1 A framework for building teacher capacity and student achievement in STEM within school-university partnerships. A Study in Place – Five Case Studies http://federation.edu.au/STEMoutreach Support for this activity has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this activity do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. Dr Christine Bottrell Federation University Australia A/Prof Jenny Mosse Federation University Australia A/Prof Terry Lyons Queensland University of Technology Dr Andrew Skourdoumbis Deakin University
Transcript
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A framework for building teacher
capacity and student achievement in
STEM within school-university
partnerships.
A Study in Place – Five Case Studies
http://federation.edu.au/STEMoutreach
Support for this activity has been provided by the
Australian Government Office for Learning and
Teaching. The views expressed in this activity do not
necessarily reflect the views of the Australian
Government Office for Learning and Teaching.
Dr Christine Bottrell Federation University Australia A/Prof Jenny Mosse Federation University Australia A/Prof Terry Lyons Queensland University of Technology Dr Andrew Skourdoumbis Deakin University
A Study in Place – Five Case Studies .................................................................................................................. 3
What is a School-University STEM Outreach Partnership? ........................................................................................... 3
Why do University-School STEM Outreach Partnerships exist? ................................................................................... 3
Types of Outreach ...................................................................................................................................................... 3-4
Purpose of Outreach programs .................................................................................................................................... 5
An established and diverse sector ................................................................................................................................ 6
Profiles of the Outreach programs ................................................................................................................ 7
Charles Sturt University ........................................................................................................................................... 7-10
University of Tasmania ........................................................................................................................................... 11-20
Central Queensland University and Mackay Region Schools................................................................................. 22-25
LaTrobe University and Tallangatta Secondary School .......................................................................................... 27-30
Western Australia .................................................................................................................................................. 31-39
References and websites (Appendix A) ................................................................................................................. 40-41
Tables (Appendix B) .................................................................................................................................................... 42
List of Acronyms Used (Appendix C) ........................................................................................................................... 43
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A Study in Place – Five Case Studies
What is a School-University STEM Outreach Partnership?
The task of identifying and describing the vast number of School-University outreach programs is complicated by the
diversity of arrangements and settings for the delivery of Science, Technology, Engineering and Maths (STEM)
programs across wide-ranging geographic contexts. Capturing information about STEM outreach partnership
activities is quite problematic in Australia; there is no systemic record of current programs, programs range across
education sectors and subject areas, funding sources are diverse, and programs come and go as funding becomes
available or disappears. State and Territory Education head office and (where they exist) regional staff responsible
for policy, curriculum planning, regional education and support have a key role in identifying Outreach partnerships,
as do professional and discipline/subject organisations. 1
For the purposes of this study, a partnership is considered to be a mutually beneficial relationship between two or
more entities; an agreement to do something together that most likely could not be achieved alone. This in turn
implies shared responsibility, risk and benefit. Outreach encompasses specific teaching and learning opportunities
offered in schools, away from the University, which may be combined with experiences on a university campus.
A range of partnership program types contributed to the findings presented here, in this report. Initially a broad-
brush approach was adopted to identify programs across Australia. A matrix was then used to establish good fit for
sustainable School-University Outreach Programs. Six key studies were consistently used in the development of the
methodology for this research: Marginson, Tytler, Freeman, & Roberts (2013); Regional Policy Advisory Committee,
(2013); Rennie (2012); Sheahan and Mosse (2011); Gale, Hattam, Parker, Comber, Bills, & Tranter (2010); and Lyons,
Cooksey, Panizzon, Parnell, & Pegg (2006).
Why do University-School STEM Outreach Partnerships exist?
School-university partnerships have a demonstrated ability to fill scholarly and social gaps in urban, rural, regional
and remote Australia, but access is often severely limited. While investment in Science, Technology, Engineering and
Mathematics (STEM) enterprises is viewed as essential for sustainable economic growth, STEM awareness and skills
are sometimes lacking in regional and rural communities. University Outreach programs, developed in partnership
with Schools, can play an important role in regional, rural and remote areas by building, supporting and maintaining
STEM capability. Complexities around University-School Outreach arise due to the very different life experiences of
those living in metropolitan, rural and remote settings, and become even more apparent when the partnership
involves different education sectors.
