utas university of tasmania social inclusion plan 2013 (public)

8/11/2019 UTAS University of Tasmania Social Inclusion Plan 2013 (Public)

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UNIVERSITY OF TASMANIA


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UNIVERSITY OF TASMANIA


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Definition

Social inclusion is defined broadly as building aspirations, providing opportunities, and creating a supportiveenvironment so that all students with the ability to succeed at University are empowered to realise their potentialand become agents of social transformation. This definition is consistent with national (Department of the PrimeMinister and Cabinet, 2009) and state (Adams, 2009) social inclusion strategies to facilitate access to thepersonal, social, economic and civic resources and relationships that make life healthy, productive and happy.

Open to Talentdoes not specifically use the term social inclusion, but makes reference to increasing

participation, diversity and equitable and inclusive environment. For the purposes of this Social Inclusion Plan

it is understood that, collectively, these terms represent social inclusion at the University of Tasmania.

Purpose

The purpose of the UTAS Social Inclusion Plan is to ensure all aspects of University planning and activity reflect

a social inclusion focus so as to maximise student access, transition, participation, retention, and outcomes.

Through commitment to the Social Inclusion Plan 2013-2015 we aim to increase access to University, foster an

inclusive culture and environment, and build awareness and commitment to social inclusion within the University

community and beyond in terms of socially inclusive research and practice.

Principles

This plan is based on the principles articulated in the overarching UTAS Equity and Diversity Principles, and the

UTAS Value working from the strength that diversity brings. In addition, it is underpinned by the following

i i l


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2.4 Value and reward socially inclusive practice of staff

2.5 Recruit staff whose values are consistent with the University Statement of Values

2.6 Develop and organise UTAS social events and initiatives to promote connections and raise

intercultural awareness and competence

2.7 Seek sustainable opportunities to support diversity at UTAS

2.8 Ensure accommodation and physical infrastructure are physically accessible and culturally

appropriate

2.9 Ensure a range of services is available to assist students where financial hardship is having a

negative impact on study progression and retention at university

Goal 3 Build UTAS capacity to engage within the University and with the broader community to support

social inc lusion research and practice

3.1 Conduct research into all aspects of social inclusion, aspiration, and related issues

3.2 Build awareness and capacity to implement a socially inclusive University at all levels

3.3 Raise awareness of social inclusion issues within the broader community

Table 1 (next page) links the three goals to key areas of UTAS activity and to the stages of the student lifecycle.


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Key areas ofUTAS activity

Access Retention Career

Aspi rat ion Pathways Recrui tmentand

selection

Transition3

: Engagementand support

Assist inginto

careers

Governance and

partnerships

Goal 1 Goal 1 Goal 1 Goal 1 Goal 1 Goal 1


Policy, procedures,processes



Goal 3 Goal 3 Goal 3 SE Plan4 SE Plan SE Plan

Programs, initiatives Goal 1 Goal 1 Goal 1 Goal 1 Goal 2 Goal 1


SE Plan Goal 3 SE Plan SE Plan

SE Plan

Monitoring and

evaluation



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Appendix 1: Implementation plan

Goal 1 Increase aspiration toward University and improve access and pathways into University for all students

Strategy Action Responsibility Performance Measure Timeframe Priority Links to other UTAS

Strategies and Plans

1.1 Partner with the

State Government and

other bodies to build

aspiration toward

school completion and

tertiary education

1.1.1 Take an active role in

the State Government

Partnership Agreement

Educational Attainment

Working Party

DVCSE Working Party projects

meet their KPIs

December

2014

High Open to Talent: S1.3

1.1.2 Engage with localgovernment, not for profit

and other bodies which

promote educational

aspiration

ProvostDirector, CUPP

Deans/Directors/Principal

of Faculties and

Institutes

Executive Director,

Student Centre

Number of projects withexternal bodies regarding

educational aspiration

Ongoing Medium

1.2Develop a

coordinated

University-wide plan to

build aspiration toward

University study

1.2.1Develop a

coordinated, ongoing and

staged University-wide plan

for aspiration building, by

forming partnerships with

low SES and other under-

represented schools and

their communities including

Director, CUPP

(including Riawunna)

