Transition Project Update – August 2011 Liz Smith, Director, Transition 1. Pathways The pilot group of pathway students (2010) are being tracked to follow their retention and progress through their undergraduate degree. Of the 26 students enrolled in the Pathway Program in 2010, 15 went on to accept places in CSU undergraduate degrees. After their first full semester the average GPA was 3.15. Two (2) students withdrew before commencing and one withdrew after failing all subjects. The following results were obtained by the remaining students BMS126 EED121 EED121 CHM104 NRS191 EED121 PSY101 BMS191 NRS191 CHM104 EMA116 EMA116 FL CR PS FL CR DI FL PS CR FL PS PS BMS171 EEB104 EEB104 BIO100 BMS191 EEB104 SOC101 NRS193 BMS191 BIO100 MTH101 HST101 FL CR PS PS PS PS FL PS PS CR FL PS OCC100
EEP101 EEP101 ASC221 NRS193 EEP101 NRS191 NRS193 ASC110 EED114 ESL102 IP PS PS FL CR PS PS CR GP CR PS SOC108 EML105 EML105 ASC110 SOC108 EML105 SOC108 SOC108 ASC221 ESL102 EED114 TA PS PS GP PS PS PS CR PS PS PS The ATARs of this group were as follows: 1 First session retention rates for the 2011 cohort are as follows: Wagga : Bathurst: Wodonga: 15 students remaining from starting group of 16 25 students remaining from starting group of 32 18 students remaining from starting group of 19 Richard Taffe and Liz Smith will visit NCIT in Port Macquarie on 22/23 August to progress organisation for the pathway program offering in 2012. A bid for competitive HEPPP B funding is being developed in collaboration with TAFE to develop phase 2 of the program. i.e. flexible delivery model and repackaging of the TPC to allow access to CGS funding. The outcome of this bid should be known by mid October. 2. Orientation A separate update on orientation activities has been provided by Student Services (attached). 3. The STAR (Student Transition and Retention) Plan The most recent reports from Star Academic Leads are attached. The results of the session 1 student Survey are also attached. Faculties are currently in the process of recruiting for Phase 2 of STAR. Appointments and course selections to date are as follows: Russell Daylight (B Arts) Faculty of Arts: Faculty of Business: Felicity Small (B Business Marketing) Cath Atree (B Business Management) Faculty of Education: Georgina Sanger ( BExSci and BExSci/BBus programs) Faculty of Science: Under recruitment 4. Student Success Team – Peter Greening Since the last Transition Steering Committee report, the SST have called students who received an At Risk of Exclusion notice, STAR students who failed one or more subjects in 201130, and STAR students who have not accessed one or more of their MSI. Further analysis and breakdown has been completed on campaigns from earlier in 2011. The team are now calling students that have activated a STAR academic trigger and conducting exit interviews for STAR students who withdrew post‐HECS census 2 201130 and pre‐HECS census 201160. Results of 2011 campaigns are outlined below in chronological order. Welcome to CSU 201130 The SST attempted to contact all students commencing in a STAR course or from a LSES background. The team were able to successfully contact 1013 students, representing a 43.2% call success rate. Below is a breakdown of how calls were resolved and the sort of topics the students discussed with the SST members. Breakdown of Call Outcome and Regarding – Welcome Campaign 201130 Person
al Suppor
1
t Subjec
t / Cours
e Tech‐
nolo
gy N/A Oth
er TOTA
L 1332 1332 2 38 5 272 33 458 126 6 50 16 29 20 439 1 1 9 1 3 1 39 1 1 11 14 1 1 0 3 2 11 46 62 44 43 66 29 52 182 11 108 22 1648 100 2345 Aca‐
demic Acco
m Admi
n / Enrol Financ
e Info Skill
s Learnin
g Skills Orient
‐ation No Phone Contact – Sent Generic Email Resolved at point of call 3 9 10 7 2 1 76 Referred to information / webpage 10 30 20 54 27 51 Referred to Student Central 5 13 5 Referred to person 1 Made appt with Counsellor Made appt with LSA Other TOTAL 14 No Access to MSI 201130 345 target students from the above campaign failed to access 1 or more of their MSI by the end of week 1 of session. The SST attempted to contact these students and successfully made contact with 47% of them. Below is a breakdown of the call outcomes and the topics that the students raised with the SST. 1
Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity 3 Breakdown of Call Outcome and Regarding – No MSI Campaign 201130 Academi
c Acco
m Admi
n / Enrol Defer / Withdra
w Financ
e Info Skill
s Learni
ng Skills Pers Suppo
2
rt Subj
ect / Cour
se Tech‐
nolo
gy N/A Oth
er TOTA
L No Phone Contact – Sent Generic Email 183 183 Resolved at point of call 1 1 5 5 2 2 26 41 83 Referred to information / webpage 2 7 5 1 3 5 34 2 59 Referred to Student Central 3 4 1 8 Referred to person 2 2 4 Made appt with Counsellor 0 Made appt with LSA 1 1 Other 7 TOTAL 3 1 17 14 1 3 8 2 63 2 224 7 345 STAR Campaign 201130 599 students studying subjects within STAR courses activated 1 or more academic triggers. The SST attempted to contact each of these students. The team successfully contacted 298 students, resulting in a 50% successful call rate. Below is a breakdown of the results of each call and the number of students who discussed each topic. Breakdown of Call Outcome and Regarding – STAR Campaign 201130 Acad
emic Acc
om Admi
n / Enrol Defer / W’draw Fina
nce Info Skill
s Learnin
g Skills Persona
l Support
3
Subject / Course Tech‐
nology N/A Ot
her TOTAL No Phone Contact – Sent Generic Email 298 298 Resolved at point of call 24 2 11 1 6 10 32 2 63 5 156 Referred to information / webpage 24 1 3 2 3 3 48 10 8 102 Referred to Student Central 1 4 1 1 7 Referred to person 3 2 1 6 12 Made appt with Counsellor 0 Made appt with LSA 7 7 2
3
Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity 4 Other 17 17 TOTAL 49 1 5 20 4 3 63 21 47 3 361 22 599 At Risk of Exclusion The Student Success Team attempted to contact all students from CSU who received an At Risk of Exclusion notice based on their results in 201130. The team achieved a 53.3% call success rate, higher than the rates achieved in 201130. Below is a breakdown of how the calls were resolved and the sort of problems that the SST discussed with students. Breakdown of Call Outcome and Regarding – At Risk of Exclusion 201130 No Phone Contact – Sent Generic Email Did not disclose any problems Resolved at point of call Referred to information Referred to Student Central Admin / Enrol Defer / Withdraw Finance Info Skills Learning Skills 1 9 1 2 1 9 Referred to person 1 Made appt with LSA Personal 4
Support Subject / Course Technol
ogy N/A Other TOTAL 191 191 24 24 6 14 10 1 41 1 28 11 44 1 1 11 1 2 4 4 4 Other 90 90 TOTAL 3 20 1 1 39 26 12 2 215 90 409 Target Students who failed in 201130 Of the 2345 students in our STAR cohort, 559 students failed 1 or more subjects in 201130. The SST attempted to call each of these students to attempt to identify issues contributing to the failure and offer support services applicable to each students’ circumstances. The team achieved a 58.1% call success rate, a further increase on the last campaign. Below is a breakdown of how each call was resolved and the issues that the team spoke about. Breakdown of Call Outcome and Regarding – Target Students who Fail Campaign 201130 Admi
n / Enrol Defer / W’draw Finan
ce Info Skills Learning Skills Personal 5
Support Subject / Course Tech
nolo
gy N/A Other TOTAL No Phone Contact – Sent Generic Email 234 234 4
5
Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity 5 Did not disclose any problems 55 55 Resolved at point of call 5 9 1 9 3 6 33 Referred to information 2 3 4 1 52 1 5 68 Referred to Student Central 4 4 1 9 Referred to person 1 1 5 7 Made appt with Counsellor Made appt with LSA Other 153 153 TOTAL 11 16 4 2 62 5 16 1 289 153 559 Welcome to CSU 201160 641 students enrolled into STAR courses and/or from LSES backgrounds in 201160. The SST managed to successfully contact 378 students, representing a 59% call success rate. Below is a breakdown of the results of the calls and the categories of information that the students requested/received. Breakdown of Call Outcome and Regarding – Welcome Campaign 201160 Accom Admi
n / Enrol Defer / With
draw Financ
e Info Skill
s Learnin
g Skills Orient
‐ation No Phone Contact – Sent Generic Email Resolved at point of call 1 11 12 1 8 24 68 Referred to information / webpage 2 12 1 3 6 37 Referred to Student Central 5 2 1 Referred to person 3 1 1 Made appt with Counsellor Made appt with LSA Other TOTAL 3 Person
al Suppor
6
t Subjec
t / Cours
e Tech‐
nolo
gy N/A Oth
er TOTA
L 263 263 4 18 5 152 36 6 12 4 119 1 9 2 6 13 3 3 82 82 31 16 6 14 66 105 10 36 9 263 82 641 No Access to MSI 201160 350 STAR students commencing in either 201130 or 201160 failed to access 1 or more of their MSI by the end of week 1 of session. The SST attempted to contact each of these students and had a 59.1% call success rate, higher again than the last campaign. We are beginning to see a pattern of ‘repeat offenders’, students who are triggering for a number of campaigns. Talisma allows us to see the issues 6
Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity 6 that students were facing when called for previous triggers and tailor our conversations accordingly. Below is an analysis of the outcomes of the calls made in this campaign and the issues that were raised in the phone calls. Breakdown of Call Outcome and Regarding – No Access to MSI Campaign 201160 Admi
n / Enrol Defer / W’draw Finan
ce Info Skills Learning Skills Personal 7
Support Subject / Course Tech
nolo
gy N/A Other TOTAL No Phone Contact – Sent Generic Email 143 143 Did not disclose any problems 55 55 Resolved at point of call 4 2 29 1 36 Referred to information 1 5 1 1 2 2 4 16 Referred to Student Central 3 9 1 13 Referred to person 1 1 1 3 Made appt with Counsellor Made appt with LSA Other 84 84 TOTAL 8 17 2 1 3 2 34 1 198 84 350 5. PASS 201130 Results from 201130 have been released and this has allowed us to assess the effect that PASS attendance has had on final marks in the subjects that PASS supported as well as on GPA and withdrawal rates. Students who regularly attended PASS scored on average between 3 and 15 marks higher than their peers who attended 0 PASS sessions. The fail rate for the group who regularly attended PASS was also much lower. Students who regularly attended PASS had a higher average GPA and a lower withdrawal rate than students who attended 0 PASS sessions. We have also been able to assess the uptake of the program by SES status and pleasingly LSES students had the highest rate of uptake in PASS. PASS attendance breakdown by Socio‐Economic Status Students offered Students who % uptake by SES PASS attended PASS group Low SES 134 51 38.1% Medium SES 416 151 36.0% 7
Personal Support – Counsellor, Residential Advisors, Student Mentoring Program, Welfare, Equity 7 High SES Unknown SES TOTAL 73 31 657 25 4 231 34.2% 12.9% 35.2% 201160 In 201160 PASS is supporting students studying Business Statistics in Bathurst, Primary Education in Bathurst, Human Bioscience 2 in Albury, Bathurst, Dubbo and Wagga, and students studying Introductory Sociology via Distance Education. Attendances this session have been mixed. Cohorts who had poor attendance rates in 201130 have good attendance now, notably in Business Statistics, and cohorts who had good attendance in 201130 have poor attendance in 201160. A number of strategies will be employed in the second half of 201160 to boost attendance. 6. Pre Entry Programs – Sue Rogan Workshops and Events Workshops have been presented to Kelso Public School and Denison College, Kelso. Students from Kindergarten to year 12 participated enthusiastically and responded to the message to aim high. Teacher feedback has been positive and requests for further involvement at their schools have been received. The final workshop will be held next week at Portland Central School. Evaluations for the 10 schools will then be finalised. Preliminary data to date shows the following results from 437 students in years 7 – 12 from 8 schools. 8 Staffing It is planned to employ another Coordinator (to be based in Bathurst) within the next 2 months. Ambassadors Another 10 ambassadors have been trained. We now have a pool of 34 which will ensure support for each activity and local in schools workshops. 4 Ambassadors participated in the Kelso Public School in‐school workshop. All of them represented the university with pride and a demonstrated understanding of the need to support students from low SES backgrounds to understand the benefits of higher education. Their presentations complemented the workshop with fun and enthusiasm. Shadowing 4 students participated in shadowing undergraduate ambassadors for a day. They were hosted and given an insight into the university services, lectures, and environment. Feedback was that they would like to enrol at CSU. Future CSU is preparing for a submission to DEEWR to secure Competitive Grants to expand the pilot program to 2014 with coordinators based in Wagga and Albury. A suite of activities will be offered to 20 schools in Western region and 10 schools in the Riverina next year expanding to Albury and to 50 schools overall by 2014. Under the current funding, the program will remain based in Bathurst with 20 – 30 schools participating by the end of 2013. New components to be developed within the expansion of the program will include: StudyLINK for Schools (to be offered to year 12 students), Teacher Professional Development regarding the widening participation agenda and delivery in their schools of the program post 2014, Community Connect where targeted communities whose school is in the program will have lead parents who will foster the connections to university by their school. Awards Sue Rogan and Tonya Graham were encouraged and pleased to be recipients of the Dean of Studies Award 9 7. PICSE (Primary Industries Centre for Science Education) Schools Additional new schools: Leeton, Temora, West Wyalong and Korringal have approached Emma Wordsworth (SEO) to be involved in the Science Investigation Awards. Schools now number 17 who have confirmed participation in one or more events. The target was 15. Activities are planned and will begin in August (as per last report). Science Education Officer Emma Wordsworth visited the University of Southern Queensland last week to understand the Science Investigation Award process. CSU’s will be held on September 16 in Wagga. Judges are being finalised and awards will be presented to recipients by Ken Dillon. Emma has: ‐ met with Casella Wines and discussed possibility of a PICSE scholarship for Industry Placement. (Casella has donated $5000.00 towards PICSE for awards) ‐ presented to Graham Centre Members function re PICSE and requested support. ‐ attended CSU SAWS and SAVS Careers Fair – opportunity to meet with industry representatives ‐ presented to Rotary Meeting in Wagga Wagga. Events CSU / PICSE Activity Centre hosted the National Forum for Science Education Officers in Wagga. It was a huge success attracting media coverage both locally and regionally. All PICSE staff (nationally) attended a National Think Tank in Canberra. This too, was covered well in print and broadcast media, as well as being noted in parliament by the local member for Riverina, Michael McCormack. Future UTAS Director of PICSE, David Russell, is preparing a Competitive Grant bid to expand the CSU program to include Science Education Officers in Wagga and Orange. Award Emma was delighted to be a recipient of the Dean of Studies Award – It is well deserved. 10 8. Professional development FYE Conference 27 CSU staff attended the FYE Conference in Fremantle from 28‐30 June, with 11 receiving sponsorship from the Transition project. Sponsored staff are currently in the process of developing their reports and reporting back to their learning and Teaching Committees. Feedback regarding CSU’s approach to the HEPPP was very well received with many positive comments regarding the whole of university and in curriculum approach being taken. LTS – Launch of the Book Club Liz Smith facilitated the launch of the LTS Book Club series on July 21st. Liz chaired a panel consisting of Kay Plummer, Zel Bone and Lucy Webster to discuss the First Year Curriculum principles with a focus on assessment. More than 20 staff attended from 7 different sites and all enjoyed a vigorous and enlightening discussion. 9. Awards and recognition Excellence Awards The Transition Team (Peter Greening, Tonya Graham, Sue Rogan, Miffany Brown and Emma Wordsworth) has received the Dean of Studies Award for Performance Excellence which will be presented by the Vice Chancellor at a ceremony on 5th September. ALTC Citations Liz Smith has received an ALTC “For sustained excellence and leadership in the support of students and
their learning during their first year of university study.”
