UniPASS Report Semester 1 2012 - Unilife - Curtin University

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UniPASS Semester 1 2012 Report HEPPP Targets (continued) Centre for Aboriginal Studies The Centre for Aboriginal Studies (CAS) has worked with UniPASS for three semesters to try to implement UniPASS support due to the widening participation targets linked to HEPPP funding (Student Equity Strategy 2010-2013, 2009) and the possibility that peer learning would be well received by indigenous students. However, UniPASS was not able to start in semester 1 2012 because we were not able to identify an appropriate unit in the CAS Bachelor of Education Regional and Remote course. The course uses a block structure where students fly to Bentley campus for intensive two week blocks of study then continue their studies remotely in their home communities. In discussions with the course coordinator it was felt that these blocks of study were too busy to include UniPASS and this could put undue pressure on these students; although, it was thought that UniPASS would be extremely beneficial. We were unable to identify another suitable unit in the weeks remaining before semester one started. A unique mentoring program for Indigenous students is being established next year at Curtin. The Australian Indigenous Mentoring Experience (AIME) is a national mentoring program that has had much success at other Universities. As UniPASS continues to work with CAS it would be timely to consider the outcomes of AIME to determine if a need still exists to implement UniPASS with CAS students. Tertiary Education Quality Standards Agency (TEQSA) As Curtin moves to ensure it is compliant with TEQSA standards it is timely to consider the importance of academic support programs like UniPASS under the TEQSA environment. Section 6.5 of the TEQSA legislation states that “The higher education provider identifies and adequately meets the varying learning needs of all its students, including: the provision of orientation courses and transition support; and, ongoing academic language and learning support” (Tertiary Education Quality and Standards Agency Act 2011). UniPASS is unique at Curtin in that as a peer learning program students can have a huge variety of learning needs met in a supportive learning environment that are not easily met within the traditional education structures at Curtin. Some of the differences between UniPASS and tutorials, clinics or workshops include: • Co-construction of meaning: students teach each other which enables them to solidify their own understanding and identify their areas needing improvement as they collaborate to assist each other. • Non-hierarchical: as it is facilitated by a fellow student and there is no assessment (power relationship). This lack of hierarchy enables students to ask questions and attempt answers without fear of perceived judgement. • Senior student approach and perspective to the unit: this is different from a lecturer’s and is often something new students can relate to more easily. • Targeting difficult units not at-risk students: this keeps the program non-remedial and focussed on improving performance of stronger and weaker students alike. • A focus on embedded academic skills gives attendees transferable skills for subsequent units. • Facilitating student transition and retention: because of the mentoring and support networks from peers. • Focus on developing independent active learners. • Support from a national peer learning body (Australasian Centre for Peer Assisted Study Sessions – University of Wollongong) • Increasing academic performance of attendees by 11.7%. Raphael Pereira September 2012 UniLife – START – UniPASS 21
UniPASS Semester 1 2012 Report Tertiary Education Quality Standards Agency (TEQSA) continued These differences enable students from all backgrounds to improve their academic performance by meeting a variety of learning needs of students not easily met by traditional tutorials, clinics or workshops. The TEQSA legislation clearly states that universities have a responsibility to adequately meet diverse student learning needs and provide ongoing academic support (Tertiary Education Quality and Standards Agency Act 2011). Furthermore, the Federal Government’s equity strategy (Review of Australian Higher Education (Executive Summary), 2008) and consequent Curtin University aims to widen participation (Student Equity Strategy 2010-2013, 2009) increases the challenge in supporting students through university. As the proportion of students from non-academic backgrounds gain entry to university increases, the learning needs and the level of academic support required could also be expected to increase. If students are admitted into a course and they actively engage with the required learning content, they should have a reasonable expectation of passing. Not providing sufficient academic support to pass could be unfavourably by TEQSA (Tertiary Education Quality and Standards Agency Act 2011). UniPASS is one program that strategically aims to provide such support. The strategic element must be emphasised as supplementary clinics run at unit level and have a tendency to be more ad hoc than strategic. A Curtin University commitment to UniPASS clearly demonstrates to the new tertiary regulator that Curtin is strategically supporting students’ varying learning needs with a nationally accredited peer learning program. Raphael Pereira September 2012 UniLife – START – UniPASS 22
Page 1 and 2: UniPASS Report Semester 1 2012 “T
Page 3 and 4: Acknowledgements UniPASS Semester 1
Page 5 and 6: UniPASS Semester 1 2012 Report Summ
Page 7 and 8: UniPASS Results Overview UniPASS Se
Page 9 and 10: UniPASS Semester 1 2012 Report Bene
Page 11 and 12: Feedback from Regular Attendees Fig
Page 13 and 14: Feedback from Non-Attendees UniPASS
Page 15 and 16: Feedback from Non-Attendees (contin
Page 17 and 18: Feedback from Non-Attendees (contin
Page 19 and 20: UniPASS Semester 1 2012 Report Grad
Page 21: HEPPP Targets (continued) UniPASS S
Page 25 and 26: Conclusions and Recommendations Uni

UniPASS Report Semester 1 2012 - Unilife - Curtin University

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