ASPIRE Annual Report 2010 Never Stand Still
Student Equity and Disabilities Unit
CONTENTS 01 2010 Highlights 02 Director’s Report 04 Organisational Structure 05 Overview 07 ASPIRE Partner School Locations 08 Partner Schools 10 ASPIRE Learning Framework 12 2010 – A Sense of Achievement 17 The Year in Review 23 Supplementary Activities
For more information about ASPIRE please contact: Ann Jardine, ASPIRE Project Director Telephone: (02) 9385 4734 Email: a.jardine@unsw.edu.au Web: www.aspire.unsw.edu.au Design: UNSW P3 Design Studio Photography: Moshe Rosenzveig; Members and friends of the ASPIRE team ASPIRE is funded by the Australian Government Department of Education, Employment and Workplace Relations and a donation by Citi Foundation. Copyright @ 2011 The University of New South Wales – All rights reserved. The information in this brochure was correct at the time of printing
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2010 Highlights 1600 students engaged with the ASPIRE program – up from the 60 students engaged during the pilot phase in 2007 64% increase in the number of students from ASPIRE partner schools receiving offers from universities Regional ASPIRE launched Appointment of dedicated Project Officer to develop regional ASPIRE Stronger links with partner schools formed, with all 13 schools continuing as ASPIRE partners Five new schools on board with ASPIRE First time Kindergarten students participate in ASPIRE Two new initiatives, Step UP and Student Shadowing, launched for Year 11 and 12 students specifically selected by their schools to attend Increased involvement by UNSW faculties with ASPIRE program Increase in the number of university students applying to become ASPIRE Ambassadors Tutoring support offered to school students for first time At the conclusion of ASPIRE activities in 2010: 90% of participating students surveyed had positive attitudes to higher education 8% were undecided only 2% were negative towards higher education.
Growth in number of students who have participated in the ASPIRE program
2000
1500 Total number of students Females Males
1000
500
0
2007
2008
2009
2010
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Director’s Report 2010 was a busy year for ASPIRE. Now in its fourth year, the ASPIRE program has forged partnerships with 11 high schools and three primary schools in Sydney. We also expanded ASPIRE into regional NSW schools for the first time, partnering with three central schools and one high school. In an exciting new initiative, staff worked with the regional school students from Kindergarten right through to Year 12 with a series of age-appropriate activities. Kindergarten students ‘graduated’ from their ASPIRE workshop, complete with graduation gown, mortarboard, graduation certificate and special gift. Starting conversations about university in the home is one of the key components of reinforcing positive messages about the range of future educational choices open to students. Feedback from parents of Kindergarten students indicated the strategy worked. Parents reported how surprised they were about the conversation and type of questions their new ‘graduates’ were asking about university and studying after coming home from their graduation ceremony. The key to unlocking the academic potential of the students is to make the topic of 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 success for outreach programs such as ASPIRE. In 2010, there were 2,178 instances of student engagement with ASPIRE. Across the year 40 workshops were held in partner schools. Students in Years 5, 6, 8, 9, 10, 11 and 12 came onto the UNSW campus and participated in a total of 13 activities. We were delighted to be able to welcome a group of regional students from Condobolin and Ungarie to the campus. The number of volunteer UNSW students who were trained as student ambassadors continued to grow. In 2010 there were more than 100 ASPIRE Ambassadors assisting with multiple activities throughout the year. The Ambassadors are an invaluable resource and asset to ASPIRE and enable the school students to relate to the university environment on a more personal and engaging level. One of the benefits of building an ongoing relationship with our partner schools is that additional opportunities of engagement between UNSW and the school are opened up. During the year a number of schools were able to include a visit to the UNSW campus as part of an existing school excursion. The ASPIRE team were able to tailor a program for the students, scheduling either a day or a few hours to fit in with the school’s itinerary. Some of these supplementary events are outlined in this report.