Types of University-School STEM Outreach partnerships
Types of Outreach
The types of School-University STEM partnerships are many and varied, so identifying them can be very difficult,
which means having access to all types of existing partnerships is almost impossible. Thirty eight Australian
Universities participated in this study, which highlights the breadth of Outreach partnerships, but does not reflect
the full depth of options.
1 Independent and religious school systems included
4
As shown in Table , the most commonly reported outreach formats include visits to schools by university staff and/or
students (62 percent of respondents), and visits to the university by school students (nearly 60 percent of
respondents).
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Table 1: Which of the following describe(s) the main format of your outreach program? (NB. some programs have more than one main format)
Responses Percent of
173 Cases N %
Visits to schools by university staff and/or students 108 26.3% 62.4%
Visits to the university by school students 103 25.1% 59.5%
Visits to the university by teachers 63 15.4% 36.4%
Activities or competitions supervised by teachers at school 31 7.6% 17.9%
Web-based activities 25 6.1% 14.5%
Excursions with school students/teachers to an off campus site 38 9.3% 22.0%
Other 42 10.2% 24.3%
Note: ‘Percent of cases’ may sum to more than 100 due to some respondents selecting more than one option.
Purpose of Outreach programs
According to respondents, some programs target specific Year levels or types of students, while others cater for
broader groups, including primary and secondary teachers. Table summarises the broad participant categories. It
appears that the majority of programs target secondary students, with around 64 percent of respondents identifying
junior secondary and 72 percent identifying senior secondary students as the target group. Table outlines the
specific types of participant catered for by the programs, where relevant.
Table 2: What are the broad target groups for this program?
Responses Percent
of Cases N Percent
Early childhood or lower primary
school students
31 6.6% 19.3%
Upper primary school students 72 15.2% 44.7%
Primary school teachers 51 10.8% 31.7%
Junior secondary school students 103 21.8% 64.0%
Senior secondary school students 116 24.5% 72.0%
Secondary school teachers 77 16.3% 47.8%
Other 23 4.9% 14.3%
Note: N = 160. ‘Percent of cases’ may sum to more than 100 due to some respondents selecting more than one option.
Table 3: Is this program designed primarily to cater for specific types of participant?
Responses Percent
of Cases N Percent
Primarily for female students 12 4.4% 7.8%
Primarily for male students 5 1.8% 3.3%
Primarily for senior math students 18 6.6% 11.8%
Primarily for senior science students 34 12.5% 22.2%
Primarily for rural/remote students 39 14.3% 25.5%
Primarily for Indigenous students 19 7.0% 12.4%
Primarily for gifted and talented students 17 6.2% 11.1%
Primarily for low SES students 39 14.3% 25.5%
Not for specific types of students 56 20.5% 36.6%
Primarily for students with a disability 0 0% 0%
Other 34 12.5% 22.2%
Note: N= 153. ‘Percent of Cases’ may sum to more than 100 due to some respondents selecting more than one option.
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An established and diverse sector
Profiles of the Outreach programs
The respondents represented a wide variety of STEM outreach programs. As shown in Table , more than half of respondents (53 percent) indicated their programs had been running for more than five years, while 24 percent indicated these had been running for more than a decade. Table reports the frequency of program activities, with around 59 percent of respondents indicating that their program runs at least once a year. (Respondents who were unfamiliar with such details did not respond).
Digging deeper
University-School STEM Outreach partnerships, like other forms of educational partnerships, have a wide range of
missions which reflect the aspirations of the institutions, sectors, groups and individuals who conceive, establish and
operate these initiatives. A national survey goes a long way to describing the structures and participants, but deeper
investigation is required to gain a true sense of the richness and colour offered by these partnerships. Informed by
the literature review and survey responses, a number of programs representing a diversity of structures, approaches
and practises were selected for in-depth case study. The programs selected for case studies involved eight
universities in five states (New South Wales, Queensland, Tasmania, Victoria and Western Australia). Programs
ranged in size from small niche programs to large state-wide programs. We enjoy sharing their journeys, but note
the difficulty in fully capturing their vibrancy and content in this two dimensional format.
Table 4: How long has this program been running at your university?
N (n = 171) %
Less than 2 years 28 16.4
2 to 4 years 53 31.0
5 to 9 years 49 28.7
10 to 20 years 32 18.7
More than 20 years 9 5.3
Table 5: How often does this program run?
