primary school girls to pursue future careers in non-traditional areas. Students from Curran and Guise Primary Schools joined in fun activities from painting to virtual reality as a way of igniting their interest to keep studying STEAM subjects throughout school and beyond. We were fortunate to have a range of professional women volunteer from several of our workplace partners to become STEAM Sisters. As part of a digital storytelling project, students interviewed the Sisters about their career pathways. It was a great way for young female students to be inspired by the career choices available in this growing area. The videos featured in a final showcase of the students’ work held on International Women’s Day at the UNSW Art & Design campus.

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AEROSPACE AND THE POWER OF GRAVITY As part of ASPIRE’s Aerospace residential program, Year 9 regional students visited UNSW to learn about the earth’s gravitation pull.

uberider, a company that teaches high schools students core STEM skills and runs experiments in space, also worked with students on building their coding and data analysis skills. Students also explored the latest developments in space research at the Australian Centre for Space Engineering Research at UNSW. The budding scientists and astrophysicists were set a challenge to design, build and test a moon landing structure. Along the way they had to collect data and present their findings to the group. Using an egg as the astronaut, each team had to land their ‘spacecraft’ without injuring the astronaut. Unfortunately for some students the results were a little scrambled …

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PHYSICS DAY ASPIRE students considering taking physics in Years 11 and 12 were catapulted into the world of physics as a fun way to give a better understanding of where science can lead.

ith the help of staff from the UNSW School of Physics, Year 10 students from some of our metro schools gained an insight into the practical application and importance of physics in everyday life. The day provided students with hands-on experience in problem solving and exploring physics principles by travelling through a digital planetarium, experiencing Einsteinâ&#x20AC;&#x2122;s Theory of Gravity and building and testing a catapult. Who knew Physics could be so much fun!

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INSIGHTS INTO MARINE SCIENCE In 2018, an excited group of Year 9 students from our regional partner schools visited Sydney on a three-day Insights into Marine Science adventure.

tudents were invited to explore the world of marine ecosystems, their environmental importance and conservation, and the careers available in those fields. Day One saw students spend time with UNSW’s Dean of Science, Professor Emma Johnston, a leading authority on marine ecology. Professor Johnston spoke about her passion for marine science, encouraging students to pursue science subjects and discover a range of fascinating careers. Students also learnt the art of boat building with help from staff at UNSW’s School of Biological, Earth and Environmental Sciences.

UNSW’s Dean of Science Professor Emma Johnston encourages students to explore the careers STEM subjects can offer.

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The following day was spent out and about above and below the water. A visit to the Sydney Institute of Marine Science included exploring underwater to see marine life in the harbour. A trip to the Quarantine Station at night for a ghost tour proved a little too much for some! On the final day, the intrepid ASPIRE Marine Team ventured out on the high seas to experience the annual migration of whales. The crew bravely faced all the elements while the sea and the skies prepared for stormy weather. The whales didn’t disappoint, and several gave a magnificent display.

Sadly, not everyone thought whale watching was the trip of a lifetime!

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LIVING WITH 21ST CENTURY TECHNOLOGY With jobs and careers using STEM-based skills tipped to have huge growth in the future, our Living With 21st Century Technology residential program gave Years 7 and 8 regional students a better understanding of how advances in technology will impact on work and everyday life.

n 2017 we brought Year 7 regional students on campus for the first time and in 2018 the program included Year 8 students. Working with current university students and staff from engineering and science faculties, students had fun using the latest technology and developing coding skills. The experience gave them an insight into the skills they will need to succeed in the workforce of the future.

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COMPUTER LITERACY FOR TEACHERS The Building Computer Literacies in Rural Schools project provided professional learning opportunities for teachers in our regional partner schools.

“This has been valuable training to undertake. It has allowed teachers to explore the technology and progress at a rate they feel comfortable with. It has been great to see some teachers enthusiastically teach coding concepts to their classes. It has also been heartening to see other teachers explore coding for the first time. Long may this project continue in rural schools.”

SPIRE staff worked closely with school staff to deliver hands-on learning opportunities through an accredited course which focused on building knowledge of coding and computational thinking. Educational resources were created for use in upper primary classrooms and a ‘Robotics Day’ event in Dubbo was held for students from selected schools. The project also offered regional schools the chance

to borrow computer programming equipment from our loan library such as Bee-Bots, Sphero’s, Edison robots and Raspberry Pi’s. The project has been a huge success with teachers incorporating coding into the classroom and enabling students to have fun while learning relevant 21st century skills. In some schools, code clubs have been formed as extracurricular activities keeping students occupied during lunch breaks!

“I found the Coding Course to be the most interesting and relevant PD Course that I have done. The direct connection between professional development and resources/content that can be directly used in the classroom was as real as it gets for me as a teacher.”

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ASPIRE IN THE COMMUNITY We have long recognised the importance of family and community in helping students to make decisions about their future. 152 |

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Over the years, the ASPIRE team has worked hard to develop stronger connections between schools, community and university. ASPIREâ&#x20AC;&#x2122;s grass roots approach aims to build more awareness in the communities about university and foster a common goal of encouraging and supporting student aspirations. With the help of external funding we have been able to pilot new approaches. These have included

embedding members of the ASPIRE team in communities to work more closely across the community and to build a range of different partnerships with external organisations. This is an area of our work where we want to continue to look for and try new ways of connecting with parents, families and the wider community.

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METRO COMMUNITY

We established our first ASPIRE Community Hub in the Chester Hill area of Sydney and expanded into Macquarie Fields.

n Chester Hill we built upon the existing strong collaboration between the local primary schools, the high school and ASPIRE. All schools were eager to collaborate in this project as they saw it as a further opportunity to build awareness, enable aspirations and help support academic attainment. In Macquarie Fields we had an existing relationship with the high school, however soon found that the two local primary schools were keen to be involved. Starting with the schools we then engaged with families and local community organisations to spread the ASPIRE message.