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We were also pleased to be able to assist Canterbury Boys High School with their successful application of $25,000 from the NAB Schools First grant. School and ASPIRE staff worked together on the submission and as a result, a careers education program was established for the boys. All in all, 2010 was a very successful year. The groundwork of the past four years has established ASPIRE and I am confident that 2011 will be even more successful. Our expansion into regional NSW will continue to grow and we will be able to take the program to the next phase of development for all our schools. We will be offering a wider range of support and activities to target specific areas of need. The ASPIRE team is looking forward both to the challenge and reward of giving more Australian students a wider choice of educational options for their future. Ann Jardine Director Student Equity and Disabilities Unit ASPIRE Project Director
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Organisational structure ASPIRE was developed by the Director and staff of the Student Equity and Disabilities Unit (SEADU). SEADU sits within the portfolio of the Pro Vice-Chancellor (Students) and Registrar. ASPIRE was launched and funded by the University of New South Wales (UNSW) as a pilot scheme in late 2007. At that time, it was staffed by one full-time project officer, had two school partners and an operational budget of $5,000. At the end of 2010, the project had a staffing level of five full-time positions and associated support and direction from within SEADU, as illustrated.
Director SEADU ASPIRE Project Director
ASPIRE Project Manager
ASPIRE Project Officer
ASPIRE Project Officer
ASPIRE Project Support Officer
ASPIRE Project Officer (Regional)
Communications Officer SEADU
Administrative Offficer SEADU
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Overview ASPIRE is a UNSW initiative that works with school students who come from low socio-economic (SES) backgrounds by supporting their aspirations and helping them to access a university education. The aim of the program is to: build a greater awareness about university amongst students who may not have considered a university education before encourage students to think about their options for the future help students to improve their academic readiness for university, and increase university applications from student cohorts with low transfer rates into higher education. ASPIRE does this by: building self confidence in students who may underestimate their academic abilities reinforcing positive attitudes about higher education helping students to navigate the sometimes complex process of entering higher education. Working with students from Kindergarten to Year 12, ASPIRE helps students discover careers or job prospects they never would have thought themselves capable of pursuing.
The information provided to students on higher education includes: highlighting the variety of courses available enabling students to identify their personal interests and talents and showing how they can lead to further study and interesting jobs demonstrating that Higher School Certificate results are not the only pathway into university. ASPIRE also supports students in the university application process by: providing information on the Universities Admissions Centre (UAC) process, including the Educational Access Scheme assisting with the research and application for scholarships discussing the forms of financial support available. Direct and personal contact with universities is a crucial element in the program. Students attend university campuses and are given an opportunity to interact with current university students and staff. Over time these visits give the school students an insight into university life and the attractions and benefits it offers. More importantly, it makes higher education less intimidating.
Funding In 2010, ASPIRE was funded primarily by the Australian Government Department of Education, Employment and Workplace Relations – Diversity and Structural Adjustment Fund Grant. It was also funded by UNSW, the Higher Education Participation and Partnerships Program (HEPPP) and a donation by Citi Foundation.
Evaluation ASPIRE has established an evaluation framework for assessing the impact of the program. The framework includes short term strategies such as feedback and longer term qualitative and quantitative strategies. Feedback received on the activities helps to inform development. Qualitative data is collected on attitudinal shifts of students over time and on the perceptions of school staff and students of the program’s impact. Quantitative data on offers to university and offers to and enrolment in UNSW is also collected.
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Future Directions This annual report covers ASPIRE’s 2010 achievements. Since the close of that year, ASPIRE has made enormous strides in further developing the program and branching into new areas.
an increase in the number of regional students brought onto UNSW campus
Some of the 2011 milestones to date have been:
the development of a community engagement strategy to create stronger links with local communities. This will enable ASPIRE to have a more visible presence in the community by attending local events and by holding specific events for the community
the establishment of a dedicated regional ASPIRE program the addition of new schools in Sydney and regional New South Wales with more prospective partner schools on the horizon
development of a mentoring scheme involving UNSW students and Year 11 students attending the Step Up program
further harnessing of university networks to provide schools with additional support and expertise piloting a work experience program for regional students to be placed in work environments in UNSW faculties and with local employers. The future of ASPIRE is exciting. The program is well positioned in the coming year to reach out to more disadvantaged students in New South Wales, providing them with a solid stepping stone on the path to higher education.