N (n = 174) %
More than once per year 61 35.1
Once per year 41 23.6
Once every two years 1 .6
When demand requires 28 16.1
Other 43 24.7
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Charles Sturt University (CSU) School of Agricultural and Wine
Sciences
HIGHER SCHOOL CERTIFICATE (HSC) CHEMISTRY DAY
Partners: Eastern Riverina Science Teachers
Association (ERSTA)
Student cohort: Year 12 (and some Year 11) students
who travel up to 800 kilometres round trip.
Situation: Wagga Wagga City is located in the
Riverina region of southern New South Wales, about
450 kilometres south-west of Sydney and 460
kilometres north of Melbourne. Wagga Wagga City
Estimated Resident Population for 2014 is 62,799,
with a population density of 0.13 persons per hectare
In brief: SC301, an Ecology based elective Unit developed for Year 9 students at Tallangatta Secondary College (TSC),
Victoria, is a partnership between La Trobe University and TSC, involving the study of ant behaviour as a context for
an introduction to environmental studies. The program evolved from an ongoing relationship between the two
organisations: pre service teacher education and higher degree environmental studies students. A teacher at the
school who graduated from the University made a successful bid for a National Australia Bank (NAB) Schools First
grant; the relationships that were already established have strengthened considerably through the planning and
implementation of the Unit. The school aimed to build a culture of ecology and the University was keen to attract
and form a relationship with local students. Research showing that rural young people are underrepresented at
tertiary level underpins the purpose of this program. While the student population at Tallangatta remains balanced,
modelling indicates a slight fall in student enrolments in the future.
While 2015 is the second year of the program, summative and formative evaluation based on data gathered is not
expected to show concrete results for another few years. A team teaching philosophy underpins the program with
researchers and higher degrees student from the University working alongside the school based Science teacher.
Communication and relationships are vital to the ongoing success of the program as student outcomes, engagement
and community perception all have a role in whether students elect to participate in the unit. Philip (not his real
name) is a great example. Exposure to scientists and ecology studies in Term one built confidence which enabled him
to apply for school holiday work experience in the School of Environmental Sciences at the Wodonga campus of LTU.
Having built a relationship with the Scientist, and PhD students, he felt assured enough to enter the Laboratories and
work independently. Teachers at the School and those at the University state this increased level of involvement
demonstrates impact.
Interviewed University scholars x 2 School based educators x 3
Enrolments
Term one Term four Scholars School staff
2014 14 10 4-7 4
2015 26 NA 4-7 4
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Purpose Local evidence, consistent with Australian and international research, indicates that rural
students can be limited in accessing post compulsory education opportunities when
compared to metropolitan students. The school and university partners built an elective unit
for Year 9 students, based on identified local resources, skills and expertise, to stimulate
interest in further study and careers.
Context An opportunity was identified to engage school students through ecology and local
education pathways of environmental studies and tertiary education: TAFE, University,
traineeships. Building capacity in STEM in the area of the University, school and community
underpins the partnership. Research indicating the inequity in the number of rural students
participating in further education was identified by the school. The existing interaction of
educators from both organisations has been extended to engage students in further
education, particularly around natural resource management. The demystification of
Science and exposure of students to university have the potential to meet the goals of both
organisations and to increase opportunities for students. The experience of meeting and
working with scientists on a regular basis, as well as gaining a sense of what research is, has
huge potential and is empowering for young people.
Student aspirations In previous years, few students from the area had aspirations to attend university. The Unit
titled SC301, provides information and incentive to consider other career options. SC301
proves an opportunity to visit regional and metropolitan university campuses, meet and
build relationships with PhD students, experience technology such as 3D printing and to gain
confidence to nominate for related work experience. Although it is too early to have solid
data, anecdotal evidence indicates this has been received very positively. Unit SC301 helps
to ‘demystify research and scientific thinking’; feedback indicates that responding to the
practical and contextual nature of the program extends thinking and is also stimulating
student engagement in other curriculum areas.