11 Dr Lucy Webster has received a citation “For creating flexible and engaging resources to enhance
student learning in the Biomedical sciences.”
Lucy’s award is significant in that she was an early adopter of the First Year principles and has been completely engaged with the Transition project. Lucy was one of the first recipients of the FYE Sponsorship and she has continued to encourage and inspire others to focus on the needs of first year students. Liz Smith has been invited to present an Award Writing Workshop at the National AALL Conference in Adelaide in November. 10. ALTC Project As part of the national ALTC Project on the Effective Support of LSES students, CSU is currently undertaking interviews with LSES students and staff to research strategies for success. Exemplars are also being collected from staff to form a national repository of best practice in this area. 11. Indigenous enabling program Significant progress has been made on the development of the Indigenous Enabling program which will be piloted in first session 2012 in Dubbo. The information sheet developed for schools (careers advisors and Aboriginal Education Officers) is attached for further information. 12. CSU Partnerships Advisory Board The second Board meeting for the year was held by video conference on August 15. In addition to general discussion of issues, CSU staff made presentations to the board in the following areas: Regional participation rates, PICSE, pre entry programs in schools, plans for HEPPP Competitive bids and the Indigenous Enabling program. The Board will play an important role in disseminating information regarding the Indigenous program. 12 1
CSU Student Orientation Working Party Report to Transition Steering Committee – July 2011
Executive Summary
Charles Sturt University has identified orientation as a key area for improvement in the
enhancement of the “student experience”, which is a strategic focus of the University over the next
5 years. CSU aims to provide a comprehensive and valued orientation program. The Transition
Project Steering Committee completed a review of orientation in 2010 and developed Orientation
Guidelines to enhance and support students’ initial transition and orientation when studying at CSU.
The CSU Student Orientation Program coordinated by the Student Support Office aims to enhance
the student experience as students enter the university by providing an orientation program,
inclusive of support, events and activities across all Faculties and Divisions for all commencing
students.
Since August 2010 the CSU Student Orientation Program has made significant improvements to
enhance the orientation for all commencing students. The implementation of institutional change
has been a challenge for CSU’s Faculties and Schools, Divisions and Offices. Whist there has been
significant improvements in most areas of the orientation program, more work is still needed in the
embedding of appropriate actions that will enhance the overall student experience across the
University.
Recommendations
1. That the CSU Student Orientation Program Working Party continues to review, recommend,
develop and implement the orientation program and activities to enhance the student
experience and transition in 2012.
o
To maintain the progress made in 2010/2011 in evaluating and implementing the
Orientation program across the University the CSU Student Orientation Program Working
Party intends to work with the Faculties and Schools, Divisions and Offices throughout 2011
and 2012 to improve orientation for all commencing students. The recommendations made
in this report will be implemented, reviewed and evaluated by the relevant sections of the
University and the CSU Student Orientation Program Working Party will continue to
undertake the reporting processes initiated in 2011, with the coordination of this being lead
by the Student Services Office.
2. That the Orientation Program processes continue to be improved to support and engage all
commencing student cohorts i.e. TAFE, TAFE Pathways, CSU Study Group, Higher Degree
Research, International Co-operative Institutes and DE students from letter of offer, to start of
study, until end of first session.
o
The engagement of students after they receive their letter of offer until they accept that
offer has been identified as critical to student success. The CSU Contact Centre currently has
a project proposal under consideration that they will make contact with prospective
students who have received a direct offer from CSU. The purpose of this contact is to
maintain the prospective students’ engagement with CSU until they accept their offer.
o
Faculties and Schools need to develop initiatives that engage students after a prospective
student accepts the offer. This includes students who enrol in second year subjects but it’s
2
their first year at CSU i.e. TAFE students. These initiatives will need to be undertaken by all
Faculties and Schools if they are to be successful.
3. That additional resources be available for the Orientation Program to produce online orientation
resources for DE students on the Orientation website, such as, the recording of information
sessions, student testimonies, virtual campus tours, commencement ceremonies and
synchronous communication options for academic advisory sessions.
o
To improve the CSU Orientation program for all commencing student cohorts increased
operational funding may be required to achieve this. A comprehensive online Orientation
will deliver essential information to commencing students and increase their knowledge of
support services and resources available at CSU throughout their studies when they need it.
Currently funding for Orientation programs is being provided by the individual areas of the
University and this funding comes out of their budgets. Making additional Orientation
program funding available to Faculties and Schools, Divisions and Offices will increase the
success of the orientation objectives.
4. That Postgraduate and Higher Degree Research student Orientation programs continue to be
improved and that communications from academic supervisors to postgraduates and higher
degree research students include information about the online orientation.
o
It has been identified that Postgraduate and Higher Degree Research student orientation
needs improvement. In conjunction with the Student Communication Project,
Communication Plan, Academic Supervisors can inform postgraduate students that there is
an online orientation and it is important that students visit this online resource prior to their
commencement of studies. The Research Office is planning to introduce an online induction
process for HDR students which will cover the support services available to HDR students.
HDR students will be provided with orientation information from when they commence at
CSU.
5. That the Orientation website be reviewed and revised to include specific cohort information and
provide an online orientation that will prepare and inform commencing students from offer until
the end of their first session at CSU.
o
The Orientation website will be reviewed and restructured by the Student Services Office by
the start of 2012. The contents of Orientation website will be revised by academic and
administrative staff from the appropriate areas of responsibility and synchronised with other
web experience projects being undertaken by the University. It is expected that the
Orientation website will be an ongoing project that will continuously be developed and
improved over several years. Additional resources are required to develop the Orientation
websites, online resources, such as, video presentations and virtual campus tours. There is
scope for the Orientation website to be a compulsory induction for commencing students
with online induction modules to be completed by the end of their first session.
6. That the Faculties and Schools ensure that there are relevant online course resources and
opportunities for synchronous interactions provided to DE students in first and second session.
o
The provision of online resources and presentations for subject or course advisory sessions
are required for both internal and external students though the Faculties and Schools. With
the introduction of the online meeting tool within Interact, and other online media, it is
3
expected that academic staff will be able to record and produce advisory sessions that will
be available online for students to access at the start of each session.
Future Actions and Timelines
1. The CSU Student Orientation Program Working Party evaluate and improve the Orientation
program in 2012 and report back progress to the Transitions Steering Committee on the
implementation of the Orientation objectives and recommendation made in this report every 3
months.
2. The Student Services Office will meet with the Faculty Sub Deans, Learning and Teaching in
September 2011 to discuss what programs and initiatives Schools will undertake in 2012 to
engage commencing students.
3. The CSU Student Orientation Program Working Party follows up on the CSU Contact Centre’s
proposed project to engage with prospective students after they receive a letter of offer and
recommend it be implemented as a trail in 2011.
4. That the Faculties and Divisions include operational funding for the Orientation programs in
their 2012 budgets.
5. That the Deputy Vice Chancellor (Academic) advise academic supervisors to include information
about the importance of the online orientation in their communications with postgraduate and
Higher Degree Research students before the end of 2011.
6.
The Student Services Office will liaise with the Research Office to fast track the implementation
of an online induction for HDR students before the start of 2012.
7. The Orientation website be revised and re-designed by start of 2012 by Student Services Office.
8. That each Faculty require academic staff to provide online resources and synchronous course
advisory sessions for DE students once they have engaged with the synchronous DE student
preparation resource in first and second session in 2012.
Background
There have been significant operational changes for CSU with the restructuring of student support,
additional campuses, increasing numbers of cooperative agreements with domestic TAFE and
International institutions. These have all played a part to bring about new challenges for CSU in the
delivery of orientation to commencing students. The orientation program is an exciting opportunity
for CSU to engage with students regardless of their mode of study or geographical location.
The work undertaken by the Student Experience Program and Transition Project has provided
Orientation Guidelines to create a seamless, integrated and a student centred experience for
orientation that will facilitate a smoother and more successful transition to university study for
4
commencing students. Recent government priorities have shifted increased the focus on increased
participation of students from lower social economic status and other non traditional backgrounds,
resulting in students from a diversity of backgrounds being welcomed into the University
community. Student engagement and success depends on well designed orientation activities to
improve student retention outcomes. The enhanced Orientation Program aims to balance the
academic, administrative, social and curriculum needs of all CSU students (i.e. Distances Education,
Internal and International Co-operative Institutes) in all forms of service delivery. CSU Orientation is
defined as an ongoing process that commences at offer and ceases at the end of first session
involving a period of transition and adjustment. It is not just a one off event, including an “O Week”
at the start of Session 1 and midyear orientation at the start of Session 2.
Online Orientation
The CSU Orientation website was introduced in November 2010 by the Transition Project and is
designed to provide essential orientation information to commencing students. In 2011 the
Orientation website was handed over to the Student Services Office and is revised regularly to
ensure the information is current and accurate. A Useability Testing survey was conducted on the
Orientation website during midyear orientation and the successful task completion rate was 37%.
The Student Services Office is reviewing the Orientation website and it will be restructured by the
start of the 2012 academic year, in alignment with the current student web experience project and
synchronised with other web initiatives being implemented by CSU. A link to the Orientation
website is included in the letter of offer so commencing students have access to this recourse as
early as possible. The new structure of the website will provide specific information for CSU cohort
groups, i.e. On Campus, DE, Indigenous, TAFE, Postgraduate, HDR, Policing, International (on shore
and off shore) and CSU Study Centres.
The Orientation website will need a new welcome video from the Vice Chancellor. Virtual campus
tours could be produced that would be informative for internal students familiarising themselves
with campuses services and faculties and for external students who attend residential schools. With
appropriate resourcing additional video presentations and captivate tutorial presentations will be
incorporated into the website to make it more user friendly and interactive. There is scope for the
Orientation website to have a compulsory induction process for a commencing student to complete
by the end of their first session. A compulsory induction will increase the number of students using
the website and will ensure students complete their online orientation.
Continuing Orientation throughout first session of study
o
o
o
o
o
o
o
o
o
Student engagement messages.
Support Services link included in Subject Outlines on Interact
Learning Skills workshops and online recourses.
Career Development workshops and online recourses.
Online course advisory sessions.
Student Mentor Program.
Face to face and online support provided throughout the session by Student Mentors.
Faculty and School based initiatives to engage students.
CSU O Week 2012 and Student Central Facebook sites.
5
CSU Student Orientation Program Report Survey Results Summary
The CSU Student Orientation Program has undertaken a range of online report surveys to
benchmark the implementation of the orientation guidelines and objectives in 2011.
o
The CSU Key Stakeholders Student Orientation Program Report Survey for Faculties and
Divisions had 103 responses and was conducted from 4 April 2011 to 29 April 2011.
o
The CSU Key Stakeholders O Week Report Survey had 49 responses and was conducted from
4 March 2011 to 17 March 2011.
o
The commencing DE and On Campus students’ Orientation Report Survey was conducted
from 24 February 2011 to 6 April 2011 and had 1910 responses from DE students and 1015
responses from On Campus students.