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ASPIRE partner school locations
annual report 2010
Sydney Parramatta
Ryde
Lane Cove
Rosehill
Greystanes
Crows Nest
Mosman
Gladesville
HOLROYD
GRANVILLE
Guildford
North Sydney
Sydney Olympic Park
Drummoyne
Concord
AUBURN
Fairfield
Balmain Vaucluse
Lidcombe
Five Dock
SYDNEY
Strathfield Chester Hill
Cabramatta
Leichhardt Stanmore
BASS HILL
Bondi Beach
Redfern
DULWICH HILL BANKSTOWN
Liverpool
Punchbowl
MARRICKVILLE
CANTERBURY WILEY PARK
ROSEBERY
Tempe
Earlwood
Kensington
UNSW Randwick
Maroubra
Kingsgrove Revesby
Padstow
Holsworthy
Coogee
MASCOT
Rockdale
MATRAVILLE Brighton-Le-Sands
Kogarah Hurstville
Botany Bay
LA PEROUSE
Walgett Lightning Ridge 131km & Queensland
Bourke
Regional New South Wales Coonamble
e
ban
Bris
Coolabah
Tamworth Coonabarabran Cobar
Nyngan Broken Hill
Gilgandra
Warren
Coolah Dunedoo
Trangie
Nymagee Tottenham
Dubbo Gulgong
Gilgunnia Wellington
Tullamore
Mudgee
Approximate distance from Sydney Mount Hope
Lake Cargelligo Ungarie Condobolin Quandialla
Trundle
CONDOBOLIN
Parkes Orange
Forbes
LAKE CARGELLIGO
Bathurst
UNGARIE Adelaide via Mildura
Grenfell
QUANDIALLA
Cowra
Canberra
SYDNEY
600kms 530kms 460kms 430kms
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Partner Schools In 2010, the ASPIRE partner schools were made up of: 15 high schools – 11 in metropolitan Sydney and 41 in regional New South Wales 6 primary schools – 3 in metropolitan Sydney 3 in regional New South Wales
ASPIRE Partner School Criteria To be an ASPIRE partner, every school must meet at least three of the following criteria: The school: is listed as a low SES School Communities National Partnership School is currently, or was previously, a NSW Department of Education and Communities (DEC) Priority Schools Program School has a score below 1000 on the Index of Community SocioEducational Advantage (ICSEA)2 has a low progression rate to higher education is in a geographic area with low progression rates to higher education. It is important to note that while these measures may categorise schools by social or economic disadvantage, they are not a measure of their students’ academic potential. Social and economic disadvantage may prevent students from having: access to information physical exposure to and interaction with tertiary institutions reinforcement and proof that higher education is possible ongoing encouragement and support in their academic ability.
1 Three of the regional schools are Central schools with students from Kindergarten to Year 12. 2 A measure the Federal government uses to determine the levels of educational advantage or disadvantage that students bring to their academic studies.
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ASPIRE Partner Schools 2010 In 2007, ASPIRE was piloted in two schools. Four years later, ASPIRE was in partnership with 18 schools. All 13 established partner schools continued as ASPIRE partners into 2010 with the addition of five new partner schools. The table below lists the ASPIRE partner schools, their location, size, participation in government low SES school partnerships, the school’s ICSEA measure, percentage of students from Indigenous and language backgrounds other than English, and a measure of the socio-economic status of the school population.
Location
Type of school
National Partnership School
NSW Priority Schools Program
Indigenous %
Language background other than English %
Marrickville High
Metro
High
Yes
Yes
938
332
8
80
NA
2007
Dulwich High School of Visual Arts and Design
Metro
High
No
Yes
1059
602
4
38
19
2008
Matraville Sports High
Metro
High
Yes
Yes
866
305
34
27
NA
2008
JJ Cahill Memorial High
Metro
High
No
Yes
959
387
4
64
44
2009
Bass High
Metro
High
Yes
Yes
934
835
2
71
59
2009
Canterbury Boys High
Metro
High
No
Yes
966
495
2
87
44
2009
Bankstown Girls High
Metro
High
No
Yes
948
697
1
96
42
2009
Holroyd High
Metro
High
Yes
Yes
865
516
1
87
NA
2009
Granville Boys High
Metro
High
Yes
Yes
931
486
0
97
60
2009
Auburn Girls High
Metro
High
Yes
Yes
863
782
0
98
NA
2009
Wiley Park Girls High
Metro
High
Yes
Yes
941
591
1
97
51
2009
Gardeners Road Public
Metro
Primary
No ASPIRE local high school feeder
No
1005
234
5
58
27
2009
La Perouse Public
Metro
Primary
Yes
Yes
725
50
80
19
NA
2010
Ungarie Central
Regional
Central
Yes
Yes
980
109
5
0
NA
2010
Quandialla Central
Regional
Central
Yes
Yes
957
38
16
0
NA
2010
Lake Cargelligo Central
Regional
Central
Yes
Yes
868
211
30
1
55
2010
Condobolin High
Regional
High
Yes
Yes
821
250
38
2
55
2010
Matraville Soldiers Settlement Public
Metro
Primary
No ASPIRE local high school feeder
No
948
204
25
38
30
Year joined ASPIRE
School
2007
2
ICESA
Number of students in school
% in bottom quartile of SES
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ASPIRE Learning Framework The building blocks of the ASPIRE program are to raise: awareness aspirations attainment. From this foundation, a learning progression framework has been constructed across the student year groups from Kindergarten to Year 12. Emphasis is placed on raising awareness and aspiration from primary school through Years 7 to10 in high school. The focus on supporting attainment begins from Year 10 through to Year 12 as students start to consolidate what they want to do after school, the choices open to them and how they are going to achieve it.