Teachers The informal ongoing connections between scholars from the University and teachers from
the School have been expanded and taken to a higher level of application in relation to
learning and teaching as well as professional learning for educators. Capacity has been
increased through insights gained during practical experiments, deeper content knowledge,
greater flexibility and adaptability, and improved means of communication and delivery for
Teachers. This provides the opportunity to co-develop the course as professional
development, using the resources of the University ‘just down the road’ to challenge both
themselves and their students.
Partners From the perspective of all stakeholders, this Outreach program is seen as a true
partnership. Students and staff interacting with post graduate students and academics in a
structured but flexible environment provides opportunities for creative use of resources.
While the University and the School are seen as equal partners in the evolving unit, students
and community are also developing a voice through evaluation and future planning.
Resourcing Although staffing, curriculum, time and basic resources already existed, collaborative
success on a grant application allowed for the purchase of quality materials that have given
the Unit longevity. This has had an impact on the creation of engaging and relevant
activities. Time is an uncertain resource, as the academic contribution is currently absorbed
as part of workloads; changes in University structure may impact on responsibilities and
workloads.
Relationships Success is based on the contribution of all involved. The intent was not just to have
academics and educators involved, but also PhD and higher degree students working directly
with school students, the relatively close connection in age between school students and
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post graduate students has made a strong contribution to this success. Support from the
Principal, senior school director and other staff has been positive and increased interactions
within the school and across subject areas. Staff have identified participation in the unit
contributes to student skill sets across multiple subjects. The ongoing dialogue extends
outside the immediate school environment to parents and community members.
Audience Concern around the level of awareness rural students have of STEM career options, both
local and further afield, was the key motivation for development of this Unit. The initial
approach to student selection included a letter to parents/caregivers indicating the student
was considered to be an ideal participant in SC301. This has led to some confusion, with
students who did not receive an invitation letter thinking that they were ineligible. Partners
are aware that communication, particularly with students and those who are responsible for
supporting them in their education choices, is crucial to a sustainable future; it must be clear
and inclusive. The school community is inspired by the research being conducted around
Ants and ecology in their environment and this level of excitement incites student interest.
Evaluation As the body that made the initial grant available no longer exists, there is no requirement to
acquit the funding. There is a view that students having to complete evaluation of individual
aspects of the Unit can impact negatively, therefore the school has established a data
collection regime which includes attitudinal change, impacts on content knowledge and
future choices made in relation to careers, along with the mining of existing and future State
Department of Education data. An added bonus of this data gathering has been that the
data collected has also informed teachers’ understanding of students’ expectations,
interests and subsequent teaching and learning choices.
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Context of STEM Outreach SC301 Ecology Unit
Structure Unit SC301 is embedded as an elective subject in the timetable and is co-presented by classroom science teachers, academics and PhD candidates. Year 9 students investigate ecological systems through the study of ants and local environs. Curriculum guidelines are connected with the research of local scientists through an experiential lens.
Content A one term length Elective Unit in Ecology suitable for Year 9 and/or10 with full credit toward year 10 Victorian curriculum. The subject is designed to engage rural secondary students in scientific study, to raise awareness of careers and possible university pathways. Regularly weekly classes are conducted on the school campus and in local environs, together with activities at regional and urban campuses of the university.
Partnership model Tallangatta Secondary College (TSC) and La Trobe University (LTU) Department of Environmental Management and Ecology have collaborated to address curriculum requirements, develop learning and teaching materials as well as to team teach content.
Funding sources Successful application by TSC staff member to NAB Schools First grant of $10k. This has provided equipment and ongoing funding for presenter payments.
Flexibility and/or adaptability The university- school team works continuously to respond to the diversity of the student cohort. A strongly identified focus on local conditions and resources, unanimous agreement on the goals of the unit, clear guidelines on communication, ongoing and regular negotiated activities between class teachers, academic and faculty staff, provide an environment that allows educators to move in and out of the program and enables PhD students to adapt their knowledge and skills to audience and content. The model could be readily adapted to other content or environs.
Perceived impact
Effectiveness Over the 18 months the Unit has been offered, factors such as time of year and communication with parents have been identified as impacts on student uptake. Measurement at a school level, using long term quantitative and qualitative data gathering, has been designed to identify choices students make at school and patterns related to further education and careers. A futures oriented approach which includes use of DET data for long term tracking is built in to the partnership.
evaluation indicative of strengths/success
Although it is too early to determine impact on students and future aspirations, the presence of a rigorous evaluation format that includes student demographics, perceptions of activities and long term impact is an indication of success. Reflecting on anecdotal comments from student, school and community sources has enabled responsiveness within the partnership. Data gathered will also potentially provide information on other aspects of students’ lives that impact on the choices they make related to careers and post compulsory education.