Executive Director,

Student Centre

Working party develops

draft plan

Plan progressively

implemented andevaluated

Compact targets met or

exceeded for % of

June 2013

June 2013

June 2015

2013-2015

High Open to Talent: S1.3

Domestic Student

Recruitment Plan

(interim) 2013

Indigenous Higher

Education Strategies

2013-2015

Strategic Plan (L & T)


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indigenous communities,other education providers,

industry, state and local

governments.

undergraduateenrolments from low SES

students: 22.4% in 2013;

23.02% in 2014; 23.62%

in 2014

2012-2014: 3.4.2

1.2.2Connect with UTAS

peer learning framework

and other leadership/peer

opportunities, to develop

and implement a sustained

peer mentoring pilot project

focusing on selected rural

lower and/or middle

secondary student cohorts

and University student

mentors

Director, CUPP

Executive Director,

Student Centre

PVC Regional

Development


of Faculties and

Institutes

Evaluation of pilot

including comparison of

baseline and summative

data re student

aspirations

2014-2015 High

1.2.3Identify opportunities

and develop proposals for

additional funding in relation

to aspiration building (eg.

HEPPP competitivepartnership funding,

Australian Maths and

Science Partnerships

DVCSE

Director, CUPP

Executive Director,

Student Centre

PVC RegionalDevelopment

Submission of proposal

for competitive funding

2013 and

ongoing

High


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Program, philanthropicfunding)

1.3Provide

scholarships that

provide financial

support to students

who may not

otherwise consider

UTAS

1.3.1 Develop a Low SES

scholarship strategy to

provide financial support to

groups of students who may

not otherwise consider

UTAS. Scholarships are of

greater value than Access

Bursaries.

1.3.2University Foundation

to implement Low SES

scholarship strategy

1.3.3Student Centre

reviews current Access

Bursaries, Springboard to

Higher Education bursary

program and other

bursaries

Director, CUPP

Director of Advancement

Executive Director,

Student Centre

Strategy accepted by

University Foundation

Identifying sponsorship

and awarding at least 3

scholarships

Recommendations of

review implemented

2013

2013-2015

2014

High

High

Low

1.4Provide access to

UTAS through

programs and services

1.4.1 Offer high quality,

affordable, accessible and

culturally appropriate

Director, CUPP

(including Riawunna)


Pre-degree units in

University Preparation

Program, Murina

Ongoing High Open to Talent: S5.1,

E2



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that prepare studentsto succeed and are

offered locally and by

flexible delivery

preparation and pre-degreeprograms to prepare

students to succeed at

UTAS

of Faculties andInstitutes

DVCSE


of Faculties and

Institutes

Director, CUPP

Program, Diploma ofUniversity

Studies/Bachelor of

General Studies year 1

and Foundation programs

prepare students to

succeed in degrees

Preparation and Pre-

degree programs and

Foundation units are

HECs free

At least one additional

award (specialisation)

added to Diploma of

University Studies suite

Ongoing

2014

High

Medium

2012-2014: 3.3.1, 3.3.3Internationalisation Plan

2011-2013: 4.4, 4.5

Indigenous Higher

Education Strategies

2013-2015

1.4.2Offer UTAS programs

and student support at

locations dispersed

throughout Tasmania, inSydney and by flexible

delivery

VC

COO


of Faculties andInstitutes

Executive Director,

Student Centre

Director, CUPP

Maintain a vibrant UTAS

Campus at Cradle Coast

and in Sydney with a

diversity of pre-degree,undergraduate,

postgraduate and

graduate research

programs and accessible

Ongoing High


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of Faculties and

Institutes

Director, CUPP

Director, CUPP


of Faculties and

Institutes

support services.