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Raise awareness short in-school workshops
short in-school workshops
awareness
K–Year 4
Increase understanding of HE Build self-esteem Discover the possibilities outside their environment Increase awareness of skills and interests
o n-campus visits – XPLORE UNSW!
Increase awareness of pathways to jobs
workplace visits
extended in-school workshops o n-campus visits – Uni for a Day workplace visits
Years 7/8
subject-specific days on campus
Raise aspirations
aspirations
Years 5/6
subject-specific days on campus
Increase confidence in ability to enter HE Increase motivation to enter HE Increase knowledge of education and career options
Raise attainment Taster Day mentoring subject-specific days on campus
Years 9/10 Step UP Student Shadowing mentoring tutoring Study Buddies
Years 11/12
subject-specific days on campus teacher follow-up work a ctivities/talks for parents/ carers i ndividual school campus visits community events online materials
Ongoing support for all years
information booklets
attainment
workplace visits
Ability and knowledge to make informed choices relating to HE and career aspirations Increase familiarity with application process and selection requirements Improve awareness and ability to apply skills required to operate successfully in an HE environment
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2010 – A sense of achievement “We’re delighted to welcome the first ASPIRE graduates to UNSW. Key to the program’s success is the understanding that it’s not lack of ability that prevents some students from going to university but low expectations and lack of confidence.” Professor Richard Henry Deputy Vice-Chancellor (Academic)
Although ASPIRE is a longitudinal program where definitive quantitative results in terms of progression rates to higher education are not likely for several years, there does appear to be an emerging trend that indicates ASPIRE is beginning to produce an increase in the number of university offers to disadvantaged students. The table below shows evidence to date. Measure
2009
2011
% change
Offers to university3
253
414
64%
Offers to university where there is high engagement with ASPIRE4
138
255
85%
Offers to university where there is low engagement with ASPIRE5
61
76
24%
Offers to girls’ schools
97
202
109%
Offers to co-ed schools
109
167
53%
Offers to boys’ schools
46
44
-4%
Offers to prestige faculties (Law and Medicine)
43
62
45%
Offers to UNSW
27
43
63%
The first row shows the number of university places offered to all current partner school leavers in 2009, the number in 2011 and the percentage change between 2009 and 2011. The remaining rows are selfexplanatory. With one exception, the results suggest that the ASPIRE program is achieving its goal of supporting disadvantaged students to access higher education. University offers are up 64% between 2009 and 2011. The increase is even higher where there is high engagement with ASPIRE (85%). It includes offers to prestige faculties (up 45%).
The only unsatisfactory outcome is a slight drop in offers to boys’ schools (-4%). This is a disappointing result, especially when compared with offers to girls’ schools (which have more than doubled) and co-ed schools (which have risen by 53%). It should be noted, however, that the fall in offers of university places to boys is a general trend observed in other parts of Australia and internationally.6 Over the coming year, staff will look at ways in which the ASPIRE program could help increase the number of university places offered to boys.
3 2009 & 2011 figures include all offers made to students of all current partner schools. 2011 figures relate to students who completed schooling in 2010. 4 High engagement with ASPIRE means a school takes up over 90% of activities offered, has more than 60% of students participating in ASPIRE and requests a minimum of one adhoc support activity per year. 5 Low engagement with ASPIRE is where a school takes up less than 50% of student places or activities offered. 6 Broecke S and Hamed J (2008) Gender Gaps in Higher Education Participation Department of Innovation, University and Skills UK.