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ASPIRE activities have taken place in the community, further afield and on campus. We have looked to provide students in our primary and high schools with exciting experiences to broaden their minds, expand their knowledge and help them think differently about their futures. Many conversations and interactions about going to university, both formal and informal, have taken place over a two-year period and are highlighted in the following pages.

PARENTS ON CAMPUS Happiness is ASPIRE families on campus!

SPIRE welcomed a group of parents together with their young children on campus for a fun few hours to get to know more about university. The families came from our partner school communities in the Chester Hill and Auburn areas. The group toured the campus and enjoyed some activities and a presentation on what university study offers their children. Most had never been on a campus before and after the visit, some parents thought they’d like to pursue a university degree too.

… some parents thought they’d like to pursue a university degree too.

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OUT AND ABOUT WITH ASPIRE Through the Community Hubs, we invited parents and their children to explore and learn together. For many parents, opportunities such as these are often beyond their reach. Fostering a sense of wonder and trying new things is essential to building confidence within the family to support future aspirations.

Early Start Discovery Space, University of Wollongong

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A WHALE OF A TIME AT THE AQUARIUM Parents and their young preschool aged children enjoyed a day out at the Sydney Aquarium.

ost of the parents had never visited the Aquarium or the city before and were amazed by the experience. We know from feedback that such opportunities are rare for some of our ASPIRE families and that providing such experiences builds their confidence and self-esteem.

“It was an amazing day!”

“If it was not for ASPIRE we would have never seen the city.”

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GREEN EXPEDITIONS Expeditions to the Australian Botanic Gardens in Mount Annan and Centennial Parklands in Sydney are fun and exciting ways primary school students can explore and experience the world of environmental science and geography.

ark rangers guide the students through a range of activities to show them the importance of managing ecosystems, the skills involved, and the diverse jobs and careers associated within this field.

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LEARNING ADVENTURES Our learning adventure program gives primary school students opportunities to experience fun, hands-on activities outside school.

Powerhouse Museum

tudents enjoyed ASPIRE excursions to the Powerhouse Museum to learn about robots and machines, and to Featherdale Wildlife Park to find out about animals and their keepers. ASPIRE Ambassadors were on hand so students could meet people currently studying at university. Featherdale Wildlife Park

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Year 5

DISCOVERY DAY Year 5 students have great fun on their first visit to a university campus at Discovery Day.

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esigned for maximum impact, the day keeps the students on the go as they explore the university and discover what goes on in different faculties. Itâ&#x20AC;&#x2122;s also an opportunity for young students to get to know university customs, language and culture. The highlight of the day is the student graduation. One of UNSWâ&#x20AC;&#x2122;s staff, in full academic regalia, officiates at the ceremony and presents the graduation certificates. The young students are spellbound by the formality of dressing in robes, walking across the stage, doffing their mortarboards and accepting their certificates. Bursting with pride, the new graduates are keen to get home and talk with family and friends about going to university. Itâ&#x20AC;&#x2122;s thrilling to see on their young faces a greater understanding of the sense of achievement that completing a university degree can bring.

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IEC ON CAMPUS ASPIRE was delighted to host the wonderful students and teachers from Chester Hill Intensive English Centre (IEC) on their first visit to UNSW and, for most, their first visit to a university campus.

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tudents toured the campus and joined in activities involving communication, teamwork, values and careers. A highlight was a crash course in engineering and physics. The challenge was to build a â&#x20AC;&#x2DC;spacecraftâ&#x20AC;&#x2122; strong enough to protect an egg from breaking when enthusiastically launched from a building. There were some interesting results! The visit was filled with fun and laughter and was considered a great success for all.

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REGIONAL COMMUNITY

With our Metro Community Hubs successfully established, we expanded the concept to our regional areas through a National Partnerships Program grant.

n 2017, two ASPIRE regional project officers were embedded in the central west town of Gilgandra as part of ASPIREâ&#x20AC;&#x2122;s Beyond Borders project. As a result, we have been able to strengthen existing relationships as well as establish new partnerships in the local areas. Having staff on the ground has meant we have further extended our reach in surrounding areas and participated in a variety of activities outside the previous scope of the regional ASPIRE program. These have included Year 12 mentoring, coding and robotics workshops, school holiday programs and participation in NAIDOC celebrations. With the reduction in logistics of staff travelling to and from Sydney we have been more flexible, timely and accommodating in addressing our regional partner schoolsâ&#x20AC;&#x2122; needs. For example, it was evident that in some schools there was a shortage of secondary school art options due to a lack of resources. We were able to secure university resources and provide art workshops for four of our partner schools.

ilgandra High School has generously hosted our staff at the school, providing them a base in the community from which to work from. Subsequently, relationships within the school community, and with teachers, students and other school staff have been strengthened.

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Our project officers are active in the community, playing sport and joining local clubs and services. They have also formed successful working relationships with organisations such as Gilgandra Youth Services and the Gilgandra Shire Library. ASPIRE assisted the Gilgandra Shire Library in securing funding for two library grants to provide extensions to the existing facility. These will provide greater opportunities and resources for the whole community. A library staff member who had started a coding club for school students attended ASPIRE’s teacher professional development course run as part of our pilot project, ‘Building Computer Literacies in Rural Schools’.

We were able to further assist the library by holding a two-day event for the library coding club during the school holidays, where we also partnered with the local youth services to encourage more students to participate. Gilgandra Youth Services has worked closely with ASPIRE over the last 24 months to host school holiday workshops, provide buses to events as well as co-host barbecues and other community functions. By living in the area, the regional project officers are a permanent part of the community, rather than a ‘fly in fly out’ arrangement that is often experienced in regional areas.