Increase in number of

units and courses that

offer flexible delivery

modes

Delivery of University

Preparation Program and

Diploma of University

Studies in additional/

alternative locations/sites/modes

2013

2015

High

Medium

This outcome/target is

identified in Strategic

Plan (L & T) 2012-2014:

3.1.2

1.5Continue to

develop and promote

multiple pathways into

UTAS at an

undergraduate and

postgraduate level

1.5.1Lead TASACT to

achieve expanded range of

recognition and articulation

arrangements and

partnerships between

UTAS, VET and industry

DVCSE

Dean/Director/Principal

of Faculties and

Institutes

Executive Director,

Recommendations from

TASACT working groups

re: Business,

Engineering, Food and

Agriculture; Health and

Community Services,

received

Improved pathway

partnership procedures

and practices

2013

2015

High

High

Open to Talent: S1.2,

S3.5, S4, S5.1, E2

USF: 6.11, 6.13


2012-2014: 3.1.2, 3.3.1,

3.4.2, 3.4.4

Strategic Research

Plan 2011-2015: 6.4.6


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Student Centre implemented

1.5.2 Partnership with

TasTAFE formalised and

operating

VC

DVCSE

MoU signed.

Forum and associated

structures established

and operating

2013

ongoing

High

High

1.5.3Conduct a review into

the feasibility of bonus

admission points for

students from qualifying low

SES and rural/remote

schools

Admissions PolicyCommitteeDirector, CUPP

Review completed Ongoing Low

1.5.4Develop credit/RPL

policy/procedures/

guidelines

Head, SERRU

Dean/Director/Principal

of Faculties and

Institutes

AQF compliant policy/

procedures/guidelines in

place

January 2015 High

1.5.5Benchmark pathway

partnership practices

Director, CUPP Recommendation/s

implemented

2015 Medium

1.5.6Upgrade the current

credit/articulation double

advantage website as a

comprehensive and

Director, CUPP

Executive Director,

Student Centre

Searchable data base

developed and trialled

2014 Medium


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searchable data base ofVET and HE qualifications

1.6Ensure there are

appropriate

governance structures

in place to lead and

support activity at all

stages of the student

lifecycle, with

particular attention to

the early (aspiration

building) stage

1.6.1Identify which existing

internal governance

structure should lead and

support activity at all stages

of the student lifecycle and

amend terms of reference

accordingly

DVCSE Appropriate governance

structures in place

2014 Medium Open to Talent: S1.3,

S3.4


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Goal 2 Promote and support socially inclusive culture and environment across the University



2.1 Partner with theTUU to develop a co-

ordinated approach to

promote and support

socially inclusive culture

and environment across

the University

2.1.1Establishprotocols and set up

regular meetings and

with TUU

Director CUPPPresident TUU Protocols established.Meetings held. 2014 High

2.2Review University

policies, procedures,

governance structures,communications and

promotional materials,

including social media,

to ensure they reflect

and are in accordance

with the Equity and

Diversity Principles

2.2.1Develop and

implement an equity

and diversity checklistthat can be applied to

policy, procedures,

communications and

promotional materials

development (explicit

and implicit content

including text and

graphics) and

governance structures

(member composition).

Director, Governance and

Legal

Director, CUPPExecutive Director,

Human Resources

Executive Director,

Marketing and

Communication

Executive Director,

Student Centre

Policy developers/owners

Social inclusion checklist

developed.

