annual report/2006 - University of Melbourne

inding the
strands together/
Student Support
Aware that providing access is only
one step in successful participation for
students from equity backgrounds, the
University has continued to develop
its suite of resources and support
programs for these students once they
are on campus. Feedback indicates
that these programs have assisted their
social and academic transition to
the University.
Most faculties designate specific
contact officers in each of the equity,
disability and mental health areas to
assist students, as well as offering
targeted programs to facilitate equity
students’ integration into the academic
community. Throughout 2006 the
University continued to monitor faculty
processes for rigorous and systematic
identification of first-year students at
risk academically. All faculties undertook
such processes in a systematic manner.
In addition, every faculty implemented,
and evaluated specific transition
programs for new students at both
undergraduate and postgraduate levels.
In 2006, the programs designed to
improve the transition to university life
for students from equity backgrounds
included:
• ‘Get an Edge’, a targeted orientation
program which enables students from
schools under-represented at the
University of Melbourne to fit in and
make contacts;
• the Student Housing Access Program,
which continued to successfully
provide transitional and emergency
accommodation to students, targeting
those from the equity groups;
• the ‘New to Melbourne’ web site;
• a targeted newsletter program
welcoming and supporting students
from rural areas and underrepresented
schools; and
• the ‘First_Year@Unimelb’ blog, new
in 2006, which provided affirmation
and a sense of community through
the online diary of seven first-year
students, four of whom were from
under-represented backgrounds.
Special attention is paid to the needs
of disabled students under the 2004-07
Disability Action Plan. The Pro Vice-
Chancellor (Teaching, Learning and
Equity) monitors and facilitates the
work of the Disability Liaison Unit in
implementing the disability standards
set out in the Action Plan.
Guidelines for Alternative Examination
Arrangements (AEAs) for Students with
Disabilities were approved in 2006,
providing important advice to staff on
the procedures for applying, approving
and implementing AEAs at the Parkville
campus.
2. Indigenous Australians
Melbourne has a priority to advance
Indigenous higher education student
participation and completion rates.
Table 5 shows that while enrolment
rates are still down from 2004’s five-year
high, completion rates are increasing.
A number of programs have been put
in place to redress enrolment figures
in 2007.
CIE
The Centre for Indigenous Education
(CIE), the key support organisation for
Indigenous students on campus, has
played a vital role in achieving the above
average completion rates of Melbourne
Indigenous students.
The CIE provides holistic services to
Indigenous students, striving for a
balance between academic, cultural
and creative pursuits. The Centre
has developed strong collaborative
relationships with Aboriginal
communities as well as Indigenous
academic staff and units within
the University. Thirty-five students
participated in supplementary tuition
provided through the Indigenous Tutorial
Assistance Scheme in 2006. The CIE
also strengthened links with Trinity
Residential College during the year, with
the number of Indigenous students in
residency increasing from two in 2001
to six in 2006.
The Onemda VicHealth Koori Health
Unit continued its successful mentoring
program in Faculty of Medicine,
Joseph Clifford, winner of an Access Melbourne Scholarship and the 2006 NAB
Indigenous Economics Scholarship is studying Commerce/Law as well as taking a
Diploma in Modern Languages in Mandarin Chinese.
The University of Melbourne Annual Report 2006
51