Australian GovernmentDepartment of Education

Higher Education Participation and Partnerships Program (HEPPP)Participation and Partnerships Baseline Component

2013 PROGRESS REPORT

Covering the period 1 January 2013 to 31 December 2013University details  Name of university Curtin UniversityName of contact officer Mel HenryDesignation of contact officer Manager Corporate Values & EquityEmail address Mel.Henry@curtin.edu.auTelephone number 08 9266 7914

Note: Contact details are collected so that the Department of Education can contact you about this form. These details will not be disclosed without your consent, unless required by law.

The deadline for submission of the report is 5pm AEDST, 31 March 2014.

Please note:a) the template groups Participation activities according to the areas of activity addressed by the HEPPP

Participation component outlined at section 1.65.1 of the Other Grants Guidelines (Education) 2012. As stated in the Guidelines, universities may undertake, but are not limited to, these activities using Participation funding. All activities must meet the Participation funding objectives at section 1.55.1 of the Guidelines.

b) the information obtained from this report will assist the Department to evaluate the HEPPP and ensure funds are expended in achieving the program’s objectives.

c) when reporting on progress, please provide a concise and direct response.

Please submit to equity@innovation.gov.au: 1. a completed declaration form, signed by the Vice Chancellor, in PDF format2. a completed report template in PDF and Word format.

 If you require assistance in completing the form or any queries about unspent program funds please email equity@innovation.gov.au.

UNSPENT 2013 HEPPP FUNDS

The information in this section relates to the reporting of unspent HEPPP grant funds provided for the 2013 calendar year under the Participation component and the Partnerships baseline component. Partnerships competitive grant projects managed under separate Conditions of Grant are excluded as these are grants are in respect of a project and not a year.

Grant recipients are required to fully expend Participation component and Partnership Baseline component grant funds in the year for which the grant is made and report to the Commonwealth on this expenditure including the amount of any unspent funds.

If a provider fails to spend an amount granted it in respect of a year, the unspent amount will be recovered by the Commonwealth from that year.

It is possible for a provider to have an amount of unspent funds rolled over to the next calendar year. Requests for the rollover of unspent funds will be considered by the Department on a case by case basis and providers wishing to do so should contact the Department to discuss this process.

The Higher Education Support Act 2003 (the Act) requires that the value of any funds approved for rollover from one year to the next will be treated as inclusive of a university's grant for the year the funds are rolled over into. Because the Act specifies a maximum grant amount to be paid in respect of a year, the Department is then required to adjust downwards each university's grant allocation in that year by the amount of the university's rolled over funds from the prior year.

SECTION 1: PARTICIPATION COMPONENT______________________________________________________________________________________________________________In 2013, what activities did your university undertake with HEPPP Participation funding to improve access to higher education for students from low SES backgrounds?Please report Partnership Activities funded by the Participation Component in Section 2 ‘Partnership Component’.Please complete the table below, adding extra rows as required.

Title Description and objectives Progress achieved Cost ($)Please give the title of the program/project and indicate, by clicking on the check boxes, the type of activity or activities involved.

Please describe the activity using the following subheadings.1. What was done (please include number and type of engagements, number of schools, number of students internal/external, facilities/resources used andnumber of staff2. For which group/s eg low SES, low SES with disability, low SES regional, low SES Indigenous3. Why4. Where

Please state quantitative and qualitative measures of progress to date and include in brackets the methodology used to measure the progress, eg survey, focus group, administrative data, individual feedback, evaluation. Please provide the following measures where relevant and available, and any other measures of progress you can report:

1. number/percentage of students enrolling,2. number/percentage students becoming/remaining

engaged3. retention rates4. number/percentage students passing5. number /percentage students completing6. percentage change in attitude.

For example:60% of participants reported an increased desire to attend university (individual feedback)25 students completed the summer camp (administrative data)54% of participants enrolled at a university (survey)

1) HEPPP funding2) Other funding

Title: Student Support & Outreach Service (SSOS)

☐Inclusive entry processes

1. What was done?Provision of social wellbeing/welfare support to current students. The Student Support and Outreach Service (SSOS) is conducted on an individual basis face-to-face, as well as group sessions. Example consultations involved:

• 446 Students attended the SSOSo 947 individual visits, including face to face,

phone and email contacts.o Visits ranged from 15 minutes to 4 hours.

• 18 social wellbeing workshops were delivered at the Counselling and Disability Services and

Title Description and objectives Progress achieved Cost ($)☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☒Monitoring student progress☒Administering student scholarships☒Institutional scholarships☐Research and monitoring☐Other

• Supporting students in creating suicide safety plans, escorting them to hospital and ensuring they receive follow up care.

• Helping create safety plans for students experiencing domestic violence concerns and supporting them with applications to the court for violent restraining orders.

• Providing budgeting support, food and clothing vouchers, emergency and long term accommodation, and referring students to appropriate services on and off campus.

2. For which groups?Low SES students, including mature aged students, low SES students with a disability, students in regional areas and Indigenous students

3. Why?The SSOS provides a proactive and preventative approach to supporting students with social wellbeing concerns commonly experienced by low SES students, with the potential to severely impact on their studies.

4. Where?Service operates primarily on campus (Counselling and Disability Services), with staff visits to student housing and external community organisations (e.g. Perth and Freemantle Magistrate court)

Student Housing• 564 other consultations were completed,

including Safer Community Response Team meetings, professional development, case consults about students, scholarship reviews, facilitation of group programs and various committees addressing social wellbeing concerns

• Workshops were developed and facilitated to assisto staff to develop skills to support students

with mental health issueso students who in the future may support

others with mental health concerns• 54% of students attending workshops were

domestic students• Workshop participants’ age ranged from 17 to

63 years old with the most frequent ages reported as 21, 22 and 29 years old

• Group programs facilitated:o for women who are victims of domestic

violence (8 week psycho-educational group)o to address sexual health and relationships,

budgeting and self-care, cooking classes, career workshops, Mindfulness and migration information

• 69% of students were aware of SSOS services (student housing survey)

• 18% of students in Curtin housing attended a SSOS workshop

• Top 5 issues addressed during appointments:o organisational supporto financial issueso study/work related concernso accommodation issueso domestic violence.

• Due to the demand on services Student Support & Outreach Service (SSOS) has since increased from 1.0 to 1.8 staff EFT.

Title: KickSTART

☐Inclusive entry processes

1. What was done?Student Equity Advisors in each Faculty, and the KickSTART Project Coordinator contacted identified low SES students upon commencement to provide personalised, targeted, and

• 1286 students were contacted in Semester 1, 2013.o 314 (24%) responded with queries or

feedback.

Title Description and objectives Progress achieved Cost ($)☒Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☒Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

timely information to support their successful transition into University.

Identified students who later experienced poor results (i.e. placed on “Conditional” or “Terminated” academic standing status) at the end of semester received follow-up support to enable them to return to “Good Standing”.

2. For which groups?• New-to-Curtin StepUp (ATAR bonus scheme for

low SES applicants) students• Students identified as low SES, including

rural/remote and Indigenous students

3. Why?Traditionally these groups experience higher attrition rates at University than their mainstream counterparts due to the intersectionality of poverty, parental educational attainment, lack of educational resources, homesickness and non-traditional backgrounds, for example. Providing targeted, timely information to support their personal transition to University aims to increase retention rates and the overall student experience.

4. Where?Service operates out of Curtin University, but includes online, on campus (in person) and phone correspondence with students.

• “Academic issues” and “Enrolment issues” were the two main topics causing students to contact Advisors.

• 40% of student queries were referred to a Curtin support service, including Counselling & Disability Services, Scholarships, Academic Staff members and the Student Wellbeing Advisory Service.