Having staff on the ground has meant we have further extended our reach in surrounding areas and participated in a variety of activities outside the previous scope of the regional ASPIRE program.

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REGIONAL SCHOOL HOLIDAY PROGRAMS School holidays can be long and boring but not when you attend the ASPIRE School Holiday program!

n April 2018 we ran a pilot holiday program in Gilgandra with the theme â&#x20AC;&#x2DC;Discover something differentâ&#x20AC;&#x2122;. Partnering with the local schools, library and youth services we offered students in Years 4-8 two full days of fun, with educational workshops in art, coding, drama, engineering, science and sport. Each activity was designed to reflect skills that can apply to future careers. Students learnt about university through their interactions with an enthusiastic team of current university students, UNSW staff and alumni, as well as ASPIRE staff.

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The ASPIRE Holiday Program was a great success with a good turnout of students, so we held it again in the October school holidays in Gilgandra and trialled it in Coolah. Providing a free bus made it a lot easier for students from nearby partner schools to join in. In the evening, we invited the local community to grab a picnic rug and join ASPIRE at a moonlight cinema in each town. The movie trailers shown before the feature film were made during the holiday program by the students. It was a great way to showcase their new talents to their families and friends before settling in for a relaxing evening together under the stars.

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WORKPLACE CONNECTIONS Partnering with organisations and businesses is a developing component of the overall ASPIRE program. 168 |

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It’s an extension of our work to help students make the links between subjects studied at school, university degrees completed and the career possibilities available. We’re building a network of workplace visits and employee interactions so students can make more informed choices about their education. Taking our students into different workplaces and connecting them with different professional people challenges assumptions they may hold about what kind of jobs exist and what they could aim for in their future careers.

Making such discoveries is even more important for young people today as technology continues to rapidly transform the workplace. We are grateful to all our external partners who welcome our students into their workplaces. The experience is made even more memorable because of the willingness and enthusiasm of employees to be part of ASPIRE. Sharing their university and career journeys inspires our students to realise their own potential.

ABC Amazon Web Services Atlassian Art Gallery NSW Australian National Maritime Museum Children’s Cancer Institute City of Sydney Clifford Chance Colin Biggers & Paisley Cricket NSW Deloitte Downing Centre Hope Street Lendlease Morgan Stanley Nestlé Ogilvy CommonHealth Parliament of NSW PayPal Royal Prince Alfred Hospital Salesforce State Street Waratahs 169

Year 8

DIGITAL ADVENTURES Year 8 students from six of our metro partner schools began their digital adventure with a lesson on how to film using a computer tablet.

ext they worked on a list of hard-hitting questions about university and careers. Armed with new confidence, the students set out to find and film the answers. Employees from the law firm Colin Biggers & Paisley, software company Salesforce and financial services company Deloitte generously volunteered to be put through some rigorous questioning. It wasn’t long before lively interviews were underway with the employees sharing their stories about going to university, what they studied and how they chose their career path. The

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“Today I learned that the future is not scary, and that uni is nothing to be afraid of.” tables were soon turned when the volunteers asked the students some questions about their hopes, dreams and goals for the future.

“I also learned how important communication is and how you should try new things and get out of your comfort zone.”

Digital Adventures gave students a rare opportunity to talk to professionals. The experience helped them gain confidence in talking to new people and hear different perspectives about what it means to go to university, where it can lead and most importantly, that not all journeys are the same.

“Thank you for inviting our school to this university. After this experience, I do want to go to university.” 171

Year 9

ASPIRE NAVIGATORS Thirteen Year 9 students from Airds High School met with eleven employees from our partner workplaces Morgan Stanley and Clifford Chance as part of a program helping the students feel more confident about pursuing higher education.

avigators was piloted to support students with their transition into the Year 10 curriculum and reinforce positive study habits as they start their senior years. To gain a better understanding of each otherâ&#x20AC;&#x2122;s world, students travelled to city offices for sessions and the volunteers spent time with the students at Airds High School.

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â&#x20AC;&#x153;(The employees) teaching me new things and teaching me new skills, they changed my mind about everything, made me have a more positive point of view.â&#x20AC;?

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Year 11

SUBJECT MATTERS As additional curriculum support for our schools, ASPIRE piloted Subject Matters, a program aimed at helping Year 11 students gain a better understanding of how the content of their school subjects relates to degrees and real jobs.

he HSC students in subject-specific classes studying Business and Law visited a workplace that matched the key learning areas. Students from four partner schools visited the city offices of either State Street, Salesforce or Colin Biggers & Paisley. Employees from around the organisations chatted with students about the subjects and degrees that are linked to their roles, and students learned about the career paths that could follow. We hope these experiences give students a more realistic perspective on their subject choices and the confidence to discover where their interests lie.

â&#x20AC;&#x153;Pursuing a job in the corporate world does not seem so bad after all.â&#x20AC;?

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Work experience

s a result of taking part in the Degrees at Work program, four Year 10 students were given work experience placements in two of our partner law firms. Three students from Auburn Girls High School spent time in the offices of Colin Biggers & Paisley and one student from Birrong Boys High School was placed at Clifford Chance. Our partners really embraced hosting our ASPIRE students and for the students it was valuable to be part of a professional workplace and see the multiple layers of skills, jobs and careers available within one organisation. “We were delighted to host Abi, Rawan and Bhavini on work experience. All three students were both a delight (and this has been commented on by everyone) but also extremely professional and at times I almost thought they were law graduates, rather than Year 10 students.” AMANDA RYDING Collin Biggers & Paisley “Our initial visit to Colin Biggers & Paisley Law was a real eye opener for our girls. I was especially impressed with the considerable investment made by Amanda Ryding (Partner) in releasing staff for much of the day to support mentoring our girls on their visit … Opportunities like this make a huge difference to students who do not otherwise have access to professional workplaces. A massive thank you to ASPIRE for building this partnership from the beginning.” DONNA HEEMI Careers Adviser Auburn Girls High School

“I got to see the flexibility in the corporate world. With my prior knowledge and understanding I thought it was extremely rigid and strict however that is not the case.”