Representatives on the CSU Student Orientation Program Working Party from the Faculties and
Divisions have been provided with the CSU Orientation Program Report Survey results. This will
assist in planning and developing an enhanced Orientation Program for 2012. Full copies of the
report survey results can be found online at: S:\Common\ Temp Folder Less Than 90 Days\CSU
Orientation
CSU Key Stakeholder Student Orientation Program Report Survey
The CSU Key Stakeholders Student Orientation Report Survey was implemented to evaluate the
implementation of the orientation objectives in 2011 and 57% of invited key stakeholders
participated in the report survey and it showed very encouraging results. 57% was a satisfactory
response rate for the report surveys introduction. As its purpose for evaluating orientation become
more widely understood by the key stakeholders, the response rate should increase in 2012. The
report survey will be revised for 2012 to simplify the survey structure and clarify that not all key
stakeholders need to answer questions that were not part of the area of responsibility. The report
survey distribution list for key stakeholders will be reviewed and additional key stakeholders will be
invited to participate in the 2012 report survey.
The CSU Key Stakeholders Student Orientation Report Survey 2011 Distribution List
Faculty/Division/Office
Invited
Submitted
Faculty of Arts
13
9
Faculty of Business
26
14
Faculty of Education
13
4
Faculty of Science
27
10
Division of Facilities Management
4
3
Division of Library Services
5
5
6
Division of Marketing
6
3
Division of Student Administration
5
1
Division of Information Technology
5
2
Student Services Office
29
24
Student Central
7
4
Campus Life
14
7
Dean of Studies
13
7
Office of International Relations
1
1
Head of Campus Office
5
2
St Francis College
1
1
St Martin’s College
1
1
Study Group Australia
4
4
16
8
181
103
TAFE Pathways
Total
Report Survey Results
The report survey results highlighted what the CSU Orientation program does well, along with what
requires further attention. The majority of the Orientation objectives were implemented very
successfully and they will continue to be enhanced to ensure higher ratings are achieved in future
report surveys. There were only a few Orientation objectives that need further improvement and
imbedding across the university.
Objectives that are implemented very successfully included
1. Orientation will encourage and support academic achievement by:
o
Providing opportunities for students to meet teaching staff in both formal and social settings
including the virtual environment.
2. CSU orientation will support student development by:
o
Providing appropriate opportunities for participation in social, sporting and spiritual
activities.
o
Providing an environment that promotes well being, safety and inclusion.
3. CSU orientation will support student persistence and retention by:
o
Familiarising students with their geographical and online environment.
7
Objectives that were implemented less successfully and need improvement included
1. Orientation will encourage and support academic achievement by:
o
Encouraging the development of independent study habits and learner responsibility.
2. CSU orientation will support student development by:
o
Promote the importance of engaging with the university and broader communities and
highlight opportunities and value of volunteer work, work experience and mentoring.
3. CSU orientation will support student persistence and retention by:
o
Identifying cohorts with particular needs, e.g. Indigenous, International, non school leaver
and provide targeted activities, support and resources to address these needs.
o
Following up students who show signs of disengagement with support and referral to
appropriate services.
As shown below in the mean standard results, all of the Orientation objectives where implemented
across the University. The objectives that were least successful in their implementation were
addressed; it was just not to the same level as other objectives. Additional information about these
particular objectives will need to be provided to the key stakeholders so they can be successfully
implemented in future.
8
9
CSU Key Stakeholders O Week 2011 Report Survey
The O Week Report Survey was conducted by the Student Services Office and key stakeholders from
Faculty and Schools, Divisions and Offices were asked to provide feedback on the O Week 2011. This
was the first time the O Week Report Survey was conducted online and there was a significant
increase in the number of respondents compared to the evaluations conducted in previous years.
In 2010 the CSU O Week Program was reviewed and revised to implement a consistent O Week
Program across each campus. Schools were provided with a minimum standard for their academic
advisory sessions and each campus had an official welcome ceremony. Market days, academic and
social events where held for commencing students on each campus. Student Leaders attended the
academic advisory sessions and were given the opportunity to talk with the new students in a Q and
A session. Student Mentors also provided online assistance to DE and on campus students in forums
and on the Student Toolbox chat room a few weeks prior to O Week, during O Week and during
session.
Key stakeholders were invited to participate in the report survey via an email distribution list.
Academic and Administrative staff that were representatives on the O Week Working Parties for
each campus where also included on the distribution list.
The report survey results were positive and many key stakeholders commented on the increased
involvement of student leaders in the information sessions and school days. The results did identify a
few areas that need improvement.
o
The issue of having the academic advisory sessions on the same day across each campus
presented a problem for the Course Directors/Managers/Coordinators who were not able to
attend each campus on the same day. Some Course Directors/Managers/Coordinators look after
more than one campus.
o
Additional course advisory sessions where included into the program to enable the Course
Directors/Managers/Coordinators to provide their course advisory session when they could
attend the other campuses during O Week.
o
Course Directors/Managers/Coordinators could nominate suitable school representatives who
can advise commencing students on the course requirements during O Week on the campuses
that don’t have Course Directors/Managers/Coordinators.
o
What could be improved is the recording or videoconferencing of the course advisory sessions
not only for across campuses courses but for DE students to access online. The recording of
orientation sessions is also needed to improve the online orientation process and can be used as
an ongoing resources for the Faculties and Divisions.
o
The social activities for students to engage in during the day can be improved on what was
provided in O Week. For on campus mature age students additional social activities can be
organised throughout the session not just during O Week. This will allow mature age students to
meet other students and staff. This can be organised with the schools and student mentors.
10
CSU DE and On Campus Student Report Survey
Commencing On campus and DE students were surveyed from 24 February 2011 to 6 April 2011 by
CSU Marketing and the survey included specific orientation questions. The orientation survey results
have shown that the enhancements to the orientation program have improved the student
experience compared to the survey results in 2010. DE students were asked the same 3 questions in
both the 2010 and 2011 surveys and the results are shown below. The 3 questions were:
1. How do you rate orientation for Distance Education Students?
2. Do you feel well equipped to start your studies (DE only)?
3. Do you feel a sense of connection to CSU as a result of the orientation experience (DE only)?
1. How do you rate orientation for Distance Education Students?
A greater proportion of students rated DE orientation as positive “Good/Fantastic” in 2011 (up from
48% to 59%). 945 DE students (59%) rated Good/Fantastic in 2011 compared to 843 DE students
(48%) in 2010. 656 DE students (41%) rated Needs Improvement/What orientation in 2011
compared to 896 DE students (52%) in 2010.
This is an encouraging result and continued improvements to DE student orientation along with
improved access should increase the rating higher in 2012. Analysis of the survey data showed that a
significant proportion of DE students who rated Needs Improvement/What orientation were
postgraduate students (46%) compared to undergraduate students (37%). Further work needs to be
undertaken to address the online orientation of postgraduate students by the Faculties and School,
Divisions and Offices.
2. Do you feel well equipped to start your studies?
A greater proportion of students indicated that as a result of their orientation experience they felt
well equipped to start their studies (up from 81% to 88%). 136 DE students (88%) answered Yes in
2011 compared to 1026 DE students (81%) in 2010. 136 DE students (12%) answered No in 2011
compared to 240 DE students (19%) in 2010.
11
This result is very encouraging and continued improvements to DE orientation should see this rating
increase in future report surveys.
3. Do you feel a sense of connection to CSU as a result of the orientation experience?
Despite other positive findings, a significantly reduced proportion of students indicated they felt a
sense of connection to CSU as a result of the orientation experience. (down from 75% to 59% in
2011). 625 DE students (59%) answered Yes in 2011 compared to 1026 DE students (75%) in 2010.
439 DE students (41%) answered No in 2011 compared to 340 DE students (25%) in 2010.
The above result highlights the need for CSU to improve the level of connection and communication
it has with DE students. Analysis of the survey data showed a significant proportion of DE students
who did not feel a sense of connection with CSU were postgraduate students (33%) compared to
undergraduate students (13%). DE students need to connect with CSU and their course and school in
meaningful ways. Engaging DE students from the time they receive their offer until they graduate
and encouraging them to seek assistant will assist in addressing this issue.
In 2011 on campus students completed an orientation survey that had the same questions as the DE
student survey. As expected the results of the on campus student survey showed a significant
difference compared to the DE survey results. There was a positive result for the ‘do you feel a
sense of connection to CSU as result of your orientation experience’, with 72% of on campus
students answering Yes in 2011. The on campus student survey results can now be used as
benchmarks for the 2012 report survey.
12
Report on the program used in 2011 with noted changes from previous years
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
The previous Orientation program focused on campus Orientation (O Week) and the Guide to
Learning website which was an online resource for all commencing CSU students.
Changes to the Orientation program in 2011 include the introduction of an Orientation website
designed to provide an online orientation for all commencing students.
The Student Toolbox was introduced to assist commencing students explore the Interact
environment and learn how to use the tools within Interact.
Site statistics for the Student Toolbox Interact site in February 2011 showed that there were
21,753 unique visits, in July 2011 there were 9,107 unique visits and with a total of 22,370
unique visits to the site for the year to date.
A link was included into all Subject Outlines in Interact to provide commencing students with
additional information on the availability of essential support services for students.
All CSU Schools were required to produce an online course induction booklet which outlined
course information and other important information for both DE and on campus students that is
student centred.
There is now a consistent format for these course induction booklets across the University which
addresses the orientation needs of students. The course induction booklet template will be
updated in October 2011 and distributed to school so they can prepare their 2012 booklets.
O Week programs were revised to implement a consistent O Week program across each
campus.
Each campus held a commencement ceremony and market day.
Schools were provided with a minimum standard for their academic advisory sessions in O
Week.
Course Directors/ Managers/Coordinators were required to provide an equivalent course
advisor session to DE students as provided to on campus students.
Library Services introduced a new orientation toolbox on their website provide all new students
with podcasts, Watch-it tutorials, handy hints etc.
Online support was provided in chat rooms and forums prior to O Week and Midyear and
throughout the session by Student Mentors.
Learning Skill workshops were held on campus during session 1 and the presentation and
resources for each workshop are available online for DE students to access.
Career Development workshops were held on campus and online as self paced workshops via
Career Hub in session 1 and 2.
Specific plans for Orientation for students entering based on TAFE qualifications
o
o
o
o
o
Employment under HEPPP funding for a Student Support Officer - TAFE to University to identify,
develop, implement and embed additional resources and support. Recruitment currently in
progress.
Work with P & A to identify this group now and into the future sessions (TAFE and HEPPP
specific category)
Investigate and survey students to identify needs for this particular cohort, identify specialist
needs.
To facilitate academic support and delivery by academic staff recommending a working party of
academic staff and key stakeholders to be put together to undertake this work. Associate
Professor Roslin Brennan is assisting and advising.
Utilise findings to align the Orientation website and support services to meet specific needs of
this cohort and support online and DE students.
13
o
o
o
o
Discussion with Academic Support (i.e. Study Link subjects and captivate info) for this cohort to
link to this support from website. Also the options to deliver certain study link subjects in tutorial
mode not just DE to assist with transition.
Re-design the orientation process to meet specific needs i.e. have general orientation
information and have add-ons to cover this cohort needs. Within this design communication
schedule for this group on topics relevant to them. Need technology to be able to deliver this
communication i.e. Talisma – campaigns.
Provide Mentoring service to all these identified students, re-develop materials, re-training of
mentors to then provide this service.
Put in place review and report structure for this program and into the future.
Orientation for DE students
o
o
o
o
o
o
o
o
o
Ensure that Orientation for DE students is equivalent to on campus students
Ensure all DE students’ can access the Orientation website which provides essential orientation
information and specific cohort information.
Improvements in the DE information on the Orientation site are currently being planned and the
site is undertaking a review and redesign.
The redesigned Orientation site will provide more targeted information for each cohort and
included more video and/or captivate presentations to make the site more interactive and
engaging.
Online resources for DE students currently include the Student Toolbox Interact site, Student
Toolbox Chat Room and Student Orientation forum.
CSU Library Services also have online resources for orientation and specific cohort information
(also available to on campus students).
Student mentoring and counselling is available to DE students (also available to on campus
students).
The Sub Deans, Learning and Teaching that are on the Orientation Program Working Party have
been working with the Faculties and Schools to improve DE student orientation and it is
expected that Course Directors/Manager/Coordinators will provide academic support for all
commencing DE students.
Online Learning Skills workshops tutorials are available for DE students and the Career
Development workshops are also available to DE students (also available to on campus
students).
Orientation for International students
o
o
o
o
o
o
An International Student Orientation program is provided by the International Student Advisors
within Student Support and there are two orientations for International on shore students as
well ongoing support after O Week and Midyear intake.
The International Orientation program for on shore students continues to be revised and
restructured to meet the legal, administrative, academic and social needs of students.
Program plans for the off shore International Orientation have been developed and a
successfully trail of the Orientation CD was completed in 2011 by the School of Business,
additional revision of CD orientation package will be undertaken before the next orientation in
2012.
The Orientation website has information for International students and is being revised.