• 60% of students with queries were helped directly by return email.

• 67% of contacted Indigenous students completed the year on academic “Good Standing”.

• 71% of contacted rural/remote students completed the year on academic “Good Standing”.

• Feedback comments from students included:o “The (link) is great, and I’ll get onto finding

out as much as I can about it. It’s fantastic that the university offers support”.

o “Thank you for the email, very informative. Now I know where to go for assistance with personal issues”

o “Thank you for spending the time to help me. It is really appreciated!”

o “Thanks for the reply. I was at uni yesterday for a case study assessment and visited student services where they helped me to switch to off campus study. I now only have to attend for one of my units in semester 2. This is a much better idea”.

Title: Enactus

☐Inclusive entry processes☐Transition programs☒Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student

1. What was done?Enactus is a global organisation comprising a community of student, academic and business leaders committed to using the power of entrepreneurial action to transform lives and shape a better more sustainable world. It is a student run organisation where the students implement and manage projects in the community to empower local communities to achieve positive social change from within; and to make tangible and positive impacts with local communities through

• Enactus Curtin expanded its projects to introduce a new project called CALE in 2013.

• Enactus Curtin has 47 members, which are Curtin students

• 2,000 Curtin students actively participated in an Enactus event in 2013

• 2,650 volunteer hours were undertaken by Curtin students through Enactus

• 10,399 people were reached through Enactus Curtin’s Social Media channels

• ProSocial:

Title Description and objectives Progress achieved Cost ($)progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☒Other

social enterprise initiatives. Through Enactus we aim to engage with low SES students in their communities and to showcase higher education as a viable study option for all, where, along with study, students can work within their communities ‘to make tomorrow better’. In 2013, projects included:

• ProSocial: networking events and professional development initiatives for young women in need of professional development opportunities. Involved 32 students and young professionals, 6 female business mentors.

• Blossom: partnership with Olive Tree House Day Centre. Together we produced and sold jam and in the process improve motor skills, provided support and reduced social isolation for physically and intellectually disabled people living within our community. Involved 14 elderly people with physical and intellectual disabilities from two different groups within Olive Tree House.

• CALE: vegetable garden at Clontarf Aboriginal College, as part of the curriculum, to enhance students’ business and soft skills while encouraging healthy lifestyle choices. Involved Clontarf year 8 and year 9 bush ranger class students.

2. For which groups?• Low SES women• Elderly people with physical and intellectual

disabilities• Indigenous high school students

3. Why?Identified issues experienced by disadvantaged communities including:

• young women in need of professional development opportunities

• a large proportion of physically and intellectually disabled people living within our community face social isolation and lack of support

• a discrepancy in the lack of entrepreneurial knowledge amongst indigenous teenagers in

o Fostered relationships between industry and mentors

o Successfully organized 1 event and establishing 3 programmes

o Presented educational workshops that enhanced students employability skills

o 4 students benefited from the ProSocial networking event by gaining first hand industry experience

o Provided access to affordable professional development opportunities that focus on improving participants networking and communication skills

o Attendees formed mentoring relationships have increased their confidence and willingness to excel in the future.

• Blossom:o Facilitated connections between people with

disabilities and the community.o Provided a meaningful activity for the people

of Olive Tree House.o Decreased costs of staffing by sourcing

volunteerso Strengthened client’s standard of living

through an innovative social enterprise allowing financial independence, improvement of motor skills and testing of mental and physical boundaries.

• CALE:o Equipped students with leadership and

entrepreneurial skills to enable them to become independent and productive members of society

o Made complex business concepts easy to understand through hands on collaborative learning

o Enhanced already existing relationships with Clontarf by fostering new programs

o Created a symbiotic relationship with students from Clontarf college and Enactus students

o Built a foundation for continued learning and development

Title Description and objectives Progress achieved Cost ($)Clontarf.

4. Where?These programs operated within the communities they were working with, i.e. on campus, at Olive Tree House and Clontarf Aboriginal College.

o Improved students’ literacy and communication skills

o Improved employability of Aboriginal students

o Encouraged confidence, teamwork, persistence and commitment

Title: Earn While You Learn (EWYL)

☐Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☒Administering student scholarships☒Institutional scholarships☐Research and monitoring☒Other

1. What was done?Earn While You learn (EWYL) helps to source and recruit current second year and above Curtin students into part-time or casual paid work on campus. The emphasis is on placing low SES students as identified/referred by others within the university. It is a free service to students and Curtin Faculties and Departments.

• Facilitated paid employment for current students• Scholarships of $2000 plus 20 hours paid

employment awarded• Facilitated volunteer placements for current

students• Student were invited to register for the Earn

While You Learn Pool• Faculties, Schools and Departments were

assisted to recruit students for suitable positions

2. For which groups?• Current Curtin students, with a priority focus on

low SES students• EWYL Scholarships offered to current low SES

students

3. Why?• To provide the opportunity for financial support

and employment experience (paid or volunteer)• To provide the opportunity for a personal resume

review and advise students of upcoming job opportunities on campus

4. Where?On campus, Movies by Burswood, Australian Electoral Commission

• 452 students registered with EWYL in 2013. They have each received (or are in the process of receiving) a personal resume review.

• 899 applications were received for advertised EWYL opportunities in 2013.

• A total of 206 placements were made of Curtin Students into on-campus positions

• 45 Scholarship applicantso Email contact made with all.o Individual phone contact made with 24o Individual appointments with 12

• 2 workshops offered as part of up-skilling successful EWYL scholarship applicants: 5/8 attended interview skills workshop, 6/8 attended resume and cover letter writing workshop.

• Sourced an external opportunity for employment of Curtin Students for the Australian Electoral Commission and is the exclusive supplier of all Election Assistants working in the vote counting hub at Ascot Racecourse on September 7.o A total of 126 Curtin Students worked for the

AEC on Election Day• Approximately 110 students were placed into

voluntary positions with Movies By Burswood at Curtin for the 2013-14 Summer season.

• Students have developed skills such as customer service, cash handling, teamwork, manual handling and responsible service of alcohol through their involvement with the program, enhancing their employability.

• Engaged with 31 different Schools and Departments across Curtin University in 2013. Of those, 22 have utilised the EWYL service to recruit students this year.

Title Description and objectives Progress achieved Cost ($)Title: Career Development Consultant (Equity)

☐Inclusive entry processes☒Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☒Other

1. What was done?• Developed & shared career decision making

resources• Job application workshops and follow-up phone

calls for EWYL students.• Established referral pathways to specialist career

consultant through enabling programs, academic staff and support services

• Developed Indigenous specific career development resources

• Assisted with running Indigenous Career Fair• Established a career resource area in Centre for

Aboriginal Studies common room• Delivered career development workshops• Embedded career development in a

Communications unit• Provided individual pathway advice and transition

support• Follow-up phone calls for “Conditional” status

students, to discuss their course selection & career goals

2. For which groups?• Students entering through StepUp pathway• Low SES students who applied for an EWYL

scholarship• UniReady (enabling program) students• Indigenous students, including students in

Indigenous Tertiary Enabling Course (ITEC)• Year 12 AIME participants, who expressed an

interest in studying at Curtin• Prospective Indigenous students completing

university bridging programs at other WA universities who identified they want to come to Curtin (via referral)

3. Why?• Improve retention by increasing access to

support for students unsure about which course/careers they want to pursue.

• Increase job search application skills and chance of securing employment

• Raise awareness and improve access to career development support for Indigenous and low SES

• Course Choice Check In tool created to assist students to measure effectiveness of decision making around course/career choice.

• A4 flyer produced to market career support to eligible prospective low SES students.