“Through work experience at Colin Biggers & Paisley, we were able to grasp a realistic view of a professional workplace environment and a clearer understanding of Law as a career path. We really appreciated their welcoming attitude.” RAWAN, BHAVINI AND ABIGAIL Students Auburn Girls High School “This (work experience) opportunity has allowed Hammam to change direction with his career pathway and he is now focusing on doing a Law degree.” Karen Khelladi Transition Adviser Teacher (HSIE) Birrong Boys High School “Hammam has just finished his week of work experience with us ... He has an underlying confidence that showed through as the week progressed. We hope this week has given Hammam an insight into what he could achieve and some things to think about for his future.” JANE MCCORMICK Office Manager Clifford Chance

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GIVING BACK Everyone involved in working with ASPIRE often comments on the sense of satisfaction they receive knowing that what they are doing is making a real difference to a studentâ&#x20AC;&#x2122;s life. Weâ&#x20AC;&#x2122;ve asked a few of our friends to reflect on what their connection with ASPIRE has meant to them and the rewards of giving back.

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THE PHILANTHROPIST AND THE SCHOLARSHIP Dieter Adamsas is currently Executive Chairman of Carvet Pty Ltd, and a Director at Built Holdings Pty Ltd and the San Foundation. Dieter is also an Alumni of UNSW. The Dieter Adamsas ASPIRE Rural Scholarship was generously established specifically for a student from a regional ASPIRE partner school to assist with accommodation.

y family were post World War II immigrants who worked hard, like many others, to establish a new life in Australia. I was fortunate to have parents who encouraged higher education as the key to success for their children. I’ve always subscribed to the view that people with talent can be found throughout the community and that the the only thing that prevents them from reaching their full potential is the lack of opportunity. Supporting ASPIRE allows me to reach out and be part of the process of giving a talented young person the opportunity they need to realise their potential. I’ve been to a few ASPIRE showcase events where I’ve met the teachers and ASPIRE staff. What’s always struck me is the passion they all have about helping their

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students be the best they can be. The ASPIRE program starts at a young age, lifting aspirations, changing mindsets. It provides experiences for kids to see it’s a big world out there and gives them the confidence to want to be part of it. Like any solid investment, particularly with education, the rewards don’t happen overnight, but you can see that over the long term ASPIRE is making a difference in so many kids’ lives and communities. The motivation for me is to help put a university education and UNSW within the reach of a regional student. The ASPIRE scholarship is the perfect fit to give back and at the same time provide a young, talented student their opportunity in life.

Olivia Colantonio

livia Colantonio was the 2017 recipient of the Dieter Adamsas ASPIRE Rural Scholarship. Currently studying Psychological Science (Marketing), Olivia shares what winning the scholarship has meant to her. Coming from an ASPIRE school, I became very familiar with the program from a young age. Project Officers often visited Coonabarabran High School for a few days at a time to conduct workshops and encourage country students to really consider further education after high school. I’ve always wanted to go to university myself, however it was the ASPIRE team that made me really look forward to studying rather than seeing it as ‘something you do after school’. Considering my rural location I knew there would be a living cost associated with my studies. I applied for scholarships to help with this and am incredibly grateful for the opportunity that the Dieter Adamsas Scholarship has provided me with to live on campus. I’m the first person to attend university from my family. The welcoming community of Basser College has created a sense of belonging in my first year. I am so fortunate to be able to study in such an inclusive and safe space, with my friends and classes right at my doorstep.

Olivia with her proud family

I found rural schooling a great experience as the classes were tightknit and the teachers were very supportive. The first semester of uni study was a challenge for me. I was in a completely new environment and had to adapt very quickly to a different style of learning, however as the year progressed I learned how to manage my time better so I could enjoy the university lifestyle to its full extent. If there’s one word of advice I could give to students not just from Coonabarabran but from all rural areas it would be to prepare yourself for challenges and keep at it. The hard work you put towards your studies is 100% worth the reward, and you can learn a lot about yourself on the way.

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ASPIRE AMBASSADORS While all our ASPIRE Ambassadors are awesome, we do admit to having a special place for some of our long-term volunteers who keep coming back year after year, even after they have graduated and left university!

Here a few Ambassadors tell why they are so attached to working with ASPIRE students.

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joined ASPIRE as a second year Chemical Engineering student at the beginning of 2015 because I saw it as a chance to work with high school students while also enriching my own university experience by giving back to a community that has given me so much.

KEVIN

Working in schools across regional and metropolitan NSW, it’s always amazing to see students have that ‘lightbulb’ moment, whether it be from doing workshop activities or realising something about themselves that they never knew before. It’s definitely one of the highlights I love about volunteering with ASPIRE. Personally, being involved in the ASPIRE program has given me a greater sense of confidence and trust in my own abilities, enabling me to explore other opportunities to better myself on an interpersonal level. The reason I keep coming back each year is simply because of the amazing staff, students, Ambassadors and community that I get to interact with each and every day. It’s easily one of the best volunteering programs available at UNSW.

I B A L O AF

studied Engineering at UNSW. I became an ASPIRE Ambassador in 2015 and I have learnt so much from the ASPIRE events that I participated in. I was involved in ASPIRE’s Yes We Can! program, which is designed for students from African backgrounds with the aim to inform them about higher educational opportunities.