The Student Support website for on shore International students has been revised and updated.
There is an International student mentor program for students in their first year of study and all
new International students are invited to participate.
14
Orientation activities for students commencing who are under 18 years of age
o
o
o
o
Each campus provides all ages social events during O Week and under 18 events where required.
Social activities facilitated by the O Week Leaders including social sports and games where more
successful and had higher participation rates than structured chill out times.
The inclusion of additional structured social sports and games activities run during the day for
students to engage in will be incorporated in the 2012 O Week program.
Consultation is required by the Faculty Sub Deans, Learning and Teaching to determine
appropriate academic support for students under 18 years of age.
Orientation activities for mature age students (non school leavers)
o
o
o
Each campus provides a mature age student lunch or afternoon tea during O Week to enable
mature age student to meet and socialise.
In 2112 additional mature age student social activities are planned in the first half of session for
on campus students, utilising the student mentors and school staff to provide a course based
social events to assist mature age students transition to university.
Investigating establishing facilitated peer support sessions that enable students to discuss and
support each other in their learning and orientation to the University.
Orientation and associated activities for Higher Degree Research students
o
o
o
The Orientation website has dedicated information for HDR students and is under review.
The Research Office provides induction workshops for HDR students in first and second session
as part of their orientation this is also under review.
The Research Office plan to develop an online induction for HDR students that will be available
for commencing HDR students throughout the sessions.
Student Mentoring Program
o
o
o
o
The Student Mentor Program was expanded in 2011 and provides student mentors for student
cohorts i.e., DE, TAFE, Policing, International and On Campus students, including students who
are undergraduate or postgraduate.
Since January 2011 over 1000 commencing students have been allocated a student mentor.
The attrition rate of commencing students in the mentor program was 4.10% in session 1
compared to the attrition rate 11.70% for all commencing students in session 1 a difference of
over 35%.
In 2012 the Student Mentor Program will be more closely aligned with the Schools to assist in
providing commencing students with a student mentor from their course.
Acknowledgment:
The CSU Student Orientation Program Working Party would like to thank Graeme Lasky at CSU
Division of Marketing for his assistance in setting up the CSU Student Orientation Program
report surveys and providing the statistical data analysis.
Prepared by Chris Roche, Orientation Coordinator, Student Services Office, August 2011
CSU STAR Evaluation Bimonthly Progress Report Date (please highlight) 28th March/16th May/18th July/19th Sept/21st November 2011 STAR Academic Lead: Deborah Murdoch Faculty: FOB Course: Bachelor of Information Technology Action Curriculum Targets: What curriculum modifications have been made to the following to better meet the needs of students from LSES backgrounds? Curriculum Targets:
Teaching delivery, including professional development. What curriculum modifications have been made to the following to better meet the needs of students from LSES backgrounds? Outcomes/Results Teaching delivery, including professional development.
One on one sessions with convenors for second session to
advise on curriculum changes and assessment timing and
types.
Learning Methods Learning Methods
Students engaged with weekly quizzes online for the subject with formative feedback and evidence shows improvement in grades with a higher performance in D and CR grades in the internal cohorts. There is a marked decrease in FL and FW in the DE mode. Assessment Assessment
Student Support Student Support
Mid year orientation took place in the school for a mid year intake of TAFE students. They are added to the course interact site. Regular forum use is encouraged. Assessment results from ITC106 show marked improvement due to changes in assessment delivery and timing. DE 201030 59% progress rate – 201130 74% progress rate with a significant performance improvement in the subject with higher HD, d and CR grades compared to previous years. ITC161 internal mode has a significantly improved progress rate. CSU STAR Evaluation Bimonthly Progress Report Date (please highlight) 28th March/16th May/18th July/19th Sept/21st November 2011 STAR Academic Lead: Graham DANIEL /Rhonda Hoare Action
Curriculum Targets: What curriculum modifications have been made to the following to better meet the needs of students from LSES backgrounds? Teaching delivery, including professional May to July development. Faculty: Education Extra support for final assessments Further work on literacy (sentence structure) Students offered SSS001 an online, self paced literacy support course from Learning Support Centre Some students began the course and were invited to do it with Academic Literacy tutorial time. Course: Bachelor of Education Primary Outcomes/Results
Although lecturers spent more time supporting students the results did not indicate a notable change. Important to consider the task and the type of support for session 2 and 2012 Some improvement in literacy in EML110 evident, particularly sentence structure but more attention required in session 2 Improvement in Referencing apparent Met with Student services to discuss further opportunities to provide support. Session 2 students reminded on SSS001 and also SSS002 for grammar Learning Methods Assessment Student Support June 30th First year team meeting to discuss First Year Principles Subject Design and alternative Learning methods discussed to address student diversity Furhter discussion on developing a sequential development of APA referencing. Responding to Student Feedback Exploring the data from AUSSE Australian survey of student engagement “What can we do about attendance and boredom? Scaffolding for assessments given as explicit instructions to support assessment items, and within subject tutorial time to support student achievement. Grades will be analysed following submission of these assignments. Students who failed subjects mapped. Ed to meet with each lecturer in session 2 to work on Subject Design and assessment tasks Decision for next First year team meeting EML210 embedding assessment within tutorials Little difference noted (see above) Further work needed at Nov First year Team meeting Reading Process EML210 has changed assessment process across campus to trial new methods Data shared at First year team meeting to guide Session 2 support Triggers applied; analyses in progress. CSU STAR Evaluation Bimonthly Progress Report Date (please highlight) 28th March/16th May/18th July/19th Sept/21st November 2011
STAR Academic Lead: Jenny Cox
Faculty: Science
Curriculum Targets:
Course: Bachelor of Clinical Practice (Paramedic) & Bachelor of Nursing
Action
Outcomes/Results
BMS191
A ‘Team Teaching’ day was run in Young for all academics
involved in teaching BMS191 (Core subject in both courses).
Data from STAR was presented which highlighted continuing
issues with student progress, cohort disparities and the poor
performance of First-in Family students in this subject.
Staff were surprised at the cohort-specific differences in
student performance and all agreed that reducing the
volume of content had to be undertaken with a great
deal of caution so as to not compromise knowledge
assimilation.
What curriculum modifications have been made to the
following to better meet the needs of students from
LSES backgrounds?
Teaching delivery, including professional
development.
Discussions were held regarding strategies to increase student
engagement (eg by reducing the volume content in the science
curriculum and development of targeted learning resources)
A new format of assessment items and lecture
presentation is being trialled for the DE cohort tis
session (201160) and will be evaluated at the end of the
year.
A PD session around the FY Curriculum Design Principles was
also held as part of the teaching day.
Communication
Absence and inconsistency has been a recurrent theme in
student feedback on various evaluation tools in 201130
Communications Best Practice document for the Faculty
will be re-disseminated to all staff. Negotiations are
currently underway with an external Communications
consultant to run a communications seminar for staff.
A Session 1 ‘de-brief session’ was run in week 3 to
st
enable all 1 yr subject coordinators in the Paramedic
course to discuss what teaching and communication
strategies worked in 201130 and what can be done
better for first session next year. It also presented a
much needed opportunity for the academic staff from
different schools to collaborate and identify ways to
make the integration between subjects more apparent
for students.
Learning Methods
PASS
The attendance and ‘effect on performance’ data for PASS in
BMS191 was received from the SST
Students who attended five or more PASS sessions
averaged ten marks higher than students who did not
attend PASS. While these results are promising, they
should be interpreted with some caution, as it is not
possible to establish a causal relationship between PASS
attendance and academic performance.
There was also an issue with on-going poor attendance
rates. Despite an initially high number of students
signing up for the program, the actual attendance
numbers on each campus were disappointing, with less
than 30% of the total cohort attending a PASS session in
any one week.
The STAR lead will work with Peter Greening to identify
possible causes for the low attendance and ways to
boost attendance at the BMS192 PASS sessions.
Assessment
At risk triggers
Data from 201130 at-risk triggers has been analysed (including
overview of the efficacy of ‘at risk ‘ triggers that were used).
The subject-based ‘at risk’ triggers were reasonably
effective. In two subjects, more than 70% of the
students who ‘triggered’ also failing the subject.
This data has been presented to teaching staff and CDs.
At risk triggers have been gathered from Session 2
Subject coordinators and have been forwarded to the
SST team.
Student Support
Science Refresher Workshops
A new initiative that was trialled for distance education BN
students. Two-day face-to-face workshops were run to
familiarise DE students with science terminology and basic
scientific concepts in June/July break. Workshops were run in
multiple venues to reduce cost to students and thus enabling
better access for LSES students.
Details of the workshops were as follows:
Bathurst workshop - 28 students attended
Albury workshop - 14 students attended
Over half of the attendees at both workshops were LSES
or first-in-family.
Overall, feedback from the workshops was extremely
positive. Of the 28 students who attended the Bathurst
workshop, 100% gave a score of at least 9/10 for the
workshop, with 100% strongly agreeing with the
statement ‘I would recommend this workshop to other
students’.
In particular, students commented that the workshop
had helped reduce their ‘science anxiety’ by making links
between theory and practice more visible/explicit.
Attendees will be interviewed by phone in Week 5 and
at the end-of session to gather feedback on the on-going
effect of workshop attendance. Academic performance
of the students will be tracked through the session.
These workshops will be offered twice in 2012 (Feb and
June/July) as per 2011 - preferably immediately before
or immediately after a nursing residential school and
possibly at multiple venues, depending on the level of
interest.
______________________________________________
Data from the Science demographic/background survey run as
part of the science subject BMS191 in 201130 is currently being
currently being statistically compared with assignment and
exam results.
Early findings from this analysis indicate that the survey
will be a useful ‘identification of at risk tool’. Some
indicative results are listed below:
Students with previous experience in the
healthcare environment were more likely to fail
(FL) or marginally fail (AE) BMS191
•
Over 50% of the students who indicated on the
survey an intention to work greater than six
hours per week, failed or did not submit the
BMS191 assignment – double the rate of those
working less or no hours.
Further analysis is being undertaken with a view to
formulating a model of factors which will predict the
success of students in BMS191.