• 131 StepUp eligible students who had deferred their course or stopped studying were emailed information about available career support.

• 30 previous (2012) StepUp students on conditional status were contacted.

• 17 StepUp students attended appointments.• Development of career decision making

workshop to be delivered to UniReady students commencing in 2014.

• 2 resources developed specifically for Indigenous students and 2 other Indigenous-specific resources sourced and placed in Centre for Aboriginal Studies common room.

• Hosted table at Indigenous Career Fair and provided assistance/resources.o 170 students (prospective and Indigenous)

attended.o 12 employers attendedo Representatives from Curtin Volunteers!,

Curtin Leadership Centre, Future Student Services, Centre for Aboriginal Studies student services and each of the 4 Faculties attended.

• Writing a Personal Statement workshop and information about career development support services delivered to 12 Bachelor of Education (Rural & Remote) students.

• 6 individual appointments with Centre for Aboriginal Studies students

• ITEC student supporto 38 individual appointments with ITEC

studentso 4 workshops delivered with ITEC students:

Resume & Cover Letters (14 students), Writing a Personal Statement & Career Development support services (11 students), Holland’s Self-Directed Search (13), Preparing for the Transition (14)

o 14 (out of 18) students successfully

Title Description and objectives Progress achieved Cost ($)students

• Raise awareness of other career development support available to students

• Raise awareness of employment opportunities for Indigenous and low SES students

• Improve transition rate to undergraduate courses• Improve students’ career management skills

4. Where?On campus

transitioned from ITEC to undergraduate courses at Curtin (2 others pursuing full-time study elsewhere) [survey]

o Extremely positive informal feedback from ITEC Coordinator, support described as invaluable

• AIME support:o Training given to AIME Program

Coordinator and x2 National Presenters (pathways into Curtin, career considerations).

o 12 AIME students contacted and provided with information on entry pathways via phone and/or email

o 1 confirmed AIME participant studying at Curtin 2014 (AIME still conducting follow up calls) [survey]

• 7 Individual appointments with students referred by Faculty Student Equity Advisors (including 1 Indigenous)

• 6 students referred from external bridging program provided individual appointments

• 5 (out of 7) students referred from external bridging program successfully transitioned to undergraduate courses at Curtin [survey]

• Extremely positive informal feedback from referring (external) staff member, support described as amazing and very much appreciated by both her and students being assisted

• In partnership with Admissions, negotiated removal of application fee which was identified as a barrier which would’ve prevented students’ being able to apply

Title: UniPASS

☐Inclusive entry processes☐Transition programs☒Academic preparation☒Mentoring, peer support, tutoring

1. What was done?UniPASS at Curtin is a voluntary, peer-facilitated, cooperative, academic assistance program. In semester 1, 2013 64 UniPASS sessions were held each week for 16 units. In semester 2, 2013 56 UniPASS sessions were held each week for 22 units.

2. For which groups?

• Regional studentso UniPASS commenced in a third year unit at

the Kalgoorlie campus: Mining Geomechanics in semester 1, 2013

o Created two Peer Learning Facilitators positions at Kalgoorlie: one local student and one international student. The facilitators were interviewed via Skype and in person and flown to Perth for the two day

Title Description and objectives Progress achieved Cost ($)☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

All students enrolled in UniPASS affiliated units, with low SES students strongly encouraged to attend. Priority is given to recruiting facilitators who come from equity target groups.

3. Why?UniPASS targets historically difficult units and assists in the learning, transition and retention of first and/or second year students. Improves academic outcomes for the students in the selected units. There is a significant secondary benefit in the leadership and professional development skills gained by the Peer Learning Facilitators.

4. Where?Bentley and Kalgoorlie campuses

intensive training.o The Peer Learning Supervisor flew to

Kalgoorlie to observe and monitor their progress and the Wellbeing Advisor in Kalgoorlie was the liaison person

• Open Universities Australiao In study period 4 we trialled a Facebook

support initiative in a Humanities Open Universities Australia unit. One on campus experienced facilitator prepared worksheets and monitored and facilitated the Facebook group. We are awaiting results.

• Indigenous studentso Specific sessions run for Indigenous

students in an undergraduate unit, which were very successful. All attendees passed the unit.

o Enabling program Maths unit sessions were run in the Centre for Aboriginal Studies.

o Successful Indigenous peer facilitators ran the sessions for Indigenous students

o One of the Indigenous facilitators won an Australasian wide award for ‘Outstanding New Leader’ at the annual PASS Forum 2013

• Attendance (recorded by facilitators)o 67% increase in regular attendees from

semester 1 2012 to 2013.o Provided gift cards as incentives for

attendance at multiple sessions in a row.o 19% of students who were enrolled in

UniPASS support units attended UniPASS sessions regularly in semester 1, and 17% of students who were enrolled in UniPASS support units attended regularly in semester 2.

• Grades (accessed through student records)o In semester 1, the average increase in

grades of regular attendees (attended 5+ sessions) was 12%

o In semester 2,the average increase in grades of regular attendees (attended 5+ sessions) was 16%

Title Description and objectives Progress achieved Cost ($)o 11% increase in grade for regular attendees

compared to non-attendees in Semester 1, 16% in Semester 2.

• Retention (accessed through student records)o 28% of participants in semester 1 and 20%

of participants in semester 2 would have failed without UniPASS (calculated on the basis that 28% of participants received final grades that were equal to less than 50% + the average grade increase for UniPASS participants).

• Low SES student participationo 15% of attendees were low SES students

Title: Indigenous student support & mentoring program

☐Inclusive entry processes☒Transition programs☐Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☒Monitoring student progress☐Administering student scholarships☐Institutional scholarships☒Research and monitoring☐Other

1. What was done?• Provided peer-supported assistance to students

enrolled in Aboriginal Bridging Course (ABC) or Indigenous Tertiary Enabling Course (ITEC)

• Mentees were matched with Mentors with similar interests/study pathways to help mentees navigate through university and course specific experiences

• Formed study support groups to foster independent academic learning skills and to share concerns about their learning journey

• Cultural guidance provided by appropriate Centre for Aboriginal Studies staff to help students advocate on cultural guidance matters relating to privacy, cultural roles, boundaries, referrals to support services and other arising issues

• Social events to foster collaborative relationships and sharing of information amongst Indigenous students across Curtin

2. For which groups?All Indigenous students enrolled in ABC & ITEC (enabling) courses. Mentors are Indigenous undergraduate students at Curtin University.

3. Why?Historically there has been a lack of embedded infrastructural student support for the aforementioned students. Another disincentive for students is the extreme financial hardship experienced by the majority of Indigenous students. This has

• Most of the ABC & ITEC students who fully participated and engaged in the mentoring program provided positive feedback about their mentor and the program.

• 10 of 18 ABC & ITEC students completed and returned Student Mentee Evaluation surveyso 6 attended most and 4 attended some of the

Indigenous Orientation sessionso 8 agreed/strongly agreed that their mentor

provided helpful information about Curtin University

o 8 agreed/strongly agreed their mentor helped with study tips

o 8 agreed/strongly agreed their mentor gave them confidence in beginning at Curtin University

o 8 agreed/strongly agreed their mentor gave them reassurance in beginning at Curtin University

o 7 agreed/strongly agreed their mentor helped them to feel they belong at Curtin University

o 6 agreed/strongly agreed their mentor was always available if needed

o 8 agreed/strongly agreed their mentor was approachable

o 7 agreed/strongly agreed their mentor directed them to resources & services

o 3 had considered withdrawing from Curtin (no mentors were involved in decision)

Title Description and objectives Progress achieved Cost ($)translated into many Indigenous students dropping out or discontinuing further studies. To strengthen the structure and support services, the Mentoring Program is intended to improve retention rates with a view of increasing student completions/graduation, using collective and other culturally sensitive means of facilitating student engagement.