I am from an African background myself and I know how important education is to the average African, but it seems like there is a low turnout of Africans accessing higher education in Australia. When my family and I moved to Australia in 2009, my dad told us that “we are in a land of many opportunities, make sure you make use of those opportunities”. That statement is true but the fact is that so many immigrants are not able to tap into these opportunities because of lack of information and that is where ASPIRE comes in. In a country like Australia, opportunities do not always knock at your door so it is essential that individuals have the right information that they need to access these opportunities. I believe ASPIRE has been doing a great job in enlightening and informing students that have limited information about higher education. Most of the students that I converse with during ASPIRE events often think that it is very difficult to attain a degree, and this is not true. It seems difficult either because they are unsure of the pathways or they have a false view of university. I believe that more students will consider higher education if the pathways and requirements are explained clearly. While doing the Yes We Can! program, I enjoyed talking to the students and answering their questions regarding university life. Most importantly, during ASPIRE’s events I love being around the students and showing them that it is possible to be in university. 181

ANDY

ndy went to Holroyd High School which is one of ASPIREâ&#x20AC;&#x2122;s partner schools and recently completed a degree in Electrical Engineering / Mathematics. At school, ASPIRE provided a realistic view on the opportunities after high school and advice on how to become qualified for some professions. This sort of information is not commonly known in the school/communities unless it is raised by the students. Until ASPIRE, I had no idea about the concept of uni. Personally, I did not know that you needed an Engineering degree to be qualified as an engineer! ASPIRE helped me realise the necessary steps to become an engineer. Josh was one of the ASPIRE Ambassadors whom I met during high school workshop visits. The campus visits also helped me in seeing the overall picture of uni life. The program encouraged a lot of students to consider uni as

A N I T S I CHR

hristina went to Bankstown Girls High School and is in her final year of a Bachelor of Social Work (Honours) at UNSW.

I was the first in my family to attend university and neither of my parents had finished high school due to circumstances. It is common for some students to think that university is not for them because of lack of exposure and this is unfortunate, especially if that student is academically capable. This is why ASPIRE is vital for students from disadvantaged communities. ASPIRE is different because it introduces you to the idea of university in a fun way. I joined the ASPIRE Ambassadors as an Arts Education student to gain skills and experience in working with young people. I wanted to improve my communication and interactions with teens. Since becoming an Ambassador, I have gained valuable insights into working with high school students. I am more confident and have improved my interpersonal skills. ASPIRE has also broadened my experience of university life and has left me with great memories and friends. 182 |

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an option after high school, and we all found the program to be very valuable. Our cohort went on to achieve a 40% uni admission rate, which was above the national average. The majority of the cohort went to UNSW, USyd, UTS, UWS and ANU. The people who went to UNSW enrolled in Engineering and Aviation degrees. Initially, some of my friends went to TAFE, and then transferred to uni after one or two years. ASPIRE helped me so much from high school. I am very fortunate to have joined ASPIRE as an Ambassador. I wanted to give back to ASPIRE by providing the same opportunities for other students that are in a similar position as I was during high school. Through ASPIRE I have learnt many important skills such as leadership, teamwork, planning and organisation. More importantly, I have made longlasting friendships with other ASPIRE Ambassadors.

S U G R A N

argus was an ASPIRE Ambassador for a few years until she recently graduated as a doctor. Still keen to support ASPIRE, she took a break from her hectic schedule at Westmead Hospital and came back to UNSW to help out at ASPIRE’s Discovery Day event for Year 5 students. My experiences with ASPIRE have been nothing short of inspiring, fulfilling and enlightening. I love the fundamental goal of ASPIRE which is to help break down limitations and barriers to education. No matter what your family, financial situation or background which are things you don’t have control over, ASPIRE gives young people a chance at a great education. For me, the importance of education was reinforced by my father, a university educated doctor. My mother, however, never received a formal education. Not all girls in Afghanistan had that opportunity owing to traditional patriarchal values that really had and have no justification. Almost a world away, I grew up in Australia and attended my local high school, Macarthur Girls High School. I’m lucky that not only did I gain an education but my father constantly reiterated the value of education. Sometimes kids can go through school without that appreciation of how life-changing education can be. I went on to study medicine at UNSW. My father made it no secret that he would love one of his kids to be a doctor. I am never one to do things solely to please people, but somehow, in my mind I couldn’t envisage doing anything else other than be a doctor. It was my dream.

Going to university is amazing. It’s challenging too. I started to enjoy Medicine a whole lot more when I had my clinical rotations. It’s such a great bridge to transition you from school to actually working. I’m currently a junior doctor at Westmead Hospital, and yes, I love what I do. As a junior doctor, you experience different rotations which help you decide on what area you want to specialise in. I love being constantly challenged – building my knowledge and skills to serve people. It is both humbling and rewarding. While at UNSW, I discovered ASPIRE and I knew I had to join. People often talk about volunteering as something you need to give up time for, but I felt that my time with ASPIRE was time well spent. I loved the oncampus days that were filled with exciting events and seeing children’s faces light up with awe and wonder at the endless possibilities. School-based events were fantastic too. I still have the career dream box we made with white cardboard and a blue ASPIRE ribbon! Importantly, I got to work with an amazing group of people – the ASPIRE project officers who were such a delight to work with, so energetic and passionate about what they do, as well as my fellow ASPIRE Ambassadors – working together to help others and each other. During Discovery Day, I showed them the huge range of careers in hospitals alone, both medical and non-medical. It’s no surprise that I love coming back to ASPIRE when I get the opportunity. I love telling kids: “Look what I’m doing, you can do it too!”