Use of checklist

measured annually by

percentage of policies,

procedures and

guidelines developed

and reviewed with a

social inclusion lens

2014

2014 onwards

Medium USF: 2.6, 4.7


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2.3Provide a range ofinformal and formal

professional learning

opportunities for all staff

to build intercultural

competence and

encourage and support

socially inclusive culture

and practice

2.3.1Support thedevelopment of a staff

network dedicated to

social inclusion

discussion and sharing

of best practice

Director, CUPP

Executive Director,

Human Resources

Increase in membershipof network formed

following the Social

Inclusion Symposium on

7 September 2012.

2013 ongoing Medium Strategic Plan (L & T)2012-2014: 3.1.2, 3.2.2

USF: 4.6, 4.8, 4.13

Student Experience

Plan 2013-2015: 3.5

Strategic Research

Plan 2011-2015: 6.4.6

2.3.2Run an annual or

biennial University-widesocial inclusion

symposium to provide

opportunities for sharing

of information and best

practice between

Faculties and

administrative units

Director, CUPP Deliver second social

inclusion symposium

2014 Medium

2.3.3Provide and

widely promote a rangeof professional learning

sessions each year for

academic and

professional staff and

Director, CUPP (includingRiawunna)Head, TILTExecutive Director,Human ResourcesExecutive Director,Student Centre

A calendar of activities

implemented includingat least 6 activities per

year

2014 Medium


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graduate researchcandidates on socially

inclusive practice

DVC Research

2.3.4 Deliver Aboriginal /

ATSI cultural

competence and

practice programs to

staff and students

Director, CUPP Number of staff andstudent participants

Ongoing High Indigenous Higher

Education Statement

2.3.5Build

organisational capacityto facilitate Courageous

Conversations About

Race (CCAR), Come

Walk With Us and/or

similar workshops

Executive Director,

Human ResourcesDirector, CUPP (including

Riawunna)

Executive Director,

Student Centre

Further CCAR

workshops offered atleast once/year

Feedback from student

surveys and other

forums

2013 ongoing Medium

2.3.6Incorporate equity

and diversity

competence building

into the staff onboardingperiod (in addition to the

online anti-

discrimination training

module)

Executive Director,Human Resources

All new UTAS staff will

be offered opportunities

to enhance their equity

and diversitycompetencies as part of

their induction process

2014 Medium


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2.4Value and reward

socially inclusive

practice of staff

2.4.1Encourage

applications for Vice

Chancellors Awards

and Teaching

Development Grants

with a focus on socially

inclusive learning and

teaching

DVCSEHead, TILTDean/Director/Principal ofFaculties and Institutes

Promotional material

(pre-Award/Grant and

post-Award/Grant) will

include specific

recognition of activities

designed to promote

social inclusion

2014 Medium Open to Talent: E1.4

USF: 4.9, 4.16


2012-2014: 3.2.2

2.5Recruit staff whose

values are consistentwith the University

Statement of Values

2.5.1Ensure selection

panels and hiringmanagers are aware of

the University

Statement of Values

and that recruitment

practices are consistent

with these values

Executive Director,

Human Resources

A statement is included

in each selection reportconfirming that

recruitment practices

and final selection are

consistent with the

University Statement of

Values

2014 High People Strategy (to be

developed)

2.6Develop and

organise UTAS student

social events and otheractivities designed to

promote connections

and raise intercultural

awareness and

2.6.1In partnership with

TUU, ensure

development of UTASSocial Events Calendar

includes activities to

promote social inclusion

Executive Director,

Student Centre

President TUU

Social Events Calendar Ongoing Medium Strategic Plan (L & T)

2012-2014: 1.2h

Student Experience

Plan 2013-2015: 2.2


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competence

2.6.2In partnership with

TUU, organise events

and activities to raise

awareness of diversity

and promote

intercultural competence

Executive Director,

Student Centre

President TUU

Review of progress Ongoing Medium Strategic Plan (L&T)