4. Where?On campus, based in the Centre for Aboriginal Studies

o 7 were interested in becoming a mentor for new students in 2014

• 5 of 8 Mentors completed and returned the Curtin START Mentor Program Evaluation 2013 Semester 2 Mentor Survey.o 4 stated that they benefited from being a

mentor, particularly in terms of developing communication skills and learning to help others.

o All agreed/strongly agreed the mentor training was helpful

• A total of 43 students were enrolled in ABC & ITEC; and 19 (44%) of those students completed the course and graduated. This is just under half of the cohort who completed and graduated which is a good result for us.

• 50 students and staff attended an Indigenous Orientation event, which is a good result considering we acknowledge poor attendance rates for these students.

• Ran an Indigenous Career Expo at the Centre for Aboriginal Studies at Curtin University on the 26th September 2013o This was Curtin University’s first Indigenous

careers expo and it was well attendedo This event was viewed as a support and

social event in that we could connect with students to provide windows of opportunity.

o The event was a huge success. There was quite a buzz in our foyer with all the staff, students and employers who attended.

o Attendees were excited and asked questions and took away a lot of print information from the various industry and university booths.

o 10 employers, 140 Follow The Dream staff and students and about 30 Curtin University staff and students attended.

o We will be holding another Indigenous Careers Expo in 2014.

o Feedback from employers and schools was very positive.

o Students reported that they learnt

Title Description and objectives Progress achieved Cost ($)information about courses and how to study.

Title: StepUp

☒Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☒Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

1. What was done?StepUp creates a pathway for disadvantaged students to have the opportunity to study a higher education degree. In 2013 Curtin applicants were automatically assessed for StepUp entry through TISC. Students who meet selected equity criteria but received an ATAR below Curtin’s minimum cut-off (i.e. between 60 and 69.95) were granted a notional ATAR of 70 to facilitate entry, and received follow-up support to ensure they succeeded in their studies.

2. For which groups?• Permanent or main residential address is in a low

SES, rural, regional or remote postcode• Applicants who completed year 12 at a StepUp

eligible (low SES) school• First in generation to attend university (both parents

did not attend university)• Indigenous Australian background• Affected by financial hardship (Have a

parent/guardian that receives a commonwealth income supports or commonwealth means-tested Assistance payments)

3. Why?StepUp exists as an avenue for underrepresented future students to gain direct entry to University. Research suggests ATAR is strongly influenced by socio-economic factors, but an ATAR of between 60 and 69.95 does not predict significantly weaker performance in university than does an ATAR of 70.

4. Where?StepUp was available to any Australian applicant applying to Curtin through TISC (and meeting criteria), and run out of Curtin Bentley campus.

• Successfully programmed TISC to now automatically assess interstate applicants for StepUp eligibility.

• Engaged with 186 high schools• 524 students were made an Offer to Curtin

through StepUp in Semester 1, 2013, of which:o 390 (74%) enrolled in a courseo 128 (24%) deferred their offer

• A total of 809 students have gained entry to Curtin through StepUp from 2010 – 2013 of which:o 603 (75%) are currently enrolled in a courseo 25 (3%) withdrew from their courseo 13 (2%) were terminated from their courseo The above stats were collated after the

Census date 2013.

Title: Bookshop Grants

☐Inclusive entry

1. What was done?Small grants to assist students experiencing financial hardship to cover the costs of purchasing text books and

• 420 Grants were allocated in semester 1, 2013• 345 Grants were allocated in semester 2, 2013

Title Description and objectives Progress achieved Cost ($)processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☒Administering student scholarships☒Institutional scholarships☐Research and monitoring☐Other

stationary required for their studies.

2. For which groups?Students from low SES backgrounds

3. Why?Enable students from low SES backgrounds to focus on their academic work, with less concern about their financial situation.

4. Where?Coordinated from the Bentley campus, but accessible to students irrespective of location.

Title: Create your Future Scholarship

☐Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☒Administering student scholarships☒Institutional scholarships☐Research and monitoring☐Other

1. What was done?Scholarship was offered to 8 commencing students in 2011 and 2012. The scholarship continues to support these students through to completion of their studies.

2. For which groups?Prospective students who showed academic potential, but faced adverse conditions and could demonstrate financial hardship (low SES).

3. Why?Low SES students may experience financial difficulties, which impede their ability to persist with their studies. This scholarship was to assist future students with academic potential to meet their financial obligations so that they are able to focus their time and energy on completing their degree.

4. Where?Support was coordinated from the Bentley campus, but provided to students enrolled at Curtin irrespective of their location.

• 8 students have been awarded the scholarship• 1 student has now completed their studies• All other scholarship recipients are still engaged

with the their studies and doing well

Title Description and objectives Progress achieved Cost ($)Title: Student Equity Strategy Administration

☐Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☒Research and monitoring☒Other

1. What was done?The office of Ethics, Equity & Social Justice is responsible for the development, monitoring and evaluation of the Curtin Student Equity Strategy, and associated HEPPP funding.In addition to salaries, funds are used to promote student equity and provide opportunities for Curtin staff to develop their understanding and application of equity and social justice principles.

2. For which groups?Staff working with low SES students/communities and/or responsible for implementing Curtin’s Student Equity Strategy

3. Why?• To develop, coordinate, monitor and evaluate the

Curtin Student Equity Strategy.• To enhance staff understanding of student equity

and social justice principles.

4. Where?The office is based at Curtin’s Technology Park campus, but assistance is offered to all students and staff, irrespective of location.

• Student Equity Strategy 2014-2017 developed, with implementation in progress.

• HEPPP funding allocated to selected projects across Curtin and monitored throughout the year, to ensure adherence to HEPPP and Student Equity Strategy guidelines, and to ensure appropriate expenditure.

• Several strategies implemented to facilitate enhanced identification of equity target groups and program evaluation, including project evaluation workshops and enhanced internal processes.

• Internal project and financial reporting processes strengthened.

• Planning day held for key equity project staff, which informed the development of a new University-wide equity strategy.

• Participation in HEPPP Summit at University of Sydney, and input provided into DIICCSRTE reviews.

• Training provided for key equity project staff in Process Improvement, with process mapping of the Student Equity Journey at Curtin now commenced.

• Courageous Conversations about Race (CCAR) Community of Practice meetings facilitated, attended by staff across the University who have completed CCAR training.

a) Total Participation allocation for your university for 2013

$2,838,722

b) Total Participation funds spent on Participation activities in 2013

$1,843,283

c) Total Participation funds spent on Partnerships activities in 2013 (if applicable)

$980,049

d) Total Participation spent in 2013 (b+c) $2,823,332Total Participation funding unspent in 2013 (a-d) $15,390

SECTION 2:BASELINE COMPONENT 2013______________________________________________________________________________________________________________In 2013, what activities did your university undertake with HEPPP Baseline funding to improve access to higher education for students from low SES backgrounds? Please report on Partnerships activities undertaken using Partnerships Baseline funding, and any undertaken using Participation funding.Please complete the table below, adding extra rows as required.

Title Description and objectives Progress achieved Cost ($)Please give the title of the program/project and indicate using the check boxes the type of activity or activities involved.