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RAY

“Working with ASPIRE kids both in Sydney and regionally has been so rewarding.”

became an ASPIRE Ambassador from 2013 after studying the ASPIRE Professional Engagement placement course that ran through my education degree. It was really good and a great way for beginner teachers to get involved with ASPIRE. Working with ASPIRE has been one of the greatest joys in my career so far. Starting off as an Ambassador I was introduced to this force of nature tackling student inequity. ASPIRE taught me the fundamentals of how every student deserves the opportunity to attend university and that there are numerous careers and paths that even I didn’t know about. Five years later, I’m still in contact with the ASPIRE program. I have been fortunate enough to work with the team through the ASPIRE Holiday Programs in regional communities. The workshops are designed to teach them new and interesting concepts through innovative methods of teaching. Students become active learners through games and activities they wouldn’t usually participate in. What’s most galvanising is that the students enjoy themselves so much they forget they are at school, but rather learning with their friends, undertaking new challenges and testing their comfort zones. They get so excited that they want to come back the next day asking when we’ll be back again. One of the highlights of working with ASPIRE has been the opportunity to continually introduce the kids to Drama. Regional students do not always get the chance to take part in elective subjects so opening doors and allowing them to explore has been fascinating and breathtaking. The kids are eager to learn and attempt every obstacle that is thrown at them. They experiment working with their bodies and cultivate fresh perceptions of the theatrical world. It proves that everyone does have a little space for drama and the arts in their hearts.

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Working with ASPIRE kids both in Sydney and regionally has been so rewarding. As a teacher you are continually inundated with work at such a rapid speed you can forget why you chose this career but ASPIRE reminds me of why I chose this profession in the first place. It has motivated me to encourage students to always be open minded about the careers they choose and how there are so many pathways to higher education. It has reminded me that students should enjoy what they’re studying and how they are continually learning what their passion is. It has taught me that it’s okay to fail because through failure we learn. In addition, getting the opportunity to work with likeminded individuals has been a joy in itself. The ASPIRE team is full of people who share the passion. They are insightful, hardworking and dedicated. They always put 110% into their work and the kids are their priority. They are the true forces steering towards educational equity. These are some of the core reasons that explain why I continue to work and learn through ASPIRE.

Some of our ASPIRE Ambassadors were so dedicated to the program, they have even joined the team as full-time staff!

JOSH

SPIRE has been the highlight of my time at UNSW. Being an ASPIRE Ambassador has been an immensely rewarding experience which has allowed me to help primary and high school students see the benefit of a university education. I have always considered that university education should be accessible to all people regardless of their circumstances and ASPIRE’s commitment to promoting the virtues of higher education to those who may not consider it an option is part of the reason I remained an Ambassador since 2010. This program has had a significant impact on many students from ASPIRE schools, with some of the students I have mentored becoming students at UNSW. Beyond the satisfaction of assisting ASPIRE school students, I have experienced huge personal growth through being a volunteer for the program. I have become a more confident public speaker and I have learned numerous skills such as event management, teamwork and flexibility. Through ASPIRE I have also met some of my closest friends, whom I would not have met through my studies alone. The ASPIRE staff have been committed to nurturing the myriad skills and talents of its volunteers. As a volunteer I and many of the other more senior volunteers have been trusted with increasing responsibility and as a result these volunteers have felt an increased ownership over and engagement with the program. In 2017, I was given the great privilege to work for ASPIRE fulltime. This was a huge honour, as well as being potentially the best situation for me as I could continue to assist the program while no longer being the most relatable figure compared to younger Ambassadors. ASPIRE has always been committed to helping its students and volunteers reach their full potential; my participation in this program will always be the thing I am most proud of during my time at UNSW.

“The ASPIRE staff have been committed to nurturing the myriad skills and talents of its volunteers.”

In 2018, Josh secured a full-time job with a large corporate entity in the CBD. He is sadly missed! 185

I F F E T S

have wanted to be part of the ASPIRE team since 2012, after I attended an ASPIRE Ambassador information session during my Orientation week. I applied to become an ASPIRE Ambassador and it was truly one of the highlights of my time at UNSW. Being an ASPIRE Ambassador gave me insight into the strengths and abilities of the students we work with, their experiences of school and the challenges they face in terms of accessing higher education. I had the opportunity to support ASPIRE staff with inschool workshops which allowed students to explore possibilities for the future and discover their own talents and capabilities. The on-campus events gave students hands-on experiences of university life and the many degrees on offer. It was a space where students could share their dreams and aspirations, hear about our experiences as current students and hopefully give them a sense of belonging. Being an Ambassador was also a great opportunity for my own professional development. There were a range of event roles for Ambassadors which helped me develop my leadership and communication skills. ASPIRE staff were very supportive and ensured that we were briefed and prepared for any new role we would

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Steffi and some of the past and present members of the ASPIRE team

â&#x20AC;&#x153;Being an Ambassador was also a great opportunity for my own professional development.â&#x20AC;? take on. At the end of each event, staff would spend a good amount of time getting our feedback and input, which made me feel valued as a volunteer. It was not until 2017 that my dream of working with ASPIRE was realised. I now have the opportunity to work closely with a team of innovative, driven and highly experienced individuals committed to widening access and participation. I am constantly learning and have greater insight into the experiences of students, teachers, schools and the communities we work with. This is what informs my work and drives me to deliver positive and tailored experiences for students and teachers attending our events.