Community capacity building The involvement of University academics and postgrad students, school students, educators, family and community members provides an opportunity for negotiated curriculum decision-making. Immediate impact includes raised awareness of the University environment and pathways due to participation in activities on campus. It is acknowledged that time is required to measure any impact on raised awareness and changed attitudes within the school and broader community.
Equity for students, schools and communities
Experiences of students at regional and urban campuses of the University expand awareness and highlight education and career opportunities. Federal and state government funding allows rural students to connect with broader university based experiences regularly available to urban students.
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Replicable Reflection and changes in personnel and delivery over 18 months indicates the partnership approach could readily be replicated on other sites and in other subject areas. A strong and open relationship between university and school is vital to build support and to introduce the unit into the school timetable in a balanced and negotiated manner.
Identified ‘issues’ for consideration/change/further investigation
Timing of Elective choices and timetable clashes have been identified as problematic and impact on student decision making. Introduction of Departmental data on student demographics and choices will support the data already collected from students while they are at TSC. This has the potential to provide strong evidence to the school and community on choices and thinking of young people in this rural locale.
Diversity of approach
Responsive to community and culture
The Ecology unit is based in the school environment and immediate surrounds. The expertise of researchers based at a regional campus of the university enables access to local, national and international findings. The Managed Individual Pathways approach taken by the school allows students to apply their learning to their specific situations. There is the opportunity for input from the local community.
Identified need through a related project
TSC has been identified as an Ecology school by the Victorian Education Department and was recently successful in attracting a $2m Science Centre. Building and maintaining awareness and interest in Sciences and Technology within the student cohort is considered important to the sustainability of the school and community.
Resourcing and access Grant success has provided funding for equipment and activities in local environs. The grant also provides minimum payments for presenters. There are a number of in kind resourcing arrangements in place from the School and University.
Evaluation
Matched to aim/s Solely school based evaluation at present. Resources are provided by University marketing, engagement and partnership units.
Comprehensive The data currently gathered from students includes demographic characteristics that will permit future statistical analysis. This, combined with attitudinal and futures based responses, will also provide rich reference material in future.
Dependability Data, gathered systematically from only students at this stage, includes a Student survey (pre and post); anecdotal comments plus university and school conversations; initial unit organisation, ongoing consultation and reflection. The purpose is to provide information related to student involvement, choices and responses to alternative curriculum for the school. There is also the opportunity for greater involvement from marketing, engagement and partnership units within the university.
Capacity for adaptability
The evaluation is an opportunity to gather data that addresses aspects of student aspiration, choice, equity and the learning of knowledge, skills and attitudes - both explicit and implicit. It is adaptable across the school community to some degree, but may also impact on future curriculum offerings made to students that are responsive to community and location.
Connections between factors e.g. funding and evaluation framework
The funding source no longer exists, however the school continues to gather data in relation to the original aims and purpose of the grant. Evaluation for long term program/school/community benefit is considered important.
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Western Australia
Partners: Edith Cowan University, University of Western
Australia, Murdoch University, Curtin University, Department
of Education (WA and Federal) and Schools, Communities,
Business, Industry and Research organisations
Cohort: varied
Situation: All four Universities are classified as Inner
Regional; Schools range from Inner Regional to Very Remote.
Activities take place across a state of 2.646 million km² made
up mostly of arid outback terrain. The population of 2.589
million people is concentrated in the southwest corner, but
many of the Outreach partnerships focus on the southern
and north coastal areas as well as the very remote inland
In Perth and environs there are five University campuses, four of these Universities - Curtin, Edith Cowan (ECU),
Murdoch and University of Western Australia (UWA) have strong STEM Outreach programs and, at times, partner
across these programs. This Case Study is unique in that the University-School Outreach partnerships, which are not
always solely STEM, have evolved from niche programs addressing place based need to state-wide and national
partnerships moulded to meet place based requirements. The reality of the post compulsory education sector means
there is always a degree of competition to attract pathways students to courses, yet there exists a remarkable
degree of communication and support between the four Universities involved in this case study.