Please describe the activity using the following subheadings.1. What was done (please include number and type of engagements, number of schools, number of students internal/external, facilities/resources used andnumber of staff2. For which group/s eg low SES, low SES with disability, low SES regional, low SES Indigenous3. Why4. Where

Please state quantitative and qualitative measures of progress to date and include in brackets the methodology used to measure the progress, eg survey, focus group, administrative data, individual feedback, evaluation. Please provide the following measures where relevant and available, and any other measures of progress you can report:

1. number/percentage of students enrolling,2. number/percentage students becoming/remaining

engaged3. retention rates4. number/percentage students passing5. number /percentage students completing6. percentage change in attitude.

For example:60% of participants reported an increased desire to attend university (individual feedback)25 students completed the summer camp (administrative data)54% of participants enrolled at a university (survey)

1) HEPPP funding2) Other funding

Title: Curtin LinkUp

☐Inclusive entry processes☒Transition programs☒Academic preparation☐Mentoring, peer support, tutoring☒Programs for parents

1. What was done?Curtin LinkUp is a structured program aimed at increasing opportunities for high school students in low SES areas of the Perth south east metropolitan region to gain a university education by encouraging and motivating students to consider tertiary education, helping them make an informed decision about their future, developing their academic, personal and social skills and promoting higher education to the school and wider community.

• In 2013, 1,059 high school students and 11 schools participated in the Curtin LinkUp program. All schools are classed as low SES.

• 188 Activities were undertaken, comprising 44 campus visits, 141 in-school workshops, 3 Parent Information Evenings.

• Year 8 evaluation (pre and post-participation surveys):o 163 Year 8 students took part in the

program.o 4% self-identified as Aboriginal or Torres

Title Description and objectives Progress achieved Cost ($)☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

LinkUp is delivered to secondary students in Years 8-12. LinkUp Educators visit participating schools to deliver components of the program in class. The high school students also visit the Curtin campus to participate in educational and inspirational activities, meet and work with university students and explore and demystify the university environment and experience some of the learning support available.

2. For which groups?The following schools are partners in the LinkUp program:

• Armadale SHS• Canning Vale College• Cecil Andrews SHS• Hamilton SHS• John Tonkin College• Kalamunda SHS• Kelmscott SHS• North Lake Senior Campus• Southern River College• Swan View SHS• Thornlie SHS

3. Why?• To develop a greater awareness of university

within the school community.• To encourage and motivate school students to

consider continuing their education at university.• To help students develop academic, personal

and social skills.• To support students at high school in planning for

their future ventures in tertiary education and employment.

4. Where?The program is coordinated from the Bentley campus and is delivered both on campus and within the partner schools.

Strait Islander.o Average of 22% increase in the percentage

of students considering university as a future pathway for them following participation in the program

o 91% of students agreed/strongly agreed that the program made them feel more positive about university

• Year 9 evaluation (pre and post-participation surveys):o 230 Year 9 students participated in the

programo 5% self-identified as Aboriginal or Torres

Strait Islandero 17% identified as speaking a language other

than English at home.o Average of 16% increase in the percentage

of students considering university as a future pathway following participation.

o 74% of students felt that the program helped them make decisions about their career

o 91% felt positive about university and 80% were considering attending university as a result of participating in the program.

o 92% agreed that the LinkUp Program covered topics different to those they covered in regular school classes.

• Year 10 evaluation (pre and post-participation surveys):o 240 Year 10 students participated in the

programo 5% self-identified as Aboriginal or Torres

Strait Islandero 58% of students found that the program

helped them make decisions about their career

o 83% felt positive about university and 69% were considering attending university as a result of participating in the program.

o 83% agreed that the LinkUp Program covered topics different to those they covered in regular school classes.

• Year 11 evaluation (pre and post-participation

Title Description and objectives Progress achieved Cost ($)surveys):o 206 Year 11 students participated in the

program.o 3% self-identified as Aboriginal or Torres

Strait Islandero 23% identified as speaking a language other

than English at home.o 55% of students agreed or strongly agreed

that they were considering attending university as a result of participating in the LinkUp program.

o 49% found that the program helped them make decisions about their career

o 75% felt positive about university and 55% were considering attending university as a result of participating in the program.

o 82% agreed that the LinkUp Program covered topics different to those they covered in regular school classes.

• Year 12 evaluation (pre and post-participation surveys):o 220 students from 9 schools participated in

the Year 12 Curtin LinkUp program.o 2% self-identified as being Aboriginal of

Torres Strait Islandero 26% indicated that they spoke a language

other than English at home.o 31% found that the program helped them

make decisions about their career,o 60% felt positive about university and 43%

were considering attending university as a result of participating in the program.

o 74% agreed that the LinkUp Program covered topics different to those they covered in regular school classes.

o 68% said they felt more confident about their studies following participation

o 88% said they found the tips for study and exam preparation useful and 61% said they found the information on scholarships useful.

Title: Curtin Coaches 1. What was done?Curtin Coaches is an academic tutoring and mentorship program delivered in a number of WA primary and high

• 32 pre-service teachers were recruited from the School of Education at Curtin University to assist over 500 High School aged students with in-class

Title Description and objectives Progress achieved Cost ($)☐Inclusive entry processes☒Transition programs☒Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

schools by university students from the Curtin Faculty of Education. The program primarily operates in low SES areas with the aim of increasing aspiration for higher education, supporting school student learning and providing support to teachers. In 2013, 10 schools participated in Curtin Coaches program: 8 secondary and 2 primary. All of the schools were selected due to the percentage of students from low SES, and the ICSEA value of the school from 2012.

2. For which groups?Secondary school students in years 8-12, and Primary school students in years 3-7. Students were identified through NAPLAN testing and consultation with teachers/coordinators, as having the potential to gain admittance to Higher Education.

Curtin Coaches programs were run in the following schools:• Armadale Senior High School• Canning Vale College• Hamilton Senior High School• Kalamunda Senior High School• Kelmscott Senior High School• Lesmurdie Senior High School• Southern River College• Swan View Senior High School• Millen Primary School• Thornlie Primary School

3. Why?• To raise the awareness and aspirations of

students to consider tertiary education as a post-school option

• To raise the academic skills and confidence of students to take up tertiary education

• To provide flexible programs to partnership schools which supports classroom teachers and school administrators

• To provide Curtin students with practical teaching and learning opportunities which connects with degree learning

academic support.• 10 pre-service teachers were recruited from the

School of Education at Curtin University to assist 128 Primary School aged students with in-class academic support.

• In total, more than 2,000 hours were spent by Coaches in class assisting students to raise aspirations and academic skills, a 200% increase on student interactions from 2012 (administrative data)

• 100% of Coaches interacted well with the students they supported (participant survey)

• 100% of Coaches helped the students with their in-class work (participant survey)

• 85% increase in the attitude of students towards school work (pre- vs post-participation evaluation)

• 70% of students showed improvement in the grades (evaluation)

• 70% of Coaches were able to talk to students about University life (survey)

• Primary School Pilot Evaluation (survey):o 128 (100%) students felt their confidence

improvedo 128 (100%) students felt their motivation

skills improvedo 128 (100%) students received literacy

supporto 85 (66%) students received numeracy

support• Coaches Evaluation:

o 100% of Coaches enjoyed supporting students (survey)

o 85% of Coaches felt that they made a difference (survey)

o 100% of Coaches developed a deeper understanding of educational issues (survey)

o 85% of Coaches gained a greater understanding of conceptual material covered in their course of study (survey)

o 95% of Coaches developed more empathy for students that face challenges in school (survey)

Title Description and objectives Progress achieved Cost ($)

4. Where?The program was coordinated from the Bentley campus and was delivered both on campus and within the partner schools.

o 90% of Coaches gained a greater insight into the inner workings of a school environment (survey)

o 90% of Coaches gained a greater understanding of individual student learning (survey)

o 90% of Coaches clarified possible future educational and career plans (survey)

o 90% of Coaches felt being involved in the program added value to their degree (survey)

Title: Equity Partnerships program

☐Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☒Research and monitoring☒Other

1. What was done?This project involved identifying, developing and progressing partnership opportunities within Curtin, and with schools, VET providers, government agencies, community groups, and not-for-profit organisations. This enabled Curtin to deliver equity-based programs in a coordinated and strategic manner. Integral to this was the development of a ‘living’ university-wide equity outreach program register.