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Keeping in Contact One of the underlying philosophies of the ASPIRE program is to present students with multiple opportunities to engage with higher education. A student may engage in one ASPIRE activity in a year or multiple activities, depending on the stage they are at in school or the level of engagement their school has with the program. Therefore, not only is the number of students in the program collected, but also the number of interactions the program has with students. Figures 1 and 2 provide different perspectives on the growth of the ASPIRE program. Figure 1 shows the growth in instances of student engagement, number of students at on-campus activities, and the number of students at in-school activities. All three measures show encouraging growth in the four years between 2007 (the commencement of the ASPIRE pilot) and 2010. By 2010, there were more than 4,000 instances of student engagement, more than 2,000 students at on-campus activities and just less than 1,500 students at in-school activities. Not surprisingly, Figure 2 confirms this growth when the measures are on-campus activities, inschool activities and number of schools participating.
Figure 1
Student Engagement
2500
No. of instances of student engagement
2000
No. of students at on-campus activities
1500
No. of students at in-school activities
1000 500 0
2007
2008
2009
2010
Figure 2
Growth of ASPIRE
60
No. of on-campus activities
50
No. of in-school activities
40
No. of schools
30 20 10 0
2007
2008
2009
2010
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“I think ASPIRE is a great program and one that is contributing to the raising of the aspirations of our students.� Sydney high school principal
ASPIRE uses an evidence-based model of numerous and progressive interactions with the students over the long term. The program comprises workshops and events both in school and on campus. These structured activities, quizzes, experiments and teamwork exercises are all linked to the learning progression framework. The strategy is designed to engage the students on multiple occasions through having personal experience of visiting a university campus, interacting with current university students and participating in activities that challenge and explore their capabilities and interests. Over time, students can see how the hopes and dreams they have now about their future could be achieved through higher education.
Number of times the ASPIRE program has interacted with students by year group in 2010
Year K - Year 2
In-School Workshops and Events
On-Campus activities
ASPIRE @ Citi (Activity delivered at Citi Australia Head Office)
82
Years 3 - 4
59
Years 5 - 6
52
111
Totals
Females
Males
82
44
38
59
29
30
163
83
80
Years 7 - 8
337
25
362
160
202
Year 9
269
183
452
239
213
Year 10
282
197
40
519
253
266
Year 11
173
56
91
Year 12
176
45
Total activity 2010
1430
617
Total 2009
1007
Total 2008
264
320
195
125
221
127
94
131
2178
1130
1048
421
91
1519
804
583
208
---
472
N/A
N/A
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The
Year in
Review
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ASPIRE Ambassadors All ASPIRE activities draw on the educational experience of current UNSW students to raise student awareness of higher education, support student aspirations and achievement and in later years help them navigate the higher education entry system. The role of Ambassadors is instrumental in the success of the program. All Ambassadors are recruited through a competitive selection process. In 2010, ASPIRE received 187 applications, assessed 117 students in a graduate recruitment group selection activity and trained 67 new Ambassadors. In 2010 there were 119 active ASPIRE Ambassadors who participated in at least one ASPIRE activity, however on average students supported four ASPIRE activities across the year. This meant a total commitment of over 2000 volunteer hours within the year. Ambassadors come from every faculty within the University as the chart illustrates. There was a gender imbalance with males making up only 34% of the group.
“It’s rewarding to help students understand more about what university is all about, debunk myths and empower them to achieve the best they can be.” ASPIRE Ambassador
Science
Medicine Australian School of Business
Law
Arts and Social Sciences Built Environment
College of Fine Arts Engineering
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Purpose: Experience university teaching Discover the range of support services available on campus
Student Shadowing Target group: Year 11 Number of schools: 10 Number of students attended: 60 When: 16 March, 29 April, 5 May Program
Gain an understanding of the realities of university life by spending one-on-one time with a university student
Sixty students from 10 schools were nominated by their teachers to participate in the ASPIRE Student Shadowing activity. Three separate events were held, with two regional partner schools participating. Twelve Condobolin students and four Ungarie students were able to come to Sydney and visit the campus. Students nominated their area of interest and were matched with trained ASPIRE Ambassadors from within the faculty of the area of interest. The school students were able to experience a range of teaching including clinical skills sessions for Medicine, practical consultation sessions for Exercise Physiology, a broad range of Arts and Law tutorial discussion groups and Science and Business lectures. Students also had approximately two hours ‘free-time’ with Ambassadors.