A H S E Y A This is an edited version of a speech Ayesha was invited to give at the UNSW Town & Gown event in 2018. Ayesha currently works in ASPIRE, was an ASPIRE Ambassador while studying her degree and went to ASPIRE’s partner school Auburn Girls High School.

he first time I ever stepped onto a university campus was on my first day here at UNSW. In fact, I would be the first person in my family to attend university. And here I am; addressing the Town and Gown. Both experiences have been terrifying. I grew up in Auburn, in Sydney’s west. It’s been described as Sydney’s transit lounge – one of the most popular destinations for newly arrived migrants. I attended Auburn Girls High School. I enjoyed school. It was familiar. University was not an aspiration for the majority of my classmates. They didn’t think it was an option for them. My mother, who never got the chance to go to university, always stressed the importance of education for her daughters and made sure it was on my horizon. Thanks to her drive and belief in me I was one of the 10 students from Auburn Girls High School who was offered a place at university. I was the only student to enrol at UNSW. I’ll never forget my first day as a psychology student, walking into my first lecture with 1,000 people and not a single familiar face. Not like Auburn Girls High School. I was clearly an outsider – the way I dressed, how I spoke, what I ate (mum’s left-over Biriyani). I felt lost and out of place, and after a semester I told my mother I wanted to drop out. It was at the point I found ASPIRE and became an ASPIRE Ambassador. ASPIRE became home for me here at UNSW and offered me a sense of belonging and reassurance that I am deserving and capable of being here. ASPIRE creates opportunities that are eye opening and life changing. Now, working full-time with ASPIRE, I have the privilege to witness firsthand the impact of the program on both students and their families.

A student from Syria who had been involved in our mentoring program and had only arrived in Australia three years earlier called me to let me know that she had just received her first University distinction. She thanked ASPIRE for encouraging her to take a step and enrol in a foundation course. There was so much pride and happiness in her voice. I know ASPIRE isn’t just changing an individual’s life; it can change a whole family and the surrounding community. The biggest obstacle (to university) is often fear of the unknown, which is why ASPIRE starts young and works with the same students year after year to get them familiar and comfortable with the idea of university as being part of their future. ASPIRE is reaching out to students with academic promise through conversations about university, excursions to campus, in-class workshops, academic experiences, and everything that ASPIRE can offer. To say yes, university is another world – but it’s a world of possibilities and one you can be part of and successful in.

“ASPIRE became home for me here at UNSW and offered me a sense of belonging and reassurance …” 187

STORIES FROM AROUND ASPIRE

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Tullibigeal Central School was one of ASPIRE’s original regional partner schools to sign up for the program in 2010. Located in the Central West, the tiny town of Tullibigeal is around 570 kilometres from UNSW.

Photo taken by Zara

Zara Student Tullibigeal Central School

y final year of school is upon me. People tell you it’s not going to be easy, it never is. Soon we will be sitting our HSC, getting ready to start our lives as adults. I’ve experienced two forms of schooling, government and private. I’ve found that being back home in a smaller school has given me more opportunities then I was ever given in my previous school. Because of my school and ASPIRE, I was able to gain a week-long scholarship to AFTRS (Australian Film, Television and Radio School) in Sydney. In the short time I’ve been back home I feel like I’ve achieved much more.

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My school has less than 60 students that range from Kinder to Year 12. My previous school had around 800 students. Tullibigeal has exactly 233 people living in the area. There is no hospital or police station for 40km. People have their opinions on our way of life, but in my opinion, I think we are lucky to live out here. We are far away from the busy city life, heavy traffic and smoggy air. It’s a whole different environment after you travel out of the city. There is beauty to be found all around you. In the landscape, the people and the lifestyle. As a student, ASPIRE has given me an insight into what I can do with my future, and how I can achieve it. Life can be tough out here for country kids, but because of programs like ASPIRE, we are given the same opportunities as others.

Julie Waters Principal Mendooran Central School

“Under Ann’s leadership the ASPIRE program has been the most innovative program I have encountered in nearly 40 years of teaching in rural and remote areas, and also a catalyst for change.”

he ASPIRE program which Ann Jardine set up has been working in my school for several years and I have come to know the outstanding work of Ann and her team very well. The program has a strong presence in my school working with every year group in school. The ASPIRE program runs workshops for all students from Kindergarten to Year 12. We have also been very fortunate in having two ASPIRE project officers based in a neighbouring school, in a new initiative that Ann is piloting. We value the ASPIRE program highly and appreciate the educational approach that it takes, building experiences year on year. We also value the fact that the program has invested long term in our school and believe it has made a strong difference to our students through helping them overcome some of the barriers our students face in going to university. I have seen the difference it makes to individual lives and our students are now far more willing to believe that university education is an option for them. Our association with the ASPIRE program has been dynamic and extremely successful. Our interaction with the ASPIRE team has seen many of our students achieve their dreams and aspirations. Through the ASPIRE program our students truly believe that they can achieve through university entry and study. It has been a vital part of our School to Work Program that helps our students overcome their geographical isolation and educational disadvantages. The ASPIRE program also builds self-esteem, confidence, goal-setting, development of skills, talents and interests as well as broadening their horizons.

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Joyce Choucair Careers Adviser Bass High School

oyce Choucair has been one of the most dedicated supporters of the ASPIRE program since Bass High joined ASPIRE in 2009. While we havenâ&#x20AC;&#x2122;t kept official data, we believe Joyce (as well as Alexandra Giameos from Canterbury Boys High School) must hold the world record for the number of ASPIRE activities and events attended over 10 years. As I reflect on the journey with ASPIRE, I am fascinated by the opportunities that Bass High School students have had over the years. For over 10 years ASPIRE has reached out to low SES disadvantaged metro and rural schools across NSW. As deemed disadvantaged by the suburbs the students come from, the ASPIRE team and their programs overturn disadvantage to advantage. At no cost, students have been able to partake in programs held on campus, in school and within industry focusing directly on student career pathways, awareness and development.

