Engagement Australia poster .pdf 1 18/07/2014 12:06:28 PM
The National Indigenous Science Education Program: Engaging Rural, Regional and Indigenous Communities using Science Erin Rozgonyi1, David Harrington1, Joanne Packer1, Ian Jamie1, Subramanyam Vemulpad2 and Joanne Jamie1 1 Department of Chemistry and Biomolecular Sciences, Macquarie University, Sydney, NSW 2109, Australia 2 Department of Chiropractic, Macquarie University, Sydney, NSW 2109, Australia
“Can you help us help our youth?” This is the question asked by Aboriginal elders in northern NSW of scientists from Macquarie University in October 2004. The response was the formation of the program now known as the National Indigenous Science Education Program (NISEP). NISEP is a program which is both inclusive of, and driven by, community with universities as facilitators, using science as a tool to engage students and communities in education.
Through NISEP’s diverse consortium of partners including;
The main aims of NISEP are: (1) To engage both Indigenous and non-Indigenous students in science (2) To enhance education outcomes (3) To develop role models and mentors that can highlight education and career opportunities (4) To work inclusively with schools and local Aboriginal communities (5) To provide training and teaching resources to ensure the program’s sustainability (6) To build and maintain positive and meaningful relationships
Figure 1 Students try their abilities in the “Smelling Genius” test
- Aboriginal communities - Australian universities - High Schools in metro and rural low-SES regions - Science outreach organisations we have positively addressed factors that contribute to the under-respresentation of students from low-SES regions [1] by: - building support networks between educational providers, communities, families and peers - increasing understanding of the workings of and importance of university study NISEP has led to significant increases in students’ aspirations and improved educational outcomes within community, as predicted in the literature [2].
“The activities have been tried and tested and are engaging” A core engagement of NISEP is the Science Show:
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- school-selected students Years 9-11 are trained and supported by university staff and student mentors to demonstrate a series of interactive science experiments to peers, junior students and the wider community - experiments designed to demonstrate basic scientific principles, predominantly using household items to provide context Additionally, NISEP provides opportunities for students from rural and remote regions to travel to partner universities and science outreach organisations to lead science engagement activities.
43%
Motivation to Complete Year 12
Concentration
30%
48%
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51%
No Change 19%
45%
Decreased
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Strongly Decreased Motivation
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Figure 7
Parent/Guardian Motivation to continue to year 12
60%
General self-belief
60%
Motivation to go on to university following high school
50%
Confidence in their academic abilities
50%
Interest in science
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General engagement with school General behaviour/discipline
Figure 8
30% 20%
Very much
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Raised aspirations
- quantitative surveys - qualitative focus groups
Impacts
Increased confidence
Increased interest
Increased potential
Student feels trusted
Understanding relevance
Student feels inspired and supported
Independent learning
Valuing learning
Decreased anxiety
Figure 4 Students prepare the “Elephant’s Toothpaste” experiment.
Student demonstrators surveys conducted pre- and post-events show the immediate impact of the activity (see Fig. 6). Student Demonstrator Post-Event
Features of the program
Student led
Understanding of Science
Hands-on
18%
32%
48%
2%
Mentors
Strongly Increased Increased Interest in Science
Figure 2 NISEP’s impact on students. Modified from [3].
30%
51%
18%
1% No Change Decreased Strongly Decreased
Desire to Complete Year 12 or Higher Education
Figure 3 Making slime from PVA and borax.
Figure 5 A student shows the sublimation of carbon dioxide.
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Figure 6
Teachers and Aboriginal Education Assistants are surveyed ~1 month post-event to monitor student progress (see Fig. 7).
survey demonstrated how participation in these events impacted mentors (see Fig. 9).
Surveys of parents and guardians of participating students demonstrate changes in students (see Fig. 8) and also in the parents/guardians expectations for their child’s academic future.
- effective communication - working collaboratively - greater understanding of self and others
Outcomes such as:
Strongly Increased
36%
Increased Behaviour
Increased engagement
“I am proud of myself because I took a step forward and out”
Teacher/Aboriginal Education Assistant Motivation to Complete Higher Education
The impact of the program is measured using data captured using evaluative tools :
Outcomes
10%
Some Very little Not at all Unsure
Qualitative statements collected during surveys and focus groups provide greater support for the positive outcomes.
were all reported as having increased due to participation in the NISEP program. NISEP Mentors
Figure 9 shows an increased feeling of belonging and support in university student mentors volunteering for the NISEP community engagement activities on a scale from 0 (alientated, unsupported) to 7 (friendly, supported).
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Community engagement activities are also important experiences for NISEP mentors. These mentors are NISEP staff, university student volunteers and students enrolled in CBMS235: Engaging the Community in Science at Macquarie University. A recent
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References [1] Scull, S. & Cuthill, M, 2010. Engaged outreach: Using community engagement to facilitate access to higher education for people from low socio-economic backgrounds. Higher Education Research and Development 29(1), 59-74. [2] Armstrong, D. & Cairnduff, A, 2012. Inclusion in higher education: issues in university-school partnership. International Journal of Inclusive Education, 16(9), 917-928. [3] Reed, R, 2013. Evaluating the National Indigenous Science Education Program: An Interim Report, Office of the PVC Social Inclusion, Macquarie University, p16.
National Indigenous
Science Education Program
“Increasing educational outcomes for communities”