2012-2014: 1.2h

Student Experience

Plan 2013-2015: 2.2

2.6.3 Coordinate

Community Friends &

Networks program in

consultation with the

TUU, to promote

intercultural competence

and foster social

inclusion

Executive Director,

Student Centre

President TUU

Review of progress Ongoing Low Open to Talent: s 5.5

Student Experience

Plan 2013-2015: 2.2

2.7Seek sustainable

opportunities to support

diversity amongststudents and staff

2.7.1Implement ALLY

program to acknowledge

and increase support tostudents and staff

identifying as gay,

lesbian, bisexual,

Executive Director, Human

Resources

Executive Director,

Student Centre

Baseline data collected

prior to implementation

of ALLY, regardingexisting

experiences/attitudes

of/towards people of

2013 High Student Experience

Plan 2013-2015: 3.2


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transgender, intersex,

queer or asexual

sexual gender and

diversity

Follow up survey 2-3

years after

implementation of ALLY

to determine the extent

of perceived or

experienced cultural

shift

2015/16 Medium

2.8 Ensureaccommodation and

physical infrastructure

are physically

accessible and culturally

appropriate

2.8.1 Review Universityaccommodation toensure physicalaccessibility and culturalappropriateness

2.8.2Review University

physical infrastructure to

ensure physical

accessibility and cultural

appropriateness

COO

COO

Questions aboutphysical accessibility

and cultural

appropriateness of

accommodation are

included in Student

Spaces and Facilities

Survey

Questions about

physical accessibility

and cultural

appropriateness of

physical infrastructure

are included in Student

Medium

Medium

2013 onwards

2013 onwards

Student ExperiencePlan 2013-2015: 5.4

Student Experience

Plan 2013-2015: 5.4


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Spaces and Facilities

Survey

2.9 Ensure a range of

services is available to

assist students where

financial hardship is

having a negative

impact on study

progression and

retention at university

2.9.1 Expand the

current laptop loan

scheme to ensure it

meets national

standards

2.9.2Ensure students

and staff are aware ofthe range of supports

and services for

students experiencing

financial hardship

2.9.3Ensure ongoing

funding for short term

financial assistance to

students experiencing

financial hardship

CIO

University Librarian

Executive Director,

Student Centre

University Librarian

Executive Director,

Student Centre

Implementation ofrecommendations fromlaptop loan trial program

Increased awareness

amongst staff of laptoploan scheme

Student Services and

Amenities Fee to include

annual allocation of

funding for financial

counselling services andSafety Net Grant

Scheme

2014

2013 onwards

2013 onwards

Medium

Medium

High


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Goal 3Build UTAS capacity to engage within the University and with the broader community to support social inclusionresearch and practice



3.1Conduct research

into all aspects of social

inclusion, aspiration, and

related issues

3.1.1. Monitor and

evaluate activity related to

student aspiration,

access, retention and

success

Director, CUPP

Executive Director,

Student Centre

Head, SERRU

Monitoring of student

records and progress.

Regular evaluations of

pre-degree programs

Ongoing High Student Experience

Plan 2013-2015: 4.2


2012-2014: 3.3.3

3.1.2Seek opportunities

to conduct externally

funded research into

student aspiration,access, retention and

success

Director, CUPP

Executive Director,

Student Centre

Dean, Education

ARC Linkage with

Department of Education

completed

Applications for funding

2014

Ongoing

High

Medium

3.2Build awareness and

capacity to implement a

socially inclusive

University at all levels

3.2.1 Disseminate and

promote social inclusion

practice and research

within and outside UTAS

Director, CUPP Model for regular

dissemination established

2013 Medium Strategic Plan (L & T)

2012-2014: 3.1.2, 3.2.2

USF: 4.12

3.2.2Showcase good

practice by publishing a

list of research reports

and articles on issues

relating to social inclusion,

produced by UTAS staff

DVC Research List completed and

disseminated

2013 Medium


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Goal 3Build UTAS capacity to engage within the University and with the broader community to support social inclusionresearch and practice