CSU STAR Evaluation Bimonthly Progress Report Date (please highlight) 28th March/16th May/
STAR Academic Lead: Roy Crotty Faculty: Education 18th July/19
Sept/21st November 2011 th
Course: B Information Studies NB All students in School of Information Studies study part‐time and by distance education Action Curriculum Targets: What curriculum modifications have been made to the following to better meet the needs of students from LSES backgrounds? Outcomes/Results Teaching delivery, including professional development. The STAR lead is acting as a forum monitor in INF100 Introduction to the Information Professions, a foundation subject for the course. A google sites website has been developed to support INF305 Professional Portfolio. The address is https://sites.google.com/site/csu305 A wiki has been developed to support the subject INF100. The address is http://inf100.wikispaces.com The development of both the website and wiki will continue throughout 201160. This activity will assist the subject coordinator in monitoring the forum activity, responding to questions, providing support, initiate discussion etc. The information gathered from this action may be useful in the development of the subject‐
related wiki as outlined below. The initiative also supports the subject coordinator with their workload. While INF305 is a final year subject, students begin attending PD activities, collecting artefacts, recording activities etc from the beginning of the course. This website will provide a resource which will be available throughout their course and will be updated with new information regarding the design and construction of e‐portfolios during the course. This wiki is an FAQ site where students can locate information in a variety of areas. These include time management, plagiarism, assignment presentation and support from CSU students for DE students. In particular, information that may be required for LSES students is readily available in a clear and concise manner. The development of both of the these apps in the web 2.0 cloud environment is a practical demonstration of this technology which is new to many of the students. A survey will be conducted later in the session to ascertain the usefulness of these initiatives. It is anticipated this initiative will be used in other subjects. Learning Methods Assessment Student Support A database of activities and tools will be made available for all staff to use as a resource when teaching these subjects. Many of the ideas and principles can be used in any subjects across the course. In 201160 further development of the database will occur with regard to subjects being taught to the mid‐year intake and to second session subjects. A full‐day professional development activity is planned for A more uniform approach to assessment across all November of 2011. The activity is being coordinated and courses taught through SIS. This will include both undergraduate and postgraduate courses. Results developed by the school’s Learning & Teaching of this day will be expected to be incorporated into Committee. This will involve all members of the SIS staff and will focus upon assessment matching objectives and 2012 subject outlines. appropriateness of assessment activities to level of study. First Year Assessment principles will be one of the areas to be addressed on the day. Further details are yet to be finalised. As the wiki has been developed on wikispaces, a As above, the wiki site for INF100, which all first session web 2.0 app, it can accessed without having to log students study, is providing information that may be useful to any student studying through SIS and particularly on to my.csu and will be available to students for LSES, 1st generation and indigenous students. beyond the end of the subject. The wiki provides a means to disseminate support information whenever and wherever appropriate. Information from subject results in 201130 which indicate This information may be useful for subject coordinators in targeting students who may need students who may be ‘at risk’ in 201160 have been extra support during 201160 study. forwarded to subject coordinators First Year Curriculum principles alignment with teaching methods. Lecturers involved with first session subjects, INF100, INF 104 and INF 210, were asked to provide examples of how these principles were applied in the subjects. Coupled with this was the addition of any tools being used with these activities, particularly due to the DE teaching mode. CSU STAR Evaluation Bimonthly Progress Report Date (please highlight) 28th March/16th May/18th July/19th Sept/21st November 2011 STAR Academic Lead: Susan Mlcek Curriculum Targets: What curriculum modifications have been made to the following to better meet the needs of students from LSES backgrounds? Teaching delivery, including professional development. STAR Support: Judy Ogden Faculty: Arts Action NB: Actions undertaken over the last two months by the STAR Team are best‐explored through the communiqués that were sent out to relevant staff. Outcomes/Results Communiqué 1
Design and produce Staff Development Inventory – First‐year Strategy: Produced and distributed a ‘check‐list’ with accompanying ‘how to’ summaries to show staff how to [*see Attachment 1]: ‐ Encourage students to access and utilise the online School orientation booklet ‐ Welcome students to their Interact subject site through appropriate workspace pages ‐ Communicate effectively with students both online and internally face‐to‐face. For the BSW, the Inventory was communicated before the orientation week of the second session, to all lecturers from the following first‐
year subjects: SOC101; SOC102; HCS102; HCS103; PSY113; PSY111; PSY216; WEL218; SPE211. Communiqué 2 Review of curriculum – Linked subject evaluations to possible improvements in curriculum content and delivery. Encouraged Communiqué 1 Outcome from Staff Development Inventory – First‐year Strategy Planning stage: The Inventory used HCS102 subject as the ‘model’ to show lecturers what is possible at a ‘simple’ instrumental level to favourably impact the student experience. Four from ten potential lecturers responded to the communiqué, acknowledging the usefulness of the resource. There is positive expectation that lecturers will come on board in a more timely fashion when these kinds of strategies become more entrenched and just part of the ongoing process of preparing for the start of a new session [for example, like the publishing of subject outlines to MSI, consolidating workloads, collating lectures and resources, etc]. Further Action: As week 2 of the session approaches, follow up support with all lecturers involved in this strategy will be undertaken by the STAR Team. Communiqué 2 Review of curriculum – Four from nine lecturers responded after implementing some fairly intensive ‘hands‐on’ improved intervention with their first‐year subjects. Their feedback overall is illustrative of the tensions that arise from 1 Course: Social work [1502SW] lecturers to voluntarily share student evaluation feedback – again using HCS102 as a ‘model’ and trigger for discussion. For at least two of the first‐year subjects, the response rate from students was pleasing – HCS102 DE=30%, and SOC101 DE=24%. Following a major revision for first session, SOC101 DE scored higher than the School average in almost every category; HCS102 DE average mean = 5.73 which was higher than every School mean for each evaluation item [*see Attachment 2]. Additionally, many comments were made regarding aspects helpful to learning, as well as things that could be changed for the future. In order to collate some kind of picture re‐
communication strategy to support our first‐
year students in their first‐year subjects, the relevant first‐year lecturers from 201130 were asked to provide the following: “…a qualitative summary paragraph [and perhaps with the inclusion of a sample of student/s' comments] along the lines of sharing some 'good news and some thoughts/reflections' about: student engagement; student expectations and future desires; continued impacts on high quality teaching and assessment …”. Communiqué 3 In preparation for the second session, all lecturers for the 201160 first‐year subjects were 2 trying to balance the pedagogical rigour of teaching and learning, with the reality and fundamental economics of casual buyout. That feedback included: ‐ How important a high quality experience in introductory subjects is to the University including: incremental and developmental assessment items; extra online teaching resources; additional marking and assessment feedback support. While the reality of the situation is forcing lecturers to revert back to just two assessments in a session, the STAR Team is also looking to work with lecturers to consider less labour‐intensive assessment strategies that still maintain the ethos of the first‐year principles. ‐ How important it was to ensure that the whole‐of‐course mapping was undertaken to ensure that skills and knowledge development was covered incrementally and built appropriately from one year to the next. On this note, members of the HCS102 Team want to continue input to curriculum design, following consultation with the Ed. Designers. The qualitative evaluation of lecturer thoughts and reflections will be pursued for second session. Communiqué 3 The data especially for the subjects PSY216, and HCS103 shows a very interesting picture of our social work and social welfare students, indicating a Learning Methods provided with class list breakdowns of their respective cohorts, and in respect to the following categories [*see Attachment 3 for just a few examples]: ‐ LSES ‐ First Generation/first in family to university ‐ Basis of admission Evaluation of Forum use: The STAR Team has begun to evaluate student messages and levels of participation on the HCS102 DE site for 201130. A typical response about the supportive nature of the Forum is captured in this student message: ‘Reading this forum (HCS102) has been a great help to me in completing this subject.’ The following is another of several ongoing action‐points for the STAR Team: Provide generic skills development resources to lecturers of first‐year subjects: Started to disseminate resources utilised by first year students at Dubbo [DI] who benefit from resources written by Stewart McKinney, Academic Learning Skills Advisor at Dubbo Campus. 3 fairly high percentage of first generation students, as well as the high numbers of those entering our programs via the TAFE pathway. For nearly all cohorts, the % of LSES exceeds 20%, and for first generation, well over 60%. The figures suggest not only an added commitment and expertise required on the part of first‐year subject lecturers, but also ongoing structural support from the University and community at large. Evaluation of Forum use: DIT has created 9 individual Forum parts from which to work offline [that is how huge the HCS102 DE Forum was for 201130 with over 5,000 posts – the following information was posted by Mr Neil Barber, co‐
subject coordinator, on June 3rd: “Forum Name: HCS102_201130_W_D Subject: Summary Report Include Archive Posts: No Total Posts 5011 Total Attachments 8 Number of Distinct Posters 311 Number of Distinct Reads 334175 Number of Distinct Users who have read one or more messages 343 Yes the forum has been read Three hundred and thirty four thousand One hundred and Seventy Five times by three hundred and forty three different people. Three hundred and eleven different people actually posted something on the forum during the session to now!”]. The above summary indicates the ‘power of the Forum’ to be a participatory and inclusive tool for the first‐year student experience, if utilised effectively by both lecturers and students. Provide generic skills development resources to lecturers of first‐year subjects: HCS102 review Team [as above] acknowledge the resources used at Dubbo, as well as those received in staff development opportunities, as useful for all modes of delivery, and are exploring the idea of including these as ‘addenda’ to individual subject outlines, or to individual Interact online sites. Assessment Student Support NB: These resources would augment those provided by the Learning Skills Team and the customised tutorial support provided by the CSU Library Team. The process is actually seen as a broader curriculum design strategy, and discussions will begin in earnest by mid‐August. The following is another of several ongoing action‐points for the STAR Team: Support and mentoring of Markers: A ‘mentor pack/strategy’ [that included the use of WIMBA to communicate to external Markers, exemplar marking guides, suitable marker texts, etc] was initiated to deliver effective marking outcomes for students. Communiqué 4
Communication to first year students online [WI & WD]: STAR Evaluation undertaken by students in the SW HCS102 subject. Context: The STAR survey was initiated to seek feedback to address things like the first‐year principles particularly in relation to: orientation; courses ‐ communication and assessment; the use of the SST Team [the 'at‐risk triggers'], and the PASS strategy [peer‐assisted support]. It was administered out of the Director of Student Support/Dean of Studies division and each of the STAR programs [including social work students for the Faculty of Arts] was expected to participate. Support and mentoring of Markers – HCS102 is the subject that is currently being ‘action‐researched’ as part of the STAR Initiative, and experiences with the mentor pack/strategy in the first session, will be shared with other lecturers as their assessments start to become due for this second session. 4 Communiqué 4 Communication to first year students online [WI & WD]: Limitations in the implementation of the survey [the numbers are not that great – just 26% of DE students and 10% of Int. students responded]: To avoid too much impost on other lecturers and subjects, and because HCS102 captures nearly all first‐year students to the BSW, students from that subject for WD and WI, were invited to complete this survey online. In hindsight, it may have been better to make the survey more broadly available. The STAR Lead will raise the possibility of delivering this same survey to students in the 201160 session. STAR Evaluation results revealed a vast range of feedback information, including: ‐ Wanting more individual feedback from lecturers, ‐ Finding the Forum for distance students an invaluable resource, ‐ Wanting help with time management and organisation of study. Communiqué 5 PASS [Peer assisted support sessions]: Instigated peer assisted student support for session 201160, especially for distance students in SOC101, PSY113 and HCS103. There is anticipation to see how well the Dubbo students will support this initiative. In deciding when to offer PASS, the following feedback from students was fairly typical – ‘Re PASS: How about Mondays and Thursdays? And offer 2 timed sessions‐ for those with kids who can't do nights, and for those who work that can't do mornings? Like 10‐11am & 7‐8pm??’ SST [Student Success Team]: As week 2 of the session approaches it is time to ask lecturers to be ready to identify any ‘at risk’ students who might benefit from this intervention strategy. 5 Communiqué 5 PASS: Unfortunately the plan to deliver PASS to support social work students will only occur for SOC101 DE. The initiative will be a ‘first’ for universities as the sessions – two planned per week – will be conducted online via the WIMBA tool. In respect to HCS103, the Disicipline was provided with further communication and information at the last discipline meeting, about PASS, and there was a more positive and embracing response to welcome this strategy for perhaps HCS111 in 201230, instead. The STAR Team will closely monitor the effects/impacts of PASS for SOC101 DE. SST: Students who responded about the SST strategy in the above evaluation survey would only have known about it if they had been ‘at risk’ in another subject such as SOC101, which did utilise the intervention. Because of the way it is designed and delivered to truly accommodate transition and development into university study, HCS102 students are less‐likely to require the strategy. The response to utilising this strategy for subjects in the second session will not be known until approximately the end of Weeks 5 or 6. Already at least two lecturers have indicated they will want to use it if required. Attachment 1 [pp. 6‐8] – First Year Inventory First Year Interact suggestions To assist first year students to engage with the subject here are a few ideas: Action A welcoming front page on the Interact site 2 minute welcoming video Why This is the first contact students will have with the subject and it will welcome them into the subject, and help them to feel part of the group. It is very simple to set up and could include information about consultation times, contact details, assessment items. Your photo or an image representing the subject could be used. Please remember to reference any images. How In the Resources section of the school Interact site there is a folder called Interact. There is a captivate video on how to set these up, or a Word document with instructions http://interact.csu.edu.au/access/content/gr
oup/77a2a25a‐f786‐4f2b‐80f6‐
f120ada05d3d/Interact/Making%20a%20welc
oming%20front%20page.doc If further assistance is required contact Judy Ogden or an ED. Approx time to complete: 10‐15 minutes, however could be reusable with minimum changes. The use of a Logitech camera is needed, the Allows the lecturer to media room has some on their computers. personally welcome students and for the students to see you Judy Ogden also has this camera and is willing and hear your voice. Again it to help. This is a quick process and could be helps them to feel part of a an ongoing resource. group of people and not just names. Approx time to complete: 10 mins (depending on the number of takes!) However could be reusable for next session A series of announcements help Help is available at this link: students to feel as though the lecturer is involved and helping http://www.csu.edu.au/division/landt/interac
them to stay on track. Many t/help/announcements.htm lecturers use this as the primary Or from the ED. ‘lecture tool’ on the Interact site. Approx time to complete: 2 mins Interact Announcements: Welcome message Setting expectations Pre assessment Post assessment Pre break Post break Pre exam End of session – well done Using the Forum Encourage students to introduce themselves on the 6 Provision of Web Content links to eg:  APA referencing summary  Library tutorials  How to Guides  Online dictionary Check the suggestions from the First Year Principles sessions run by Deb Murdoch forum as an ice breaker and to help them feel comfortable using this means of communication. Help to make it easy for students to find specific information. The suggestions can be found on the school Interact site here: http://interact.csu.edu.au/access/content/gr
oup/77a2a25a‐f786‐4f2b‐80f6‐
f120ada05d3d/CSU%20Degree%20documents
/First%20Year%20Experience%20Resources/Fi
rst%20Year%20Principle%20Strategies To check how easy it is to incorporate some of these principles to engage and support students. 7 Site Info‐ edit tools‐ web content available to all. Type in title, add url and continue. The web link will appear in the grey menu at the left of the Interact site. Approx time to complete: 3‐5 mins per link Suggested ideas for presenting your Interact site: A Welcoming front page. Early Announcements to welcome students. Web Content links to online help for students. 8 Attachment 2 [pp. 9‐11] – HCS102 DE Student Evaluation Results Subject Coordinator Report - Core Items
Report generated Fri 1 Jul 2011 11:37 AM.
Subject
HCS102_W_D
Session(s): 201130
Item(s): All
201130 Results - Results specific to the 201130 session:
Total Responses: 90
Total in Cohort: 297
Response Rate: 30%
Average Mean: 5.73
Percentages are for each question, and are not cumulative over all questions.
Item Mean
HCS102 201130 W D
Core Questions
I found this subject stimulated my learning.
Raw No.
31 27 26 1 3 1
0 5.82
%
34 30 29 1 3 1
0
The quality of teaching in this subject assisted my learning.
Raw No.
34 31 17 4 2 1
0 5.92
%
38 34 19 4 2 1
0
Teaching was clearly directed towards the objectives of the subject.
Raw No.
30 35 13 7 4 0
0 5.83
%
33 39 14 8 4 0
0
Clear guidelines were provided for all assessment tasks.
Raw No.
28 26 22 8 3 1
1 5.62
%
31 29 24 9 3 1
1
The assessment tasks assisted my learning.
