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University: University of Newcastle
Lead Researcher: Peter Howley
Funding Round: 2015
Funding Received: $161,151
A suite of research-informed digital media resources was created, evaluated and disseminated to enable students from disadvantaged backgrounds to succeed in a range of STEM and health sciences degrees. A focus of this project was to enable access to these resources for low SES and culturally diverse students in regional and remote locations, with the aim of increasing access and reducing attrition in STEM degrees.
Lead Researcher: Elena Prieto-Rodriguez
Funding Round: 2014
Funding Received: $187,186
This project created, evaluated and disseminated research-informed digital media resources centred on mathematical concepts known to be problematic for low SES STEM university students. Twenty innovative videos were produced to tackle specific areas of mathematics knowledge, skills, and common misunderstandings. The resources were made available in a central interactive repository in app form and disseminated and embedded within the University of Newcastle and beyond.
University: University of New South Wales
Lead Researcher: Ann Jardine
Funding Round: 2016
Funding Received: $174,405
The project delivered an e-mentoring scheme with two regional/remote partner schools in the UNSW ASPIRE program designed to develop the higher education aspirations of low socioeconomic status Year 8 and 9 students. Mentors and mentees discussed career-related topics over six online sessions to promote knowledge of post-school education and career options, as well as providing firsthand insights into the university experience.
University: University of Technology Sydney
Lead Researcher: Melissa Ronca
Funding Received: $211,820
This project piloted a ‘cyclical’ (multiple touch point) program to build interest and aspiration in STEM study and career pathways for female high school students at metropolitan and regional low SES schools. Female role models currently studying engineering and IT at university engaged participants through school visits, on-campus days, and industry connect sessions to demystify and promote STEM careers, and offer insights into tertiary study.
University: University of Sydney
Lead Researcher: Mary Teague
Funding Received: $345,220
This project aimed to decrease the number of low SES students who, despite having indicated an intention to go on to further study at the end of Year 12, do not realise that objective. To further academic and personal skills, and increase awareness of university application processes and pathways, outreach projects were developed and extended incorporating in-school workshops and campus visits.
Lead Researcher: Kathryn Grushka
Funding Received: $119,192
This project addressed the decline in farming, mining and manufacture in regional and remote areas by supporting and educating high school students to aspire to work in the creative industries. A Creative Industries Roadshow engaged university academics, research assistants and university student mentors to inform high school students, career advisors and teachers about the creative industries through information sessions, discussions and hands-on digital media workshops.
Funding Received: $134,278
Project-based learning activities and supporting resources were delivered to low socioeconomic status regional and remote school students, focusing on environmental sustainability and understanding and applying statistics and the sciences. The project aimed to increase student interest, attitudes and aspirations—as well as those of their families and teachers—towards higher education and STEM, and incorporated information on scholarships supporting Indigenous and disadvantaged students.
University: University of Canberra
Lead Researcher: Philip Roberts
Funding Received: $65,000
This project investigated regional student aspirations for regional careers in science, technology, engineering and mathematics (STEM) subjects, and how this influenced senior subject selection and, in turn, university entry. Literature review and analysis of data from surveys and focus groups—including stakeholders in regional and remote education, industry and community—provided insights which have been communicated to universities and schools.
Lead Researcher: Colin Clark
Funding Received: $147,747
A significant proportion of students belonging to equity groups do not disclose their status to tertiary institutions, and are therefore ineligible for the support to which they are entitled. This project investigated self-disclosure of equity group membership among three groups: Indigenous, students with disabilities and non-English-speaking backgrounds. Mixed-methods research informed a set of guidelines to improve outcomes for equity students, and increase rates of self-disclosure.
Lead Researcher: Johanna Macneil
Funding Received: $89,800
This project examined whether differences in expectations about university, or in access to technology, affect the learning experience, retention levels, and academic success of first year low SES and First-in-Family students, compared to other students. Informed by a literature review, a survey of commencing first year students, and focus groups data, this project also developed an evidence base on the blended learning (flipped classroom) model.