and students

3.3 Raise awareness of

social inclusion issues

within the broader

community

3.3.1 UTAS to host

discussion/debate around

topical issues relating to

social inclusion that are

publicised within and

outside UTAS

Executive Director,

Marketing and

Communication

Director, Inglis Clark

Centre for Civil Society

At least two public

discussions/debates

offered annually

2013 Low Open to Talent: C1.2,

C1.3, C1.4


2012-2014: 3.3.1


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

Studentlifecycle


Asp iratio n Pathways Recruitmentand selection

Transition:Orientation,

preparation and

foundation

Engagement andsupport

Ass is tin g in tocareers

Governance and

partnerships

Internal

External

Student Pathways and

Transitions Sub Committee

Admissions Policy

Sub Committee

Student Pathways

and Transitions Sub

Committee

Student Voice sub

committee

Student Experience

Committee

Student Voice sub committee

Student Transition and

Retention Taskforce

Student Spaces and Facilities

Sub-Committee

State Partnership

Agreement Education

Aspiration Working Group

TASACT

Pathway Partnership

Agreement with TasTAFE,TQA and Skills Tasmania

MoU with TQA

Joint recruitment

and marketing withTasTAFE


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Student

lifecycle


Asp iratio n Pathways Recruitment

and selection

Transition:

Orientation,

preparation andfoundation

Engagement and

support

Ass is tin g in to

careers

UTAS programs

and initiatives

Student Centre

ExperienceUTAS (on

campus and in-school

programs for

secondary/senior secondary

students)

TasTAFE Information

sessions

UTAS open day

Parent evenings, principals

dinners/networking, pre

tertiary teacher PD and

information days, school

career adviser symposium

Student Ambassador

program

UTAS Springboard to

Alternative

admission criteria

Equity scholarships

and bursaries

Joint marketing of

pathways with

TasTAFE

Ready for Uni

(website and on

campus workshop)

Orientation (face to

face and online)

UniStart

International UniStart

AUSAIDIntroductory

AcademicProgram

CALD support

outreach sessions incollege and TAFE to

assist in preparation

for University

Safety Net Grant Scheme

(emergency financial

assistance for enrolled

students at risk of

discontinuing study)

First year at UTAS website

Peer Assisted Student

Support (PASS)

UGrow USucceed (workshops

& online modules)

Student Learning Drop In

Space

Learning and AcademicDevelopment: including

academic skill and English

language development

Student Centre

Career development

and employment

(career hub, careers

fair, career advisers,Vice Chancellors

Leadership Award,

Career mentor

program involving

UTAS Alumni


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Student

lifecycle



and selection

Transition:

Orientation,


Engagement and

support

Ass is tin g in to

careers

Higher Education bursary

program

International student advisers

Transition Support Service

(including student advisers)

Student Counselling

Cross cultural support

Orientation, CALD mentorscheme,

Disability support

National disability

coordination officer, disability

advisers, learning access

plans

Student engagementcoordinators

Distance StudentsReady for Uni online websiteand workshop; telephoneappointment bookings; online'Semester Check Point' tools


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Student

lifecycle



and selection

Transition:

Orientation,


Engagement and

support

Ass is tin g in to

careers

target key transition periodswithin the student lifecycleand provide diagnosis,tailored advice and referral;online learning support andlanguage and academic skilldevelopment resources

CUPP UTAS College Program

Articulation/Credit - Double

Advantage Website

UTAS College Program

High Achiever Program

Trial of UPP unit with

LINCs

English Language Centre

courses

Pathway Working Parties

(coordinated by CUPP on

behalf of TASACT; involve

UTAS, VET, industry)

convened to review and

UPP


Studies (delivered in

collaboration with

Faculties of Arts.