Raw No.
26 34 19 9 0 1
0 5.77
%
29 38 21 10 0 1
0
I was given guidance on how to improve my work.
9 School Mean
5.6
5.26
5.45
5.31
5.52
Raw No.
19 28 30 9 2 0
1 5.49
5.18
%
21 31 33 10 2 0
1
I received enough feedback to understand how my performance was being judged against the
assessment criteria.
Raw No.
21 22 33 9 3 0
1 5.44
5.13
%
23 24 37 10 3 0
1
The workload was appropriate for a subject at this level.
Raw No.
21 28 33 4 1 1
1 5.58
5.29
%
23 31 37 4 1 1
1
The supporting resources in this subject (eg. handouts, study material, CD-ROM, online forums,
overheads, presentation software, online offerings, etc.) facilitated my learning.
Raw No.
32 27 24 2 2 1
1 5.81
5.38
%
36 30 27 2 2 1
1
There were adequate opportunities for communicating with academic staff if the need arose.
Raw No.
41 21 23 1 1 0
2 5.97
5.49
%
46 23 26 1 1 0
2
I have developed my capacity to communicate my ideas/knowledge in this area more effectively.
Raw No.
30 28 23 5 0 3
0 5.77
5.39
%
33 31 26 6 0 3
0
4/45 comments are given on aspects of this subject students found helpful to their learning:
I would like to mention the dedication and support provided to students by the lecture/s was
commendable and of the highest quality standard. The information and onlines resources ed
modules were very benefical for me and enhanced my learning particularly in distance
education mode.
This was my first subject & it was very straight forward, assistance was always given and
helpful.
There was always someone available on the forum answering any questions that arose
promptly
Fantasic presence of the lecturer on the forums, with loads of interaction and feedback
available from her. Found lecuturer to be a fantastic source of encouragement for those
student just entering into university study. Prompt returns of assessment grades. I am
thankful that this was one of the first subjects I undertook as part of my studies as I found
the huge amout of interaction between the DE students and lecuturer helped me to not feel so
'distance' afterall.
6/29 comments are given on aspects of the subject students would like to see changed:
In other subjects I have completed, the lecturer procided a recording to go with the
10 powerpoint lectures. If it was possible for this to occur with this subject, I feel it would
enhance the fantastic work that this lecturer is already doing
I felt the subject was not organized in a structured way. It would be helpful if the prescribed
text correlated with the modules covered. I understand that students were supposed to utilize
their resourcefulness for the research and take control of their learning but I felt as a first
year distance education student it was difficult to have so much autonomy in our learning. It
would be helpful if the subject had more guidance on the learning materials of the modules.
It is all a little overwhelming the first time at Uni and trying to find a new balance in your
life with learning, home and work. So having an assessment so early was to say the least a
little disconcerting.
Information received to help with preparation for assessments was great but sometimes I felt
overloaded and confused when the same information was presented in different ways. A
proposed weekly plan would have helped me get my head around where I needed to be up to
each week especially with text book readings. Thanks
Due to my own learning style I struggled with all the resources and module infotmation
being online as I find i learn easier from hard copy. So I guess I have had a huge learning
experience and developed my abilities in this area further.
Whilst I understand that communication is dynamic and complex, I found the subject a little
undirected and that there was information coming at me from many different angles ie
resources, modules, texts and forums. This is more of a comment on my deficits re learning
styles. I prefer all of my learning in one place ie once a week lectures, as in the psych
subject and the prescribed texts. That said the lecturer did go out of her way to explain
things, but I think she had to do that because people were finding it confusing.
11 Attachment 3 [p. 12] ‐ 201160 PSY216 Snap Shot Attachment 3 [p.13] ‐ 201160 HCS103 Snap Shot PSY216 Teacher Cohort Total Numbers at start of session
Courses served First Gen
Both LSES / Basis of 1st Gen Admission
DE Tony Thompson Bathurst 301 Bachelor of Arts (1) 0 1 0.33%
0 1 0.33%
4 1.33%
1 0.33%
42 13.95%
125 41.53%
32 10.63%
26 8.64%
79 26.25%
21 6.98
TAFE (214) 0 1 0.33%
0 Other (22) Bachelor of Health Science (Leisure and Health) (4) Bachelor of Social Science (Social Welfare) (188) Bachelor of Social Work (104) Graduate Certificate in Human Services (2) Single Subject Study (2) 1 0.33%
0 0 70
23.26%
210
69.77%
54
17.94%
301
Totals
301
12 LSES Higher Education (39) Secondary Education (9) Special entry (17) HCS103 Teacher Cohort DE Sue Callander Wagga Wagga Totals Internal Karen Bell Wagga Wagga Secondary Education (5) Special entry (9)
TAFE (4)
Other (4)
Totals Total Numbers at start of session 91
Courses served
Bachelor of Business (Accounting) (1) Bachelor of Social Science (Psychology) (3) Bachelor of Social Science (Social Welfare) (9) Bachelor of Social Science (Social Welfare) Juvenile Justice (1) Bachelor of Social Work
(76) Graduate Certificate in Human Services (1) First Gen
1
3
3%
1
1%
1
1%
6 7%
Both LSES / 1st Gen 1%
Higher Ed (28)
1
1%
Other (19)
52
57%
20
22%
1 1%
1
1%
1
1%
59 64% 22 24% 91 63%
3
13%
Higher Ed (2)
32 35% 24
Bachelor of Social Work (24)
4 17%
15
Secondary Education (5) TAFE (39)
27%
91 24 Basis of Admission 25 91 4 13 LSES
17% 15 63% 3 13% 24 CSU STAR Evaluation Bimonthly Progress Report Date (please highlight) 28th March/16th May/18th July/19th Sept/21st November 2011 STAR Academic Lead: Warwick Baines Curriculum Targets: What curriculum modifications have been made to the following to better meet the needs of students from LSES backgrounds? Action Faculty: Business Course: Bachelor of Business (Accounting) Outcomes/Results Teaching delivery, including professional development. Teaching  Lobbied for improved technology support and PD for IVT teaching into Dubbo, resulting in improved responsiveness from DIT and some PD from ED  As research (Mazur, 2009) demonstrates small groups are more effective learning environments than large lectures and timely feedback from students on areas of difficulty (Plummer et al., 2010) more effective in addressing it, lobbied for all accounting first year subjects to double tutorial teaching time to 2 hours (reducing lecture time to 1 hour) and to begin teaching in the first week covering topic 1 content. This has been timetabled for Albury, Bathurst, Dubbo and Wagga from session 2  Lobbied for faculty approach to rolling‐out PD on L&T and sharing resources. PD program to be developed and FoB L&T Interact site (iTeach Business @ CSU) launched 9th May Curriculum  Heavily involved in developing PD around first year curriculum principles for entire Faculty of Business along with faculty EDs, other faculty STAR Lead. Poor attendance (5 and 6 people respectively) at 1st sessions in Wagga and Albury led to postponement in Bathurst and a significant rewrite that better addressed practical needs of staff (resources, exemplars etc), First Bathurst session rescheduled to 25 May  Leading the team rewriting the first year accounting subjects (as part of the new Bachelor of Accounting) for roll‐out from 2012. New subject profiles confirmed by Faculty Courses Committee in May, rewrite to commence in session 2 2011 Teaching  Improved reliability and stability of IVT connections but issue of responsibility for activating system remains unresolved  Research (Plummer et al., 2010) indicates 2 hour tutorial covering content in same week as lecture improves academic performance. In 201130 only BI Accounting 1 cohort adopted this model. BI cohort (43%) had a higher fail rate than WI cohort (30%) but lower fail rate than AI cohort (48%). 201160 to be analysed for impact on fail rates. Curriculum  Attendance at session on the Bathurst campus was 19 (close to 50% of available staff) and far higher than other campus attendance. Tools provided to support sessions very received and distributed to entire faculty via iTeach Business @ CSU site Learning Methods 
Integrated key learning skills such as time management into the Faculty of Business orientation week programme 

Collating Harvard One Minute Paper (OMP) feedback from every Accounting 1 Bathurst tutorial on a weekly basis, summarising and communicating to tutors and lecturer to inform revision on problem areas for following week. Confirmed roll‐out to Albury and Wagga campuses in session 2 2011 Liaised with SST to roll‐out PASS program in ACC100 Bathurst 

In communicating with subject coordinators, about developing at risk‐
triggers we encouraged staff to align all of their assessment tasks to first year principles 

Using MSI completed detailed assessment mapping of first year first session BBus (Accounting) subjects identifying gaps between assessment tasks and learning objectives as well as apparent lack of scaffolding (before a task) and feedback (after a task) in some subjects and cohorts. Importantly, summaries by cohort and by subject indicated a lack of coordination between coordinators of the one subject nor of different subjects but in the same cohort. The reports were circulated to all coordinators for response but will need to be followed up. Developed PD session on assessment incorporating appropriate literature on assessing first year students, Rolled out 25 May. 

Assessment 


FYE experience session 1 survey results reported higher levels of satisfaction with O‐week at BI than other campuses. Including 81% of BI students (versus 75% at AI and 66% at WI) agreed or strongly agreed that O‐week made them better prepared to start their course. Previous research on Bathurst cohort (Plummer et al. 2010) indicates improved academic performance but as discussed above fail rates for Accounting 1 in 201130 proved more equivocal. Impact on 201160 results to be analysed across cohorts 100% of BBus (Accounting) Bathurst students who attended 1 or more sessions of PASS passed the subject in 201130 (compared with 65% overall). Take‐up of PASS at BI was however disappointing (just 20% of BBus Accounting students) FYE Session 1 survey feedback on the alignment between subject objectives and assessment were generally positive with 88% either agreeing or strongly agreeing that this link was clear Feedback to date includes: o Re: assessment mapping exercise. ‘ Loved it ‐ want to do it across all subjects I'm involved in’ ECO110 coordinator o FYE session 1 survey indicated some concern (36%) about the timing of assessments. Findings distributed to school and to be followed up Attendance at session on Bathurst campus was 19 (close to 50% of available staff) and far higher than other campus attendance. Tools provided to support sessions distributed to entire faculty Student Support Orientation Orientation
 Overhauled and ran orientation for Business Faculty at Bathurst and  Already reported that FYE Session 1 survey Dubbo, moving focus to developing generic skills required in business indicated higher perceptions of preparedness and meeting academic staff in small groups. Similar changes yet to be among BI students who also found orientation delivered at Albury and Wagga more effective for meeting students and lecturers (88% and 75% respectively) than AI (50% and 75%) or WI (55% and 67% respectively). Dubbo students found Faculty orientation useful for meeting students (100%) but less so for lecturers (50%) as only one was on site whilst more was on video. Student Success Team Student Success Team  Liaised with all coordinators teaching first year first session subjects in  Report back from SST indicates interventions BBus (Accounting) to achieve an effective low stakes, early at risk positively impacted retention but subsequent trigger. This was implemented for all bar the ECO110 DE cohort. analysis reveals of Bus Students who failed a Successfully collected results from triggers and passed onto SST for subject 65% of ACC100 failures were not follow up. identified by the at risk trigger. 58% of LAW110 failures, 80% of ECO110 failures and 70% of  At risk triggers successfully implemented for all first year second MGT100 failures were not identified by the at risk session subjects in BBus (Accounting) trigger. Appropriateness of each trigger to be reviewed in coming months. School based support and communication School based support and communication  Attrition rates for BBus (Accounting) at end of  Comprehensive data collection and analysis of all Session 1 (201130) Session 1 for 2011 commencing students compare grades for those commencing the BBus Accounting in that session was favourably with previous years. As at end of undertaken and circulated to course managers. There were significant 201130 4.3% of internal and 7.5% of DE students differences in fail rates between subjects and cohorts. Those students had left. This compares with annual DE attrition failing at least half of their subjects in 201130 to be contacted by rates across 2006‐2009 of 25‐30% per year and for course managers before Session 2 (201160) census date. internal students 15‐16%  BBus (Accounting) site and sub‐forums well  Responding to students problems with issues in obtaining necessary received (300+ posting since 9 May more than course information, developed and launched a BBus (Accounting) double the rate of previous years). The activity on Interact site on 9 May 2011 containing essential course information, the site arguably contributed to the comparatively contacts, relaunched forum and new sub‐forums. The 63 students high FYE Session 1 survey response rate (32%) commencing BBus (Accounting) in Session 2 were added 15 July 2011. 
Frequent encouragement of staff to use communication template and resources developed in conjunction with Faculty ED and distributed via iTeach Business @ CSU Interact site 
The feedback on all FYE Session 1 survey questions relating to the quality of lecturer communication was overwhelmingly positive with the lowest strongly agree and agree responses coming in at 83% to the question about students feeling comfortable in asking their lecturers a question. All other questions in relation to lecturer communication received 90% or above in positive responses SCHOOL OF ACCOUNTING
FACULTY OF BUSINESS
Panorama Avenue
Bathurst NSW 2800
Tel: +61 2 6338 4438
Email: [email protected]
www.csu.edu.au/business
Memorandum
To: School of Accounting All
From: Warwick Baines (STAR Academic Lead)
Date: 8 July 2011 (updated 21 July)
Subject: Summary report on First Year Survey
Message
All students in STAR courses (including our very own BBus Accounting) were surveyed at the end of
session 1 about their initial experiences. We sought feedback on orientation, communications, subjects,
assessment tasks as well as course and student support. Of 181 first year BBus Accounting students on our
regional campuses or studying via distance, 33 regional campus and 25 distance students responded. This
constitutes an overall 32% response rate—58 students from a possible population of 181 but those rates
vary significantly (from 73% for Bathurst Internal, to 29% for distance to 21% for Albury Internal).