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The ASPIRE program is one of a kind. Over time, the students build an awareness of university life, culture, clubs, societies and the many course and career pathways available. The ASPIRE Ambassadors who are current UNSW students role model and showcase a glimpse of daily university life and can readily answer the questions asked by a high school student. The Ambassadors bring authenticity to the programs, as it was not that long since they were high school students themselves. So many of the students from Bass High School have been impacted by the journey of the Ambassadors because some have been able to relate to either their difficult upbringing or disadvantaged environment and yet amidst various barriers and hard work of course, were accepted into their course of interest. The ASPIRE team are extremely organised, welcoming and friendly. Their warmth and hospitality are always evident throughout every program that

“The seeds are sown and we are yet to see the harvest.” Bass High School have participated in. The students’ welfare, disabilities and dietary requirements are always met with a high professional manner. Students are never left hungry and all students are transported to and from the school by organised chartered buses. Even on days where it began to rain, students were given ponchos to keep dry. The ASPIRE staff have always provided clear and explicit instructions to assist with the logistics of each program. They are always clear on excursion and incursion activities, promptly responding to any query or questions that I may have had. They also have been exceedingly accommodating and all their facilitated programs have been second to none.

Bass High School students are privileged to be in partnership with ASPIRE. The partnership forms an important link in helping students plan their transition pathways, explore their career futures and build their networks. The generosity of the program is evident by the amount of time, money and skill that so many people have invested to give these disadvantaged students hope and a desire to motivate them to work towards a career goal. The seeds are sown and we are yet to see the harvest. Thank you ASPIRE!

Shane Hall Head Teacher Secondary Studies Dunedoo Central School

SPIRE enjoys a high profile in the Dunedoo Central School community. It is well known and we have had many students participate in the program over the last seven years. ASPIRE provides opportunities for our students that we as a small rural school would not be able to provide. The program enables students to glimpse beyond their immediate horizons. Even if students who participate in ASPIRE don’t ultimately pursue tertiary education, it at least remains an option. Also, a number of our students had never been to Sydney before so that in itself is a major achievement. I recently had a parent approach me in the main street and comment on what a wonderful time his daughter had on the recent Year 8 Beyond the Gate excursion. The ASPIRE staff are wonderful people who do a fantastic job. I can’t talk highly enough of the ASPIRE program and the ASPIRE team.

Shane Hall (back row, right) joined ASPIRE at the Beyond the Gate residential in Sydney.

The students and teachers from Dunedoo Central School have been regularly making the 360km trip to Sydney to participate in ASPIRE activities since they joined the program in 2011. 193

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WANT TO KNOW MORE ABOUT WIDENING PARTICIPATION? If you would like to follow up on the research that has informed widening participation, here is a selection that might be of interest. Burnheim C and Harvey A (2016) Far from the studying crowd? Regional and rural Australians in higher education in Harvey A, Burnheim C and Brett M (eds). Student Equity in Australian Higher Education: Twentyfive Years of A Fair Chance for All. Singapore: Springer. Croll P (2004) Families, social capital and educational outcomes. British Journal of Educational Studies, 52(4), 390-416. Cunninghame I (2017) The role of higher education in facilitating social mobility. International Studies in Widening Participation 4(1), 74-85.

Moore J, Sanders J and Higham L (2013) Literature Review of research into Widening Participation to Higher Education. Report for HEFCE and OFFA. Polesel J, Leahy M, Gillis S, Dulhunty M and Calvitto L (2013) Expectations and Destinations of NSW Senior Secondary Students. Research Report, Melbourne Graduate School of Education, Melbourne. Thomas L (2017) Understanding a whole institution approach to widening participation: Final report. OFFA UK. Thomson S, De Bortoli L and Underwood C (2017) PISA 2015: Reporting Australiaâ&#x20AC;&#x2122;s results. ACER Australia.

Doyle M and Griffith M (2012) Raised aspirations and attainment? A review of the impact of Aimhigher (2004â&#x20AC;&#x201C;2011) on widening participation in higher education in England. London Review of Education 10(1) 75-88. Gore J, Holmes K, Smith M, Southgate E and Albright J (2015) Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions. The Australian Educational Researcher, 42(2), 155-177. DOI: 10.1007/s13384-0150172-5. Harris M (2010) What more can be done to widen access to highly selective universities. OFFA. Jerrim J (2014) Family background and access to high status universities. Sutton Trust UK. McLachlan R, Gilfillan G and Gordon J (2013) Deep and persistent disadvantage in Australia. Productivity Commission Staff Working Paper.

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GET INVOLVED WITH ASPIRE If you would like to know more about ASPIRE, find out how you can support us or would like to be involved with our program, please email us at aspire@unsw.edu.au. For more information about the program visit aspire.unsw.edu.au

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THANK YOU We greatly appreciate the many individuals and organisations who are involved with ASPIRE and who support our program. Every contribution helps more students overcome educational disadvantage so they can reach their academic potential.

We would like to acknowledge the help we receive in making our material look so good! Graphic Designer: Melinda Jenner / m.jenner@iinet.net.au â&#x20AC;&#x201C; creativity with endless stamina Print: Faastprint Mascot â&#x20AC;&#x201C; so fast and reliable KP: You know who you are and what you did Photography: We have called on numerous professional photographers to showcase ASPIRE. We are grateful for their outstanding work in capturing the heart of ASPIRE with such wonderful results. A special mention must go to Neil Fenelon, who has led the way in getting to know our program and our students over the years and who has brought the program to life through his photographs. www.neilfenelon.com.au Our regular backup band of photographers should also be mentioned: Daryl Charles www.darylcharles.com Chris Gleisner www.chrisgleisner.com David Mane www.manephoto.com.au Emlyn Crockett https://au.linkedin.com/in/emlyncrockett Jemina Darke

ASPIRE Matters Insights into outreach