2. For which groups?Activities within this project were targeted towards low SES, Indigenous and regional communities, and relevant stakeholders.

3. Why?• To develop community engagement activities that

encourage the aspirations of people from equity target groups to access higher education, improve the understanding and awareness of higher education as a viable post-school option and support people in linking with a higher education provider.

• To facilitate a consolidated package of support to low SES communities from aspiration to enrolment, support planning of initiatives with education partners, raise Curtin staff awareness and understanding of the university’s equity-based initiatives, and provide a resource for reporting and promoting Curtin community engagement activities.

• Partnerships involved:o 28 schoolso 52 teacherso 238 prospective studentso 12 external (non-school) partnerso 8 parents engagedo 12 internal partners

• Sponsorships provided to The Smith Family and the Swan Eastern Alliance.

• 8 new community engagement activities involving Curtin students initiated in 2013

• 35 partners proposed for future collaborative projects

• University – VET Partnershipso Curtin review of existing VET Articulation

agreements (4 x VET providers)o New VET articulation agreement (1 x VET

provider)• Regional/Community partnerships

o Gosnells Education, Training and Industry Links (GETIL) Steering Committee: Participated on GETIL Steering Committee (x 3 meetings)

o Beacon Foundation: Hosted and engaged Beacon Student Ambassador Induction Day (13 schools; 35 students; 13 teachers)

o The Smith Family: Developed partnership expansion framework; Hosted and engaged The Smith Family iTrack Mentoring day (2 schools; 25 students; 10 teachers/mentors)

o Australian Indigenous Mentoring Experience (AIME): Supported development of AIME/Curtin partnership

Title Description and objectives Progress achieved Cost ($)

4. Where?The Equity Partnerships Officer was based at Curtin’s Bentley campus, but met regularly with relevant stakeholders in the metropolitan WA community.

o Canning Coalition (Partnership Broker): Hosted and engaged Youth Attainment and Transitions activity - Aboriginal Students Engagement in Health Day (5 schools; 15 students; 5 teachers)

o Role Models Australia: Hosted and engaged Clontarf Girls Academy Basketball Showcase (8 schools; 95 students; 16 teachers)

o Great Southern Economic Development Committee (Partnership Broker): Collaborated on Transitions to Tertiary proposal targeted at Great Southern area

• School Partnershipso Clontarf College: Initiated Enactus Clontarf

Community Garden project; Hosted John Curtin Gallery visits (45 students; 2 teachers); Initiated Noongar Dandjoo production participation (15 students; 1 teacher)

o Southern River College: Hosted Southern River College Light-A-Beacon event (8 students; 5 teachers; 8 parents)

Title: Regional Partnerships Project

☐Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☒Institutional scholarships☒Research and monitoring☒Other

1. What was done?The overarching objective of the Regional Partnerships project was to improve the perceptions of WA regional communities about the relevance and attainability Higher Education. Key elements of the project included building awareness of Higher Education study options and support available for prospective students in regional areas, developing support networks for Curtin students studying in regional locations or online and addressing social isolation reported by regional/online learners.

2. For which groups?Current and prospective Curtin students in regional/rural/remote locations.

3. Why?• To improve awareness, access, outreach and

participation in higher education by WA regional

• Significant work was undertaken to develop a WA Regional-specific Curtin website. The website is yet to be fully operational due to a number of unforeseen barriers, however these are currently being addressed.

• Established a formal agreement with the WA Dept of Regional Development for 113 regional WA Community Resource Centre Networks (CRCs) to be used to support Curtin students studying in regional areas or online.

• 141% increase in online enrolments of WA regional students from semester 1 2012 to semester 1 2013

• 132% increase in UniReady (Curtin enabling program) enrolments in regional WA from semester 1 2012 to semester 2 2013

• A grant scheme (“CRC COOL Grants”) was established for regional online students, to encourage engagement and provide support in accessing online resources with administrative support through 113 regional CRCs.

• A regionally specific promotional tool was developed in the form of a video describing support available,

Title Description and objectives Progress achieved Cost ($)communities.

• Develop financial support program for regional online learners who meet low SES eligibility criteria.

• Provide regional areas with relevant, tailored and timely information aimed at raising awareness of study options and support services available at Curtin

• Establish face-to-face academic support arrangements for Curtin students studying online or in 1st year programs offered in regional areas.

• Develop links with regional centres to develop further higher education partnerships relevant to individual communities and their local industries

4. Where?Work associated with this project was carried out across WA, with much of it conducted within the regional communities themselves.

alternative entry programs and admission requirements for prospective regional and online students

• Distribution agreement was established between Curtin and WA Dept of Regional Development to supply informational packages and course promotional material to 113 CRCs

• Established five regional academic hubs which provide support to first year students:

o Peel – Education 2 Community, Manduraho South West – Manea Senior Collegeo Wheat Belt – CY Oconnor Muresk/Northamo Kimberley – Kimberly Training Inst, Broomeo Pilbarra – Pilbarra Inst, Karratha

• Curtin recognised as a partner of WA Dept Regional Development CRC network, participating in meetings and regional planning process.

Title: Teachers’ Big Day Out

☐Inclusive entry processes☐Transition programs☐Academic preparation☐Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☒Other

1. What was done?Curtin University's Teachers' Big Day Out (TBDO) was a professional development day for High School teachers, career coordinators, principals and head of year groups. The purpose of the event was to provide these key stakeholders with information about developments in courses, admission requirements, pathway programs and student support facilities at Curtin. HEPPP funding was used to subsidize travel for teachers to attend from regional or remote areas and the costs of substitute teachers to replace staff from low SES schools wishing to participate in the event.

2. For which groups?• Low SES, rural/regional school teachers

3. Why?• Educate and give hands on experience to teachers

on new courses , teaching and learning initiatives• Provide professional development opportunities to

teachers whilst profiling key Curtin staff.• Educate teachers on the range, selection and

• The TBDO was run in May 2013. More than 80 school staff attended the event.

• HEPPP funding was used to support 6 teachers from 4 low SES/regional schools to attend the event:

o Armadale Senior High Schoolo Tuart Collegeo Northam Senior High Schoolo Lockridge Senior High School

• Program Evaluation (Participant event survey feedback form):

o More than 80% of participants indicated they were satisfied with the event, found it useful and informative

o Example response from staff from a regional school: “Very well organised day thank you!”

Title Description and objectives Progress achieved Cost ($)application process of alternate entry pathways

• Ensure understanding about the career opportunities available to students

• Provide the opportunity for those in the secondary education system to network with others from their industry, as well as with prominent Curtin staff members.

• Build stronger relationships with Career Counsellors and Teachers.

4. Where?The TBDO was held on Curtin’s Bentley campus

Title: Curtin Volunteers!

☐Inclusive entry processes☒Transition programs☒Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☒Other

1. What was done?Curtin Volunteers! (CV!) co-ordinates community-identified projects in the areas of environment, youth, culture and communication, remote and Indigenous and health. Throughout 2013 CV! ran 21 HEPPP-supported volunteer programs, 6 of these worked with metropolitan youth from low SES backgrounds delivering mentoring, peer support, tutoring and academic preparation. These programs ran externally, with five local schools: Cannington Community College, Kent Street Senior High School, Manning Primary School, Victoria Park Primary School and a community group for recent migrants of Kenyan and Somalian backgrounds. Two of these programs ran mentoring, peer support, tutoring and academic preparation for youth from low SES backgrounds with disabilities. These programs worked with Carson Street School and Ursula Frayne Catholic College.