Purpose:
Step UP
Encourage senior high school students to think critically about their educational choices
Target group: Year 11 Number of schools: 12 Number of students attended: 33 When: 28 and 29 June
Learn about the differences between high school and university study Inspire students to set goals and work to achieve them through their senior years of high school Allows schools to select students they believe would benefit from a more intensive program
Program The two-day program was challenging, wide ranging and allowed students to experience a variety of university teaching methods. The program included a lecture on the philosophical differences between school and university, a session on how to make the most of the university experience, a series of panel discussions and an academic writing tutorial. The program also included a student-directed project, which encouraged students to think critically about the information they were provided within workshops/tours/lectures and to think about what information their student peers (at school) would be most interested in. They then developed a school workshop for their peers based on their experience. School staff attended and participated in a workshop on scholarships and family members were invited to attend the Step UP presentation ceremony. The Deputy Principal of Condobolin High School stated that the change in attitude of one student was remarkable since attending Step UP, and that the student had made lifestyle changes to support her aspiration to attend university and the UNSW Indigenous Winter School in 2011.
“Step up was beneficial to me personally as it really taught me more about uni, student life and the opportunities offered. [The student project] was enjoyable as it was a different exercise than usual and it tested both team management skills and leadership skills.” Student from Granville Boys High School
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Purpose: Give students an insight into university life Show students the difference between school and university Provide students personal experience of a university campus Meet and talk to current university students
Purpose:
Uni for a Day Target group: Year 9 Number of schools: 12 Number of students attended: 183 When: 30 June and 1 July Program Students were taken on a tour of the campus and given an opportunity to participate in some university activities such as playing a role in a Moot Court in the Faculty of Law. ASPIRE Ambassadors were on hand to answer any questions about student life and to engage students in discussion about the range of available courses, managing uni on a budget and balancing study demands with a social life.
Taster Day
Give students an opportunity to visit a university campus
Target group: Year 10 Number of schools: 10 Number of students attended: 182 When: 18 and 23 November
Meet current university students
Program
Attend lectures to experience university-style teaching
A number of faculties assisted during Taster Day by providing opportunities for the students to “sample” the variety of courses university has to offer. Students attended an acting, writing and directing class with the Faculty of Arts and Social Sciences, a law lecture, an electrical engineering laboratory, became avatars in virtual architecture with the Faculty of Built Environment and then took notes at a series of science lectures. With the Australian School of Business, students created a marketing campaign to promote university to their peers using their research skills and by developing posters, TV advertisements and advertising jingles.
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XPLORE UNSW!
Purpose: Increase primary school students’ awareness of university
Target group: Years 5 and 6 Number of schools: 2 Number of students attended: 95 When: 1 December
Encourage the idea that ‘people just like me’ go to university
Program XPLORE UNSW! proved to be a great success for the students involved. They attended a number of sessions co-ordinated across five faculties (Law, Engineering, Science, Arts and Social Sciences, Australian School of Business). Twenty-five ASPIRE Ambassadors assisted on the day.
Experience a university environment Gain an understanding of what people study at university
Students spent a full day on campus taking part in activities that included:
Discover the importance of achievement and significance of university rituals
marketing and business role playing at the Australian School of Business debating and rewriting the Australian Constitution at the Faculty of Law acting and learning how to use performance skills and imagination at the Faculty of Arts and Social Sciences watching a liquid nitrogen experiment and making slime and sherbet at the Faculty of Science experiencing their own graduation ceremony and being presented with a certificate by the Pro-Vice Chancellor (Students).
Purpose:
Tutoring
Provide subject-specific academic support to students in school
Target group: Years 7 to 12 Number of schools: 8 Number of students involved: over 100 When: From May across 15 weeks
Provide in-classroom support for teachers Support the raising of academic attainment of high school students Provide students with positive role models for higher education
UNSW’s School of Education gained approval for their students to undertake their Alternative Practicum Experience in ASPIRE partner schools and complete up to 10 days placement in school, across a maximum of 15 weeks. Over 40 UNSW students were trained as ASPIRE Student Tutors and 34 student tutors were placed in schools. The tutors came from a range of subject specialties as detailed in the graph. The role of the tutors was varied and dependent on the needs of the individual schools. Those students who were placed were engaged in a range of contexts:
25 20
Five students were placed in homework clubs where they provided supervised one-on-one support to students
15 10
A number of tutors were engaged as classroom assistants in subject areas within their area of expertise. Students supported students one-on-one helping them to catch up or to advance their knowledge Physics
General Science Biology Chemistry
Mathematics
Economics
Business Studies
Geography
ESL
Drama
0
English History
5
Three students were able to be placed in their old schools One school used the tutors to work one-on-one with students struggling with English and to accompany those students to classes to continue their support in class.