Education, SET)

MBA Start (delivered

in collaboration with

Faculty of Business)

Foundation Studies

ELC student engagement

activities and student advisers

UPP and Diploma of

University Studies have

strong support component,

(eg. DUS has Supported

Studies units, dedicated

student advisers)


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Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

develop better articulation

arrangements in 4 areas:

Business, Engineering,

Food and Agriculture,

Health & Community

Services

Library

Step Up (Year 11 & 12

students and educators

library special borrower

membership, online tutorials

and subject guides)

Library participates in

Experience UTAS school

outreach program to

provide tours of the Library

and an introduction toservices and facilities

Library skills

programs, including

online and self-paced

help, are delivered at

all campuses via the

Library and as part of

programs such as

UPP and UniStart.

The Library also

participates in the

Universitysorientation program

Library support includes

Flexible Delivery Services forstudents with a disability and

rural and remote students;

transcription service which

makes course readings and

information available to

students with disabilities in a

format which they can access;

a webpage for international

students; basic help in

accessing Library services

available online in the five

most common languages

used by UTAS students

Morris Miller (Sandy Bay),

Launceston and Cradle Coast


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Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

libraries are accessible 24/7

Riawunna Community activities

Karni Mapali (mentor

program for

transitioning senior

secondary students)

Leearway Day

Murina PreparationPathway

Other support

services

Indigenous Tutorial

Assistance Scheme

Come Walk with Us cultural

awareness and support

program

NAIDOC week

Coordination of

Aboriginal Employment

Strategy (cadetships,

traineeships, graduate

employment

placement)

Cradle Coast

Campus

UniLink program with

schools (year 7 careers

program; year 10 school

program)

Parent evening

Industry Liaison

TILTFirst Year Teaching

Forum

Teaching and Learning

website


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Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

Teaching Matters

Graduate Certificate in

University Learning &

Teaching (new staff)

Curriculum development

internationalisation of the

curriculum

Project: The curriculum

proposal

Faculties/Institutes

All/Most

Faculties/institutes

Credit transfer database

maintenance

VET pathways/articulation

arrangements (details by

Faculty/Institute)

Various Faculty

scholarships

available only to

target groups (eg.

NW coast students,

Hobart EasternShore students)

Course advice,

course advisers

Student Advisers located in

each Faculty (part of Student

Centre transition support

service)

AMC AMC Maths in SchoolsRange of VET pathways

and partners including

Optional enrolment in

Co-operative


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Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

program (years 10-12)

Education-AMC maths and

science program

Maritime Engineering

Careers Fair

Hunter and Challenger

TAFEs

Associate Degree in

Engineering at Cradle

Coast

Engineering program

(incorporates periods

of paid work into the

degree program and

extends degree by one

year)

Arts

Junior Music program

Edge Radio Summer

School program (14-18 year

olds)

Indonesian Language

competitions

Opening a Door into Asia

Day (year 9 and 10

students)


Studies (Arts)/Bachelor of

General Studies

Diploma of International

Studies

Arts Student Central one

stop shop for student support

First Year Survival Guide and

Handbook

Practicum placements

(Social Work)

Business

Wrest Point Economics

Challenge (Years 11

and 12)

Nextgen Business

Advanced Diploma in

Tourism Management-

Bachelor of Business

Administration (Tourism

Introductory unit -

Introduction to

Quantitative Methods

Corporate internshipprogram

UTAS work integrated

learning benchmarking


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30

Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

challenge (with AMC)

(Years 9 and 10)

Meet the Business

Leaders (teachers and

Year 11 & 12 students)

Management) and

Advanced Diploma in

Hospitality Bachelor of

Business Administration

(Hospitality

Management)

MBA Start

Graduate Certificate

in Business Units

(Cradle Coast

Campus)

project

Education

Ambassador program

University Science fair

where MTeach pre-service

teachers plan, prepare,

practice and present a

concept in science to

visiting primary students

utilising recently acquired

teaching strategies,

including the supervision of

hands-on investigations.