The Outreach partnerships shine a spotlight on people, relationships and networking and approach the concept of
Outreach with attention to equity, diversity and practicality. All have, or are in the process of establishing, long term
and responsive programs that link STEM with existing resources; data gathering and analysis for measuring long term
and immediate influence is in place.
It is difficult to get a sense of the distance and time required for young people and teachers from remote
communities to get to a University campus, or for a travelling Scientist to get to them. For a teacher from Halls Creek
to attend an in-service activity in Perth requires, potentially, a total of 5 days travel and absence from school for one
day of professional learning (day travel to Broome, overnight stay, plane to Perth the following day, attend program
in Perth the next day, catch the return flight that night or next morning, etc). The same logistic considerations apply
organising replacement staff or to travel for groups of young people. More practical alternatives are programs like
the Travelling Scientist and Robotics Club (MAP4U), which take STEM to resources to young people in regional areas,
while Mildew Mania and WASP connect STEM and regional schools through technology.
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Edith Cowan University Old Ways, New Ways program
“It’s the Scientist!” Forensic Chemistry and Aboriginal Tool Making
Developed and facilitated by ECU’s Dr Magdalena Wajrak, School of Natural Sciences, and
Kurongkurl Katitjin’s Jason Barrow, and supported by the engagement team with Caroline
Bishop at the helm, the program brings together Western and Indigenous knowledge
perspectives to science. The program aims to encourage, support and enthuse Indigenous
students in WA High Schools, particularly those in regional and remote communities, with
low socio-economic status backgrounds, to study science subjects at tertiary level. The
program aims to increase students’ confidence in their ability to study science at tertiary
level and induce a sense of pride in students by:
1. engaging Indigenous students in science and technology-based learning through hands
on activities that involve peer supported learning (students teaching students) that
enhance confidence and leadership and presentation skills and through activities that
teach basic scientific concepts;
2. providing and promoting role models and mentors, particularly Indigenous scientists,
science researchers, active community organisations and academics, who can highlight
education pathways and science career opportunities; and
3. providing training and teaching resources and promoting cultural competence in the
area of Indigenous engagement that facilitate the integration of Indigenous Knowledge
Systems into the teaching of science, that are locally relevant and specific.
Focus Indigenous Culture, history, forensics, aspiration, knowledge, team work, pathways
Cohort Two academics 20,000+ students
Purpose Old Ways New Ways has grown from Follow that Dream a WA state-wide aspirational
strategy designed to help Aboriginal students to reach their career potential by graduating
from high school and achieving university entrance. As with the Follow the Dream program,
Old Ways New Ways remains complementary to existing educational activities for students.
With a focus on Mathematics, Science and Technology, Old Ways New Ways is an interface
between humanities and Sciences connecting what has gone before with future possibilities.
Context The concept of past-present-future runs through everything associated with this program.
Old Ways New Ways goes beyond a University-school partnership. It is embraced by multiple
schools, from local primary schools to remote schools across the state, ancient and
contemporary philosophies are woven through activities to inspire young people. ECU is
committed to developing and sustaining mutually beneficial partnerships with educational
providers, the industry sector, and community. With coordination from the Community
Partnerships Adviser these community connections have expanded from the original few
individuals and schools; inclusive of Traditional Owners, communities and business/industry.
With external funding sourced, a deliberate and cyclical model was implemented in 2014,
focused on documenting history and identifying alumni who provide role models on which
to build a stronger more responsive partnership program.
Student aspirations To increase students’ confidence in their ability to study science at tertiary level and induce a sense of pride in students by: engaging them in science and technology-based learning through hands on and peer supported learning; providing and promoting role models and mentors particularly Indigenous scientists, science researchers, active community organisations and academics, providing training and teaching resources and promoting Cultural competence.
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Teachers The Scientists and other University personnel work in a flat team structure that
acknowledges what young people and their teachers can bring to any gathering. This informs
the dialogue of disruption and equity, underpinning the STEM Outreach partnership.