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Purpose: Increase students’ awareness of the diversity of employment available as a result of university education Expose students to a corporate work environment they might not otherwise get the chance to experience Highlight the relevance of education for later career opportunities
ASPIRE@Citi Target group: Years 10 and 11 Number of schools: 8 Number of students attended: 131 When: 28 April, 27 May, 10 June, 17 August, 1 and 14 September, 26 October Program Citi Australia’s staff warmly welcomed school students to their workplace in the heart of Sydney’s CBD. For some students it is their first visit to a corporate office. The visits enable the students to see firsthand the career possibilities and diversity of jobs, not only in one company, but also in the business community. Students take part in a hands-on career development activity led by Citi’s human resources department. Staff mentors are on hand to talk about the work they do and explain the different careers paths available and how education helped them secure one of a variety of jobs. A tour of the office building gives the students a glimpse of the different aspects of corporate life, including the ‘trading floor’, call centre and an on-site gymnasium. The visit is completed with lunch in the boardroom with Citi staff.
“The program is an excellent one and the welcoming and informative staff at Citi made us feel very special. Our experience at Citi will certainly be something we will remember and one which will help us in some way in the choice of our future careers.” High school Peer Mentor letter on behalf of participating students
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Supplementary activities NAB Schools First Seed Funding Award
Kool Kids Club visit to UNSW
Canterbury Boys High School approached ASPIRE for assistance in applying for a NAB Schools First Seed Funding Award to develop and implement a Careers Transition program for Year 9 students.
In November, ASPIRE and the UNSW Indigenous programs unit, Nura Gili, ran a workshop for the South Sydney Youth Services Kool Kids Club (also known as La Perouse Supported Activities Program).
Staff from the school and ASPIRE worked together on the application. The school was successful in securing $25,000 to fund the careers education program. ASPIRE Ambassadors will be involved in the program as student mentors. Students will be assisted in developing a written plan of the steps required to achieve their career goal. They will also develop personal career portfolios containing their resumes, career plans, certificates and summaries of their employment related skills which will be used for their mock interviews. Visits to tertiary education providers and workplaces are also proposed in the program.
Sixteen Year 6 students who regularly attend the Kool Kids Club came to UNSW and participated in an interactive ASPIRE workshop. The workshop focused on what university is and why people choose to study at uni. The Kool Kids also visited the Nura Gili Resource Centre and the Eora Student Lounge and UNSW Library.
Canterbury Boys High visit A group of 18 Year 10 students from Canterbury Boys High School who have English as their second language (ESL) visited UNSW campus in November. A small scale ‘Uni for a Day’ program was put together for the students to experience a university and to talk with ASPIRE Ambassadors.
Condobolin Year 8 visit Twenty-five Year 8 students from Condobolin High School in regional NSW included a visit to UNSW in December as part of a visit to a Sydney sports camp. A tailored program was put together for the students, many of whom had never been on a university campus before.
Engineering Information Day In May, the UNSW Faculty of Engineering hosted hundreds of students from a range of schools to showcase the different types of jobs in engineering. ASPIRE schools are invited to attend and ASPIRE sponsors their transport costs to the event.
Alexandra Giameos, Careers Adviser at Canterbury Boys High School (left) and Tamsyn Richards, ASPIRE Project Officer, worked together on a successful application of $25,000 from the NAB Schools First Seed Funding Award
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annual report 2010
ASPIRE is outstanding
Drought-breaking rain brought a canola crop to life and ASPIRE Project Officer Tamsyn Richards (right) and Adam Currey, Head Teacher Secondary Studies, are almost lost in a sea of yellow during a visit by the ASPIRE team to Ungarie Central School, 530 kilometres west of Sydney.
in its ďŹ eld
ASPIRE has been developed by the staff of the Student Equity and Disabilities Unit (SEADU) John Goodsell Building (F20) The University of New South Wales Sydney NSW 2052