Orientation
Questions in relation to orientation were tailored for internal and distance cohorts but many, including the
first question, were asked of both:
‘I was aware of the orientation activities available to me’
Internal cohorts
Distance cohort
An additional common question about whether students used the university’s orientation website found a
roughly even split in both groups between those that did and those that did not Of those that did use the
website the vast majority found it helpful although there was some negative written feedback. This result
potentially explains the above difference in awareness about orientation activities, as distance students
have fewer alternative sources of orientation information to the website. What we haven’t been able to
measure of course is the level of ignorance about orientation activities among those that did not respond.
Far more work can certainly be done at a university level to promote helpful orientation activities for distance
students but we will need to do more ourselves. The launch of the course Interact site (post 2011 O-week)
should play an important future role in that regard.
Usefulness of O-week
A number of questions were asked about the usefulness of O-week (for internal students) in achieving
particular objectives such as awareness of available support, meeting people, understanding expectations
etc. 70% of internal respondents either agreed or strongly agreed that O-week helped them meet lecturers
in our course but this was slightly exceeded by the 75% of internal responded who agreed or strongly
agreed that O-week was helpful for meeting fellow students in our course. The story by campus for agreed
or strongly agreed is significantly varied:
Albury
Bathurst
Dubbo
Wagga
Response rate (respondents/enrolled by cohort)
21%
73%
50%
50%
O-week helped me understand the academic expectations of my course
75%
81%
50%
67%
O-week helped me meet students in my course
50%
88%
100%
55%
O-week helped me meet lecturers in my course
75%
75%
50%
67%
O-week helped me to understand the academic support available to me
50%
81%
75%
89%
O-week helped me to understand the financial support available to me
50%
57%
75%
44%
O-week made me better prepared to start my course
75%
81%
75%
66%
The strong overall showing for Bathurst is perhaps a reflection of the different approach to the faculty
component of O-week on that campus this year. This included small group rotations to meet subject
lecturers in classrooms, a BBQ lunch with staff cooked by staff and an additional day for an integrated
introductory case study in which students were placed in teams of 8 or 9 to solve a business problem. There
is a case for adopting a similar approach at other campuses in 2012.
The responses from two important questions asked of both internal and distance students show the
comparative challenges we have transitioning students into university life who may never set foot on any of
our campuses.
‘O-week/orientation helped me understand the academic expectations of my course’
Internal cohorts (O-week)
Distance cohort (orientation)
‘O-week/orientation made me feel better prepared to start my course’
Internal cohorts (O-week)
Distance cohort (orientation)
Communication and contact
Student Success Team (SST) contact
It was my understanding that all first year students in our course were to be contacted by the Student
Success Team (SST) to welcome them to the university and then contacted again if they’d hit at risk triggers
in the first few weeks of session. Information on the results of those ‘trigger’ calls were previously circulated
to subject lecturers. Responses to the first SST related question raise questions about the actual coverage
of the campaign and responses to subsequent questions, such as the one below, appear to have splintered
largely along the lines of those contacted and those who weren’t. I will follow up with the SST.
‘Received a phone call from SST during first session’ ‘Contact from SST made me feel part of CSU’
Communication with lecturers
The feedback on all four parts to question 5 relating to the quality of lecturer communication was
overwhelmingly positive with the lowest strongly agree and agree responses coming in at 83% to the
question about students feeling comfortable in asking their lecturers a question. All other questions received
90% or above in positive responses. Although there were some negative comments about some lecturers
not using Interact effectively, most of us can feel satisfied with our efforts. It is hoped that resources the
STAR team developed on communicating well with students across the session assisted in this result but in
any event please continue to keep this on the agenda whenever you teach a subject at any level. Other
research suggests students can’t hear from their lecturers enough!!
‘My lecturers were easy to contact’
‘My lecturers responded to me quickly’
Course and assessment
Course
Feedback on the five parts of question 4 suggests students were generally positive about how well their
subjects encouraged peer collaboration, how manageable their workload was and the relevance of their
course to their chosen career. There is room for improvement however as there was a significant negative
(34%) in response to the question about subjects encouraging active forum participation (at odds with the
positives in relation to lecturer communication) and most of the positive responses were in the ‘agree’ rather
than ‘strongly agree’ category.
‘I found it easy to manage course workload’ ‘My subjects encouraged me to be active on forums’
Assessment
In a similar vein feedback in relation to questions on assessment (including question 4d on the link between
subject objectives and assessment) were generally positive (88%) but mostly in the ‘agree’ (55%) category
rather than ‘strongly agree’ (33%). Students believe that we’ve done a reasonably sound job in relation to
generic skill development, clear instructions and marking criteria as well as assistance and feedback. The
one comparatively negative response was in relation to the timing of assessment tasks. 36% of respondents
thought they were all generally due at the same time whereas only 16% thought they were very well timed.
A number of the negative feedback comments reinforced this point and it was certainly an issue we
identified when we mapped the timing of assessment tasks of all four first session tasks by cohort. The wide
variation in the type and extent of pre-exam assessment tasks in some subjects makes it even more difficult
to coordinate a balanced and gradual build up to assessment across the session and I encourage subject
convenors to have their coordinators coming to agreement about a common approach in consultation with
convenors in the other first year subjects. To that end please make use of the Assessment planning
resources the STAR team developed as well as encourage your students to take responsibility for their own
learning and map the due dates of their assessment tasks at the start of the session.
‘Received good feedback on my assessment tasks’ ‘Assessment tasks were timed well’
Peer Assisted Study Scheme (PASS)
The final question asked was in relation to PASS which was only offered in Accounting 1 at Bathurst
campus. The non-responses made the results difficult to interpret. Previous research has indicated a strong
correlation between those that attended and those did well in mid-session assessments and similar
research will be conducted on final grades. Despite this, take up of PASS in Accounting 1 at Bathurst was
very disappointing (less than 25%) and so further investigation will be required to assess why this was the
case and whether it is worth rolling out to other campuses.
Final comments
Work is currently being undertaken into our attrition and progression rates for Session 1 2011 but I’d like to
take the opportunity to thank all general and academic staff who’ve supported the principles of STAR in
thoughts, words and actions to date and encourage all of you to do all we can to assist our students
transition well into university life.
Sincerely
Warwick Baines
BBus Accounting STAR Academic Lead
BBus (Accounting) 2011 Session 1 beginners summary analysis
orginally enrolled in course
181
withdrawals pre‐census
15
withdrawals post‐census
8
reconciling number
4
Students still enrolled in BBus (Accounting) at end of 201130 Total enrol
ACC100
LAW110 ECO110 MGT100 1 alt sub 2 alt subs 3 alt subs
AI
19
17
7
11
16
16
1
BI
22
20
21
22
19
2
DI
8
7
7
5
5
2
WI
18
16
15
17
17
2
DE
87
54
32
35
7
23
6
1
Combined c
154
114
82
90
64
45
14
3
Percentage of our students studying each core subject in their first session at CSU
ACC100
LAW110 ECO110 MGT100
AI
89%
37%
58%
84%
BI
91%
95%
100%
86%
DI
88%
88%
63%
63%
WI
89%
83%
94%
94%
DE
62%
37%
40%
8%
Combined cohorts
74%
53%
58%
42%
Percentage of our students failing each subject they studied
ACC100
LAW110 ECO110 MGT100
AI
35%
0%
36%
19%
%
%
%
%
BI
30%
14%
18%
16%
DI
0%
0%
0%
40%
WI
13%
20%
6%
0%
DE
22%
19%
17%
29%
Combined cohorts (%)
23%
15%
17%
16%
Combined cohorts (nos)
26 12 15 10
Effectiveness of triggers (percentage failing not identified by trigger)
ACC100
AI
BI
DI
WI
DE
Combined cohorts (%)
Combined cohorts (nos)
83%
67%
0%
50%
58%
65%
17
LAW110 ECO110 MGT100
0%
75%
100%
33%
75%
33%
0%
0%
50%
100%
100%
0%
50%
83%
100%
58%
80%
70%
7
12
7
Percentage of students studying each core subject in their first session at CSU
Percentage
120%
100%
AI
80%
BI
60%
DI
40%
WI
20%
DE
0%
Combined cohorts
ACC100
LAW110
ECO110
MGT100
Percentage of our students failing each subject they studied
Percentage
50%
AI
40%
BI
30%
DI
20%
10%
WI
0%
DE
ACC100
LAW110
ECO110
MGT100
Combined cohorts (%)
Effectiveness of triggers (percentage failing not identified by trigger)
120%
100%
AI
Axis Title
80%
BI
60%
DI
WI
40%
DE
20%
Combined cohorts (%)
0%
ACC100
LAW110
ECO110
MGT100
Course Bachelor of Education (Primary) Bachelor of Information Studies Bachlor of Social Work Bachelor of Nursing Bachelor of Clinical Practice (Paramedic) Bachelor of Business (Accounting) Bachelor of Information Technology Not specified Total 84
31
36
72
23%
8%
10%
19%
45
71
24
8
371
12%
19%
6%
2%
100%
Campus Albury Bathurst Dubbo Wagga NA Not specified Total 28 107 8 104 119 5 371 8%
29%
2%
28%
32%
1%
100%
Study mode Distance On campus Total 106 265 371 29%
71%
100%
SES Status LSES M/HSES
Unknown Total 96 262 13 371 26%
71%
4%
100%
1a. I was aware of the Orientation activities available to me All All % LSES total
LSES %
M/HSES total
Yes 239 90% 66
94%
165
No 26 10% 4
6%
21
Total 265 100% 70
100%
186
M/HSES % 89% 11% 100% 1c. I attended O Week All All % LSES total LSES % M/HSES total M/HSES % Yes 246 93% 67
96%
171
92% No 19 7% 3
4%
15
8% Total 265 100% 70
100%
186
100% 1e. On‐campus O Week helped me to understand the academic expectations of my course All All % LSES total LSES % M/HSES total M/HSES % SA 37 14%
6
9%
29 16% A 174 66%
54
77%
114
61% D 34 13%
7
10%
26 14% SD 4 2%
0
0%
4 2% 3%
2
3%
7 4% NA 9 No response 7 3%
1
1%
6
3% Total 265 100%
70
100%
186 100% 1f. On‐campus O Week helped me meet students in my course All All % LSES total LSES % M/HSES total
SA 74 28%
20
29%
53
A 136 51%
35
50%
95
D 35 13%
12
17%
21
SD 1 0%
0
0%
1
NA 11 4%
2
3%
9
No response 8 3%
1
1%
7
Total 265 100%
70
100%
186
M/HSES % 28% 51% 11% 1% 5% 4% 100% 1g. On‐campus O Week helped me meet lecturers in my course All All % LSES total LSES % M/HSES total
SA 64 24%
21
30%
42
A 143 54%
41
59%
97
D 34 13%
5
7%
27
SD 3 1%
0
0%
3
NA 11 4%
2
3%
8
4%
1
1%
9
No response 10 Total 265 100%
70
100%
186
M/HSES % 23% 52% 15% 2% 4% 5% 100% 1h. On‐campus O Week helped me understand academic support available All All % LSES total LSES % M/HSES total M/HSES % SA 65 25%
16
23%
47
25% A 163 62%
44