Teachers are active participants, observers, partners, role models
Partners Edith Cowan University: Engagement Unit, School of Natural Sciences and Kurongkurl
Katitjin; WA Dept. of Education – in kind and resourcing support; HEPPP. Field work is
facilitated by connections with Government Departments, Environmental Science and
Sociology networks, Traditional Owners, schools and Remote communities.
Resourcing The partnership is based on respectful interpersonal relationships and ECU has invested in
these relationships. Although there is established funding, there is the usual uncertainty in
terms of longevity that surrounds Outreach partnerships. Resourcing is seen as an
investment in the future as “in the long run it pays”. Networks extend from the University
and personal connections to educators, government departments, LGAs and national
learning organisations.
Relationships The Outreach program is built on established and mutually respectful relationships and
networks using a cyclical, two way process of establishment and growth. This process
involves building a partnership once an identified need or request is made, then nurturing
the relationships and networks that emerge.
Audience Old Ways New Ways has “a cultural pitch with the student’s context in mind”. The lens
through which different individuals, groups and communities view the world is integral to
the success of this Outreach and the wide reaching skill set can be accessed and adapted to
each group of young people and educators.
Evaluation The program is trans disciplinary in nature therefore the number of specific, locally relevant
instances where Indigenous Knowledge Systems are integrated into the teaching of science
in the school curriculum framework is significant, as is the growth in connections to
communities. Evaluation and reporting incorporates multiple methods of data gathering
including collection of demographic details, numbers of students and schools involved
together with stories and community impact. Additions to the Rock Solid Foundations tribute
to ECU’s Indigenous Alumni at the Mt Lawley campus is a highly visible data gathering
mechanism.
Context of STEM Outreach Old Ways New Ways
Structure Workshops begin with a focus on traditional practices, Aboriginal culture and language. The physics and chemistry behind traditional practices, such as throwing a boomerang and making glue for traditional tools is introduced. The next part of workshop is a focus on chemistry, explaining how it can be used to solve crime through forensic science. The young people then take part in three activities – fingerprinting, polymorph formation and testing blood types. The members of the Old Ways New Ways team have combined expertise in, and passion for, science and culture and are supported administratively by the Engagement Unit at ECU. Team members have the capability to work across the program and to connect learners, educators and community.
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General Overview of the Western Australian University Outreach programs for this Case Study
Content The focus is Place based cultural knowledge, teamed with contemporary forensic science. Old Ways New Ways teams up to target audiences across the state with interactive learning opportunities and the message that school, suburb, gender, field of endeavour do not have to be barriers to aspiration in life, post compulsory education or STEM.
Partnership model The partnership has evolved from Science based teaching and learning presentations at the University and in low SES schools (not necessarily rural and remote). Observations of the lack of engagement of girls and Indigenous students in STEM at school and higher education levels resulted in the team developing a responsive series of interactive workshops in collaboration with the Education Partnerships manager from the ECU Engagement Unit.
Funding sources Initial funding was from grants through the Indigenous Advancement Strategy together with ECU faculty and equity funding; Old Ways New Ways was fully funded by Higher Education Participation Program in 2015. A change in University leadership may provide some uncertainty but the team consider this as potentially positive.
Flexibility and/or adaptability The organisational structure of OWNW is readily adaptable, but attention to the building and maintenance of two way relationships, responsive content and delivery and key personnel are key to success.
Perceived impact
Effectiveness High degree of impact on students, educators, whole school and communities. In the area of student aspiration, connecting with parents on a cultural level rather than a scientific level has seen success in communicating the opportunities and benefits of science and higher education as a realistic career aspiration.
Evaluation indicative of strengths/success
Ongoing and cumulative evaluation is considered important to future success and is therefore culturally relevant and multi-faceted, combining numerical data, stories and shifts in attitudes. Rigorous data collection has not precluded attention to capturing the strong data to be found in stories of changes in aspiration.
Community capacity building The ripple effect has been evident in communities local to ECU campuses; impact in remote (school) communities is high. Older students who have been inspired and excited by the workshops and those who have travelled to the University campus provide role models to other students and community members. One participating primary school now has a science coordinator, where before there were few resources and little science taught.
Equity for students, schools and communities
The effectiveness of teams in being able to overcome financial and social hurdles, build aspiration and engage learners and communities is evident in the delivery and content of Old Ways New Ways. By addressing issues of educational and social inequity, the workshops and consequent relationships built provide scaffolding that enable raised aspiration and access.