Four external Remote and Indigenous programs, (Laverton, Leonora, Wiluna and Yalgoo) ran 47 trips in 2013. The types of work undertaken within the communities aim to engage youth in dynamic educational activities such as music, health, art, sport and astronomy. The structure and content of the programs are based on community-identified needs, through partnerships with local primary schools, shire youth services and local police.

• Established 5 new low SES programs (bringing the total to 21) thereby increasing the participation of the relevant communities and of volunteers working within those communities.

• Mentoring, peer support, tutoring and academic preparation for metropolitan youth from low SES backgrounds.

o 6 programso 139 volunteer participantso 1055 hours of community work completed by

volunteers in these programs.• Mentoring, peer support, tutoring and academic

preparation for metropolitan youth from low SES backgrounds with a disability.

o 2 programso 13 volunteer participantso 224 hours of community work completed by

volunteers in these programs• Outreach, mentoring, peer support and tutoring for

low SES regional and Indigenous youth.o 4 programso 182 volunteer participantso 3480 hours of community work completed by

volunteers in these programs• Transition, peer support and tutoring programs for

low SES youth.o 7 programso 56 volunteer participantso 342 hours of community work completed by

Title Description and objectives Progress achieved Cost ($)

Seven of CV!’s 2013 HEPPP projects, provided transition, peer support and tutoring services for low SES students in high school, TAFE and at Curtin University. These programs partner with edventures, Bentley Polytechnic, Curtin University’s English Language Centre and Curtin University’s Kalgoorlie campus to run youth mentoring and conversational help and support, mentoring and transition programs.

In 2013, two programs provided mentoring, peer support, tutoring and academic preparation for metropolitan low SES Indigenous students. Both of these external programs ran in partnership with Clontarf Aboriginal College.

2. For which groups?In 2013 Curtin Volunteers ran 21 HEPPP-supported programs.

• 13 programs were for low SES students.• 2 programs were for low SES and disabled students.• 4 programs were for low SES, regional and

Indigenous students.• 2 programs were for metropolitan, low SES

Indigenous students.

3. Why?• Increase participation of relevant low SES

communities, as a result of the increase in the number of related programs or expansion of current programs.

• Increase number of volunteer participants in HEPPP-supported CV! Projects.

• Implement ‘Volunteer Squared’, a volunteer management system.

• Develop two new programs that fit the low SES demographic.

• Conduct an audit of the relevant community partners.• Launch a new CV! marketing campaign.

4. Where?Programs take place in a range of locations around WA

volunteers in these programs• Mentoring, peer support, tutoring and academic

preparation for metropolitan, low SES and Indigenous youth.

o 2 programso 190 volunteer participantso 174 hours of community work completed by

volunteers in these programs• In 2013, the CV! Volunteer Portal (powered by

Volunteer Squared) was launched. This online volunteer management system:

o simplifies the volunteer registration process, allowing volunteers and potential volunteers to browse and sign up for opportunities online

o improves the accuracy and efficiency of administrative processes by automating and consolidating processes

o captures, collates and reports on key statistics, allowing us to produce more accurate reports (Administrative data).

• In 2013, CV! established five new programs:o Clontarf Numeracy Buddieso Yalgoo Remote and Indigenous tripso Conversational Help and Support (CHAtS)

Polytechnico Conversational Help and Support (CHAtS)

Kalgoorlieo Manning Primary School Support-A-Reader

Programo Kent Street Study Buddies (re-establishing

an old program that had stopped running)• In 2013, CV! conducted two program audits at the

start of each academic semester. Consultation meetings or phone calls with each community partner as well as feedback surveys were used to determine if changes need to be made. Key outcomes of these consultations included:

o Expansion of the Clontarf literacy Program to include a numeracy program.

o Re-evaluation of the administration management for Cannington Community Coaches.

Title Description and objectives Progress achieved Cost ($)including:

• Laverton, Northern Goldfields• Leonora, Northern Goldfields• Wiluna, Northern Goldfields• Yalgoo, Murchison• Cannington, Perth• East Victoria Park, Perth• Victoria Park, Perth• Manning, Perth• Waterford, Perth• Bentley, Perth• Kalgoorlie, Goldfields

o Extension of the CHAtS programs to include a second Monday session.

o Inclusion of Shire youth service support as a component of the Wiluna program.

• In Semester 1, 2013 CV! launched a marketing campaign that aligned with Curtin University branding. The marketing campaign worked with a professional consultant within Community Life to re-develop the Curtin Volunteers! brand and marketing materials. The campaign also included the re-structure of a volunteer-managed marketing team including communications officer, graphic designers and photographers.

o The result of the updated marketing campaign has been the greater fulfilment of volunteer capacity in CV! HEPPP-supported programs. The introduction of the Volunteer Squared management system in 2013 has provided baseline data for comparison in future years.

Title: Sir Charles Court Young Leaders’ Program

☐Inclusive entry processes☐Transition programs☒Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

1. What was done?The Sir Charles Court Young Leaders Program (SCCYLP) was established at Curtin University in 1999. The program is a partnership between Curtin University and the History Teachers’ Association of Western Australia. It aims to build upon the leadership talents of the participants, motivate them to develop as leaders and increase their community involvement. It also aims to increase understanding of leadership and history, and to increase recognition of the links between the two.

Students spent an intensive few days meeting inspirational speakers and role models, participating in stimulating and enlightening activities, being challenged intellectually, forming lasting friendships and having fun.

2. For which groups?The program was aimed at Year 10 students. Selection for the program is competitive with a target of at least one third of participants coming from low SES and/or regional schools.

• 30 students from around WA participated in 2013.• 10 (30%) students came from low socioeconomic

and/or regional schools.• Participant feedback survey:

o 29 out of 30 students completed the surveyo 29 (100%) strongly agreed that they enjoyed

the experience of participating in the SCCYLP

o 29 (100%) agreed/strongly agreed that the SCCYLP was a valuable learning experience

o 29 (100%) agreed/strongly agreed that the SCCYLP provided an opportunity for them to develop close friendships with people who have similar interests

o 29 (100%) agreed/strongly agreed that by participating in the SCCYLP they are now motivated to develop their skills as a leader in the community

o 29 (100%) agreed/strongly agreed that the SCCYLP improved their understanding of the skills required to be a good leader

o 29 (100%) agreed/strongly agreed that by participating in the SCCYLP they felt

Title Description and objectives Progress achieved Cost ($)HEPPP funding was used to cover the costs of students from this cohort participating in the program. Participants came from the following schools (low SES/Regional schools denoted by *):

• WILLETTON SENIOR HIGH SCHOOL• KEARNAN COLLEGE*• KARRATHA SENIOR HIGH SCHOOL*• PRESBYTERIAN LADIES COLLEGE• SOUTHERN CROSS DISTRICT HIGH SCHOOL*• EATON COMMUNITY COLLEGE*• WOODVALE SECONDARY COLLEGE• BODDINGTON DISTRICT HIGH SCHOOL*• URSULA FRAYNE CATHOLIC COLLEGE• HAMILTON SENIOR HIGH SCHOOL*• CHRISTMAS ISLAND DISTRICT HIGH SCHOOL*• SANTA MARIA COLLEGE• YULE BROOK COLLEGE*• GREAT SOUTHERN GRAMMAR• PEMBERTON DISTRICT HIGH SCHOOL*• KULIN DISTRICT HIGH SCHOOL*• MERCY COLLEGE• QUINNS BAPTIST COLLEGE*• TRINITY COLLEGE• CHRIST CHURCH GRAMMAR SCHOOL• PERTH MODERN SCHOOL• PERTH COLLEGE• PENRHOS COLLEGE• CHISHOLM CATHOLIC COLLEGE• HALE SCHOOL• CECIL ANDREWS SENIOR HIGH SCHOOL*• MANDURAH CATHOLIC COLLEGE• COMET BAY COLLEGE• ALBANY SENIOR HIGH SCHOOL*• THORNLIE SENIOR HIGH SCHOOL*