63%
112
60% D 20 8%
6
9%
14
8% SD 0 0%
0
0%
0
0% NA 9 3%
2
3%
7
4% No response 8 3%
2
3%
6
3% Total 265 100%
70
100%
186
100% 1i. On‐campus O Week helped me to understand financial support available to me All All % LSES total LSES %
M/HSES total
M/HSES % SA 33 12%
9 13%
24
13% A 131 49%
38 54%
88
47% D 71 27%
17 24%
50
27% SD 9 3%
3 4%
6
3% NA 14 5%
2 3%
12
6% No response 7 3%
1 1%
6
3% Total 265 100%
70 100%
186
100% 1j. On‐campus O Week made me feel better prepared to start my course All All % LSES total LSES % M/HSES total M/HSES % SA 70 26%
12
17%
55
30% A 138 52%
42
60%
90
48% D 36 14%
11
16%
25
13% SD 4 2%
1
1%
3
2% NA 10 4%
3
4%
7
4% No response 7 3%
1
1%
6
3% Total 265 100%
70
100%
186
100% 1k. I used the Orientation website Total All LSES total LSES % M/HSES total M/HSES % Yes 177 67%
46
66%
125 67% No 87 33%
24
34%
60 32% No response 1 0%
0
0%
1 1% Total 265 100%
70
100%
186 100% 1l. I found the Orientation website useful All All % LSES total
LSES %
Yes 166 63%
45
64%
No 86 32%
22
31%
No response 13 5%
3
4%
Total 265 100%
70
100%
M/HSES total
116
60
10
186
M/HSES % 62% 32% 5% 100% 2a. I was aware of the Orientation activities available to me (DE students) All All % LSES total LSES % M/HSES total
M/HSES % Yes 70 66% 17
65%
51
67% No 36 34% 9
35%
25
33% Total 106 100% 26
100%
76
100% 2c. I used the Orientation website (DE students) All All % LSES total LSES % M/HSES total
Yes 60 57%
12
46%
46
No 0 0%
0
0%
0
No response 46 43%
14
54%
30
Total 106 100%
26
100%
76
M/HSES % 61% 0% 39% 100% 2d. The Orientation site was useful for me (DE students) All All % LSES total LSES % M/HSES total
SA 10 9%
1
4%
7
A 47 44%
13
50%
34
D 14 13%
3
12%
10
SD 7 7%
0
0%
7
No response 28 26%
9
35%
18
Total 106 100%
26
100%
76
M/HSES % 9% 45% 13% 9% 24% 100% 2f. Orientation helped me to understand the academic expectations of my course (DE students) All All % LSES total LSES % M/HSES total M/HSES % SA 16 15%
5 19%
10
13% A 55 52%
15 58%
38
50% D 10 9%
1 4%
9
12% SD 3 3%
0 0%
3
4% No response 22 21%
5 19%
16
21% Total 106 100%
26 100%
76
100% 2g. DE Orientation helped me meet students in my course All All % LSES total LSES % M/HSES total
SA 21 20%
7
27%
12
A 34 32%
8
31%
25
D 25 24%
4
15%
21
SD 4 4%
1
4%
3
No response 22 21%
6
23%
15
Total 106 100%
26
100%
76
M/HSES % 16% 33% 28% 4% 20% 100% 2h. DE Orientation helped me meet lecturers in my course All All % LSES total LSES % M/HSES total
SA 17 16%
3
12%
12
A 43 41%
14
54%
29
D 18 17%
2
8%
16
SD 4 4%
1
4%
3
No response 24 23%
6
23%
16
Total 106 100%
26
100%
76
M/HSES % 16% 38% 21% 4% 21% 100% 2i. DE Orientation helped me understand academic support available All All % LSES total LSES % M/HSES total M/HSES % SA 18 17%
7 27%
9
12% A 52 49%
12 46%
39
51% D 7 7%
1 4%
6
8% SD 5 5%
1
4%
4
5% No response 24 23%
5 19%
18
24% 76
100% Total 106 100%
26 100%
2j. DE Orientation helped me to understand financial support available to me All All % LSES total LSES % M/HSES total M/HSES % SA 8 8%
4
15%
2
3% A 45 42%
10
38%
35
46% D 22 21%
3
12%
18
24% SD 8 8%
3
12%
5
7% No response 23 22%
6
23%
16
21% Total 106 100%
26
100%
76
100% 2k. DE Orientation helped me feel better prepared to start my course All All % LSES total LSES % M/HSES total M/HSES % SA 22 21%
5
19%
15 20% A 44 42%
14
54%
30 39% D 13 12%
1
4%
11 14% SD 4 4%
0
0%
4 5% No response 23 22%
6
23%
16 21% Total 106 100%
26
100%
76 100% 3a. I received a phone call from the SST during my first session Total Total LSES total LSES % M/HSES total M/HSES % Yes 152 41%
35
36%
116
44% No 192 52%
54
56%
128
49% No response 27 7%
7
7%
18
7% total 371 100%
96
100%
262
100% 3b. I received a follow up email from the SST during my first session All All % LSES total
LSES % M/HSES total M/HSES % Yes 139 37%
33
34%
104
40% No 203 55%
56
58%
137
52% No response 29 8%
7
7%
21
8% Total 371 100%
96
100%
262
100% 3c. Contact from the SST provided me with useful information All All % LSES total LSES % M/HSES total
SA 36 10%
8
8%
26
A 108 29%
26
27%
82
D 37 10%
10
10%
26
SD 29 8%
7
7%
20
NA 85 23%
25
26%
56
No response 76 20%
20
21%
52
Total 371 100%
96
100%
262
M/HSES % 10% 31% 10% 8% 21% 20% 100% 3d. Contact from the SST made me feel like a valued member of the CSU community All All % LSES total LSES % M/HSES total M/HSES % SA 46 12%
9
9%
36
14% A 108 29%
26
27%
82
31% D 33 9%
13
14%
19
7% SD 26 7%
5
5%
18
7% NA 80 22%
22
23%
54
21% No response 78 21%
21
22%
53
20% Total 371 100%
96
100%
262
100% 3e. Contact from the SST helped me persist in my studies during my first session Total Total % LSES total LSES % M/HSES total M/HSES % SA 46 12%
9
9% 36
14% A 108 29%
26
27%
82
31% D 33 9%
13
14% 19
7% SD 26 7%
5
5% 18
7% NA 80 22%
22
23% 54
21% No response 78 21%
21
22%
53
20% Total 371 100%
96
100% 262
100% 4a. My subjects encouraged me to work collaboratively with other students All All % LSES total LSES % M/HSES total M/HSES % SA 108 29%
24 25%
80
31% A 212 57%
60 63%
146
56% D 39 11%
9 9%
29
11% SD 3 1%
1 1%
1
0% 2%
2 2%
6
2% No response 9 Total 371 100%
96 100%
262
100% 4b. I found it easy to manage the workload in my course All All % LSES total LSES % M/HSES total M/HSES % SA 32 9%
8
8%
22
8% A 207 56%
54
56%
147
56% D 101 27%
26
27%
71
27% SD 21 6%
6
6%
15
6% No response 10 3%
2
2%
7
3% 371 100%
96
100%
262
100% Total 4c. My subjects encouraged me to actively participate in subject based activities All All % LSES total
LSES % M/HSES total
M/HSES % SA 86 23%
15
16%
67
26% A 215 58%
60
63%
149
57% D 57 15%
17
18%
38
15% SD 2 1%
1
1%
1
0% No response 11 3%
3
3%
7
3% Total 371 100%
96
100%
262
100% 4d. The subject content linked clearly to the subject objectives and assessment tasks All All % LSES total LSES %
M/HSES total
M/HSES % SA 118 32%
30
31%
83
32% A 221 60%
56
58%
159
61% D 20 5%
7
7%
12
5% SD 3 1%
1
1%
2
1% No response 9 2%
2
2%
6
2% Total 371 100%
96
100%
262
100% 4e. I could see the relevance of my course to my chosen career All All % LSES total LSES % M/HSES total
SA 165 44%
45
47%
112
A 174 47%
43
45%
128
D 19 5%
5
5%
13
SD 4 1%
1
1%
3
No response 9 2%
2
2%
6
Total 371 100%
96
100%
262
M/HSES % 43% 49% 5% 1% 2% 100% 5a. I understood how to contact my lecturers if necessary All All % LSES total LSES % M/HSES total
SA 208 56%
51
53%
152
A 143 39%
37
39%
99
D 8 2%
4
4%
4
SD 2 1%
1
1%
1
No response 10 3%
3
3%
6
Total 371 100%
96
100%
262
M/HSES % 58% 38% 2% 0% 2% 100% 5b. My lecturers were easy to contact All All % LSES total LSES % M/HSES total M/HSES % SA 155 42%
39
41%
111
42% A 184 50%
48
50%
129
49% D 18 5%
5
5%
13
5% SD 3 1%
1
1%
2
1% No response 11 3%
3
3%
7
3% Total 371 100%
96
100%
262
100% 5c. I felt comfortable asking my lecturers a question All All % LSES total LSES % M/HSES total M/HSES % SA 155 42%
31
32%
120
46% A 170 46%
51
53%
112
43% D 32 9%
10
10%
21
8% SD 2 1%
0
0%
2
1% No response 12 3%
4
4%
7
3% Total 371 100%
96
100%
262
100% 5d. My lecturers responded to me quickly All All % LSES total LSES % M/HSES total M/HSES % SA 145 39%
30
31%
109 42% A 186 50%
57
59%
125 48% D 20 5%
3
3%
16 6% SD 5 1%
3
3%
2 1% No response 15 4%
3
3%
10 4% total 371 100%
96
100%
262 100% 6a. Generic skills needed to complete assessment tasks were addressed within my course All All % LSES total
LSES % M/HSES total
M/HSES % SA 96 26%
26
27%
65
25% A 217 58%
53
55%
158
60% D 44 12%
12
13%
31
12% SD 6 2%
3
3%
3
1% No response 8 2%
2
2%
5
2% Total 371 100%
96
100%
262
100% 6b. Assessment tasks were explained in clear language I could easily understand All All % LSES total LSES % M/HSES total M/HSES % SA 83 22%
18
19%
63
24% A 228 61%
62
65%
158
60% D 47 13%
13
14%
32
12% SD 4 1%
1
1%
3
1% No response 9 2%
2
2%
6
2% Total 371 100%
96
100%
262
100% 6c. Clear marking criteria was provided for each assessment task All All % LSES total LSES % M/HSES total
SA 106 29%
22
23%
81
A 218 59%
58
60%
152
D 36 10%
14
15%
21
SD 3 1%
0
0%
3
No response 8 2%
2
2%
5
Total 371 100%
96
100%
262
M/HSES % 31% 58% 8% 1% 2% 100% 6d. I knew where to go for help with my assessment tasks if I needed any SA A D SD No response Total All All %
110 30%
209 56%
34 9%
4 1%
14 4%
371 100%
LSES total
28
52
10
2
4
96
LSES %
29%
54%
10%
2%
4%
100%
M/HSES total
78
150
23
2
9
262
M/HSES % 30% 57% 9% 1% 3% 100% 6e. I received feedback on my assessment tasks that helped me understand how to improve All All % LSES total LSES % M/HSES total M/HSES % SA 89 24%
16
17%
68
26% A 214 58%
62
65%
146
56% D 50 13%
12
13%
38
15% SD 8 2%
2
2%
5
2% No response 10 3%
4
4%
5
2% Total 371 100%
96
100%
262
100% 6f. My assessment tasks in my course were timed so they weren't all due at the same time All All % LSES total LSES % M/HSES total M/HSES % SA 52 14% 12
13%
38
15% A 156 42% 40
42%
110
42% D 114 31% 31
32%
79
30% SD 37 10% 8
8%
29
11% No response 12 3% 5
5%
6
2% Total 371 100% 96
100%
262
100% 7a. Did you sign up for PASS All All % LSES total
Yes 95 26%
21
No 89 24%
26
No response 187 50%
49
total 371 100%
96
LSES %
22%
27%
51%
100%
M/HSES total 73 59 130 262 M/HSES % 28% 23% 50% 100% 7d. PASS sessions helped me with study strategies (students who signed up) All All % LSES total LSES % M/HSES total M/HSES % SA 17 18%
4
19%
13
18% A 54 57%
12
57%
41
56% D 8 8%
2
10%
6
8% SD 3 3%
0
0%
3
4% NA 8 8%
1
5%
7
10% No response 5 5%
2
10%
3
4% Total 95 100%
21
100%
73
100% 7e. PASS sessions helped me to understand the subject content better (students who signed up) All All % LSES total LSES % M/HSES total M/HSES % SA 25 26%
5
24%
19
26% A 41 43%
11
52%
30
41% D 12 13%
2
10%
10
14% SD 4 4%
0
0%
4
5% No response 7 7%
1
5%
6
8% Blank 6 6%
2
10%
4
5% Total 95 100%
21
100%
73
100% 7f. I believe PASS sessions helped improve my overall performance in my subject (students who signed up) All All % LSES total LSES % M/HSES total M/HSES % SA 20 21%
3 14%
16
22% A 40 42%
12 57%
28
38% D 18 19%
2 10%
16
22% SD 2 2%
0 0%
2
3% NA 10 11%
2 10%
8
11% No response 5 5%
2 10%
3
4% Total 95 100%
21 100%
73
100% Indigenous Enabling Program - Charles Sturt University
Target Group: Young and mature aged Indigenous Australians who do not meet
the current entry requirement to Charles Sturt University (CSU).
Mode: Full time, 1 year (equivalent to 40 hours per week of study)
Commencing: March 2012
Mode of Delivery for 2012: On Campus only.
Location for 2012: Dubbo only
(There are plans to expand to other locations in 2013 and beyond).
Program content: This course will develop independent learning skills and self
motivation to successfully undertake study at an undergraduate level within Charles
Sturt University. Students will undertake studies in: study and research skills,
academic writing, Indigenous cultures, historical and contemporary issues facing
Indigenous peoples and electives from chosen field(s) of study.
Entry Requirements: You must be: an Indigenous Australians, 18 years of age or
older, or have completed year 12. You will need to undertake the Darrambal
assessment process in November 2011. Further information can be found at
Indigenous Student Services http://www.csu.edu.au/division/studserv/indigenousservices/home
Student Support: Students may be eligible for: Financial Assistance such as
Indigenous scholarships, and/or Abstudy and Academic Assistance such as the
Indigenous Tutorial Assistance Scheme (ITAS).
Student Costs: You may be required to purchase study equipment and/or texts and
materials, based on your chosen electives.
Exit points: Successful completion will lead to guaranteed entry to selected CSU
Degrees.
Credit arrangements into CSU Undergraduate degrees: You may gain credit
for up to two (2) of the CSU subjects towards an undergraduate degree.
Further details can be obtained:
About entry and support
Indigenous Student Support
Ray Eldridge
Tel: 02 6933 2185
Email: [email protected]
About the program
Centre for Indigenous Studies.
Patricia Neal
Tel: 02 6885 7330
Email: [email protected].