Increased engagement,

particularly amongst online

students (many of whom fall

into the non-traditional


Studies (Education)/

Bachelor of General

Studies

VET pathways to BEd and

BEd (Applied Learning)

Associate Degree

(Education Support)

Master of Teaching

Introductory unit -

Thinking and Writing

at University

Orientation on all

campuses, as well as

in Melbourne,

Adelaide and Sydney

Education-specific

online orientation

Director of StudentEngagement position

Faculty of Education

partnered with Faculty of

Science, Engineering &

Technology, and pre-service

teachers and school students

Student Engagement days on

all campuses (for online

students) and in Melbourne,

Adelaide and Sydney.

Teaching practicum

experience, and

engagement of school

students in learning

science

Preparing for the

profession workshops -

run on all campuses

and in Melbourne.

Education

Conversations (dealingwith issues of

beginning teaching,

teaching in small

schools, teaching in


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31

Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

student category) remote locations)

Health Science

Rural Clinical School: Year

9 Health Career Workshops

and annual Year 10 Health

Careers Camp;medical

students run workshops for

local high schools

Taster Days for general

Health Science, as well as

Medicine, Nursing,

Pharmacy Taster Days

(Years 9-10)

BiostartMentors for first year students

in Human Life Science

Nursing practicum

placements

Law

Lawfest: annual one day

conference held at UTAS

for Legal Studies students

and teachers

Marine & Antarctic

Studies

Year 7-12 visit to IMASTaroona (part of National

Science week)


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Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

Science,

Engineering and

Technology

Tasmanian Science Talent

Search awards

CSIROs

Scientists/Mathematicians

in Schools

Science Experience

Summer Holiday program

School visits and expos

Chemistry Titration

competition

Support for events held at

UTAS: AUSSI Kids 4 Kids

conference, national

RoboCup junior

competition, International

Model Solar Challenge)

Science Engineering

Challenge

Engineering Taster Days


Studies (Science)/Bachelor

of General Studies

Associate Degree inEngineering at the CradleCoast Campus jointlytaught by TasTAFE andAMC/UTAS.

Chemistry, Life

Science, Physics,

Mathematics

Foundation units


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33

Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

and Futures in Engineering

program

Community Engagement

through STEM Education.

On campus and in-school

STEM programs for K-12

students. Professional

development programs for

K-12 STEM teachers.

Primary Industries Centre

for Science Education

(PICSE) program (Year 10

Science camp North West;

Year 11-12 industry

placement scholarships;

PICSE UTAS Science

Investigation awards)

Division of the

Provost

Inglis Clark Centre (withexternal partners): Building

a learning community in

Glenorchy (initiative to

improve school


35/37

34

Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

engagement/retention

involving children between

6-12 years)

Accommodation

Services (for

students living in

UTAS residences)

College O week

activities

Induction/information

sessions

CSD Accommodation

Services

o UTAS Student

accommodation provider

On campuscatered & self-cateredaccommodation

Off campusaccommodation

Off campusrental listings

o Social and sportsprograms

o College student clubso

Residential support 24/7o Pastoral care 24/7

o

Counselling & studentadvice UTAS linked

o Security 24/7o Academic support

Tutorial program


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35

Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

TUU

O week activities

Information evenings

Social and sport program

Maintains register of clubs

and societies

Student Advice and Advocacy

Advocacy and referral, and

social and cultural

familiarisation for ethno-cultural students

Queer Students on Campus

Society and queer space

TUU International Student

Mentor Program

Financial support

Financial counsellor

Legal assistance

Womens room and carers

room (Sandy Bay)


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36

Student

lifecycle



and selection

Transition:

Orientation,

preparation and

foundation

Engagement and

support

Ass is tin g in to

careers

Parenting room (Newnham)

Inter faith room (Cradle

Coast)

Welfare and Equity

Committee

Other bodies

Lady Gowrie

University

Education and

Care Centre

On campus childcare (Hobart

and Launceston)

LINCs

2013 Pilot of UPP unit at

Bridgewater, Triabunna

and Queenstown LINCs

using local volunteers

utas university of tasmania social inclusion plan 2013 (public)

Documents