3. Why?• Students learn about a number of inspirational

leaders, including people in office and everyday people who have confronted great challenges

• Students develop leadership skills, including understanding of the ethics of leadership, understanding of the complexities of international politics, listening skills

confident of their ability as a leader in the community

Title Description and objectives Progress achieved Cost ($)• Students develop cultural skills, including the valuing

of cultural diversity, understanding of the origins and rationale of different religious and cultural traditions

• Students develop historical skills, including understanding the origins of present issues in past conflicts, the role of leaders in shaping the course of history; the learning of lessons for today from events of the past

• Students learn to investigate, question, judge, analyse, hypothesise, criticise and defend their findings, enhancing their critical thinking skills and self-reflection

• Students are challenged to extend their experiences and achievements beyond their “comfort zone” to build their self-confidence, including negotiating with other leaders, attempting physical and intellectual challenges not tried before, living and cooperating with other youth outside of the family environment

• Students leave the program determined to share their new knowledge within and beyond school and to take on leadership roles in their communities

• Young Leaders form strong alliances that establish future professional networks.

4. Where?Most activities were based at Curtin University and students were accommodated at the nearby Wesley College boarding house.

Title: iOS App Development Project

☐Inclusive entry processes☐Transition programs☒Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student

1. What was done?Worldwide, the number of users accessing the internet via mobile devices, particularly iOS (Apple) is increasing rapidly. Gaming and App development is one of the fastest growing sectors within the IT and IS industry. Due to such growth, development of interest and skills in this area is of value on an individual and on a community level.

In utilizing iOS and mobile technology and gaming as a means to engage students in learning, and being aware of the limitations inherent based on socioeconomic factors, the project aims were to pilot a delivery model in a low SES

• 5 Curtin university students (Mentors) were recruited and trained by external Apple Consultant

• Southern River College identified and selected 4 suitable high school students (13 year olds) to participate

• The high school students worked collaboratively using software engineering principals to decide what needed to be in the App; design the Graphical User Interface for the App; design the underlying software architecture of the App; work out what was needed within the App code in order for it to function; and write the code for the App.

• The App was developed and incorporated a newsletter, canteen menu, map and timetable. It was submitted to key high school staff, testing was

Title Description and objectives Progress achieved Cost ($)scholarships☐Institutional scholarships☐Research and monitoring☐Other

school that would be cost effective, educationally sound and would build relationships between high schools and higher education providers. The pilot was undertaken at Southern River College – a low SES school in Western Australia. The program delivery was based on a cascaded Train-the-Trainer model, which involved engaging an external Application Developer to provide training for a small group of first and second year Computing Students from Curtin University. Once trained in the use of appropriate development tools, these students, with the support of academic staff from the department of Spatial Sciences at Curtin would train and mentor high schools students from Southern River College to develop an iPhone App designed to be of use by students or staff of the school.

2. For which groups?Students at Southern River College – a low SES school in Western Australia.

3. Why?• To introduce high school age students to basic

programming techniques, bisect and improve on existing technology using iOS devices.

• To investigate a model for cost effective delivery of science based curriculum through an interactive technology at schools in disadvantaged areas.

4. Where?The program was coordinated from the Bentley campus and is delivered at the partner school.

undertaken and delivered to the college for their use.• Program evaluation (selected feedback, anecdotal

evidence)o Students reported that they had not done

something like this before and found it very challenging and inspiring. Students also reported that working with the Curtin University mentors was inspiring and motivating. Several of the high school students expressed an interest in pursuing university studies once they finish high school.

o High School staff reported that the students were always highly motivated, eager to attend, and expressed how much they were both enjoying the course as well as how much they were learning from it.

o The Curtin Mentors reported benefits of participating in the program, including challenging them to re-think ideas and to be able to present concepts to students in a variety of ways in order to increase understanding and retention of the presented materials.

Title: Australian Indigenous Mentoring Experience (AIME)

☐Inclusive entry processes☐Transition programs

1. What was done?The Australian Indigenous Mentoring Experience (AIME) is a mentoring program that links Indigenous high school students with Curtin University students in order to improve high school completion rates and encourage Indigenous students to think big about their post school options. AIME works with partner schools to offer programs to all their Aboriginal

• 232 Indigenous high school students participated in 2013, with 192 (83%) completing the program

• 74 Curtin University students were engaged as AIME mentors, including 2 indigenous mentors

• As this was the first year AIME Curtin has been operating, further evaluation data is not yet available.

Title Description and objectives Progress achieved Cost ($)☒Academic preparation☒Mentoring, peer support, tutoring☐Programs for parents☐Monitoring student progress☐Administering student scholarships☐Institutional scholarships☐Research and monitoring☐Other

students. The AIME program is designed to give Aboriginal students the exposure to university by bringing them onto university campus, linking them with university mentors who are studying at the university, drawing pathways to university study and giving the students belief that they can aspire to university if they work hard and stay at school. The AIME Program is delivered and led by inspiring, young and successful AIME presenters from around the country who understand the hurdles Aboriginal students have to overcome in order to attend university and want to see them succeed.Curtin has partnered with AIME 2013-2015.

2. For which groups?Indigenous students in 12 metropolitan/greater Perth high schools:

• Cannington Community College• Clontarf Aboriginal College• Belmont City College• Catholic Agricultural College Bindoon• Darling Ranges Sports College• Ellenbrook Secondary College• Guildford Grammar School• John Forrest Secondary College• Southern River College• St Mary’s Anglican Girls School• Wesley College• Kent Street Senior High School

3. Why?• To provide a mentoring program that encourages

Indigenous high school students to have university-level student mentors

• To encourage Indigenous students to see education in a positive way and provide literacy and numeracy support

• To improve Indigenous high school student outcomes and increase school completion rates and transition to university for Indigenous students

4. Where?

Title Description and objectives Progress achieved Cost ($)The program was coordinated from the Bentley campus and delivered both on campus and at the partner schools.

a) Total Partnerships Baseline allocation for your university for 2013

$250,000

b) Total Partnerships Baseline funding spent on Partnership activities in 2013

$250,000

Total Partnership funding unspent in 2013 (a-b) $0

DECLARATION                       

I declare that: I am authorised by the university to sign this form on its behalf; and To the best of my knowledge, the information that I have provided in this application is true, correct and accurate in all

particulars.

I understand that: The provision of false or misleading information or the making of false or misleading statements to the Commonwealth

is a serious offence under the Criminal Code Act 1995 (Cth). If any actual or potential conflict of interest arises, I must notify the Commonwealth immediately in writing of the facts

giving rise to the actual or potential conflict of interest and to take such steps as the Commonwealth may require so as to resolve or otherwise deal with any conflict of interest that may arise.

Title  ProfessorGiven name  DeborahSurname  TerryPosition  Chief Executive Officer (Vice-Chancellor)Signature

Contact details (Project Manager or equivalent):

Name: Mel HenryPosition: Manager Corporate Values and EquityContact telephone number: 08 9266 7914Email: mel.henry@curtin.edu.auDate of submission: 31 March, 2014