Replicable Success through the culturally focussed and place based nature of delivery and content of Old Ways New Ways is based on strong connection between the partners; communication has planning and respect at the core. The principles remain the same but content can be adapted to place as well as age group and cognitive ability. Culture and strong teaching and learning practice guide this.
Identified ‘issues’ for consideration/change/further investigation
Continuous reflection and attention to delivery of inclusive content are as much a facet of day to day practice as is summative evaluation. The content and presentation are strengths, but funding security in the long term is essential for responsive planning, sustainability, and expansion to locations that this program could really impact on. Divergent problem solving to design
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and build creative futures is integral to the nature and content of this Outreach partnership.
Diversity of approach
Responsive to community and culture
Old Ways New Ways has been developed in response to the realisation that the original workshop did not impact on equity issues. The Scientist was aware of the low numbers of girls, as well as the thin audience in some areas at the workshop, which was also reflected at the University level, indicating that perhaps the Science was neither engaging, accessible nor relevant. Through the merging of Culture and Science the message has changed, the desire to expand the audience target of girls, Indigenous young people and ‘at risk’ young people has been successful in its appeal and in building aspiration.
Identified need through a related project
The Follow the Dream: Partnerships for Success program which targets Aboriginal students with high aspirations as they commence their secondary education is complementary to OWNW. The individualised case management in the areas of academic acceleration, considered subject selection, career and transition support means students are encouraged to complete Year 12 and achieve results that enable entrance into tertiary studies or alternately undertake vocational education and training (VET) school pathways. Old Ways New Ways provides a similar ripple effect, with older students providing models for younger community members and their families.
Resourcing and access The three pronged attack from the ECU Engagement Unit, Kurongkurl Katitjin and School of Natural Sciences has taken a program originally based in Science content and regrouped resources to address gender equity, access, indigenous knowledge, the environment and program sustainability in a holistic way. The impact is tracked through ongoing and consistent numerical data gathering and aspiration changes in individuals and groups of young people.
Evaluation
Matched to aim/s The formative model for evaluation is in keeping with the move from workshops in more local schools to cultural based STEM Outreach in remote schools 1000’s of kilometres from the University campus. As the program is responsive to need, so is the evaluation which is grounded in collecting stories and numbers from all aspects of the program, thereby representative of the diverse people who take part.
Comprehensive In line with the aims of the Outreach program diverse and multiple sources of data contribute to ongoing evaluation. The most remarkable collection of data is to be found in the surrounds of Kurongkurl Katitjin at the Mt Lawley campus of ECU. The Stones which represent the Rock Solid Foundation represent individual decades and identify each Indigenous student who has graduated from ECU (or predecessor institutions) from 1951.
Dependability Targeted collection of numerical data and culturally competent data collection and analysis reflect a logic that can be traced from the purpose of the partnership to individuals and groups involved, through to output and outcomes. The interpretation of the findings and reporting of results reflect the appropriate selection of people and events to observe, interview, and include in the study; independent reviews suggest findings are highly credible.
Capacity for adaptability The methodology used for evaluation of OWNW provides an audit trail that is transferable. For the program to be successful in different locations requires a core that is based on respect, relationships and strong interpersonal communication, on both a personal and an institutional level. Evaluation that reflects the nature of the aims and core would successfully measure and reflect such a program.
Connections between factors e.g. funding and evaluation framework
The aims and core of Old Ways New Ways are reflected in the way the Outreach Program is promoted and becoming known throughout the University and in the broader community. The strong support shown by these communities is evidence that the process of development and purpose of the
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In an attempt to make the WA Case Study as ‘user friendly’ as possible, the programs for the remaining Universities
are summarised, then collectively synthesised below. To give a sense of the diversity and energy that is apparent in
the Outreach programs offered is an extremely difficult task and additional sources of information are listed in
Appendix A.
Curtin University Earth Science Month (ESM), Focus on Mining (FOM), Geo Science Outreach,
WASP, Mildew Mania
Focus Communication, relationships, Industry and community, culture
Cohort 20,000+ students Eight+ academics, managers, community members, presenters
Purpose STEM Outreach at Curtin was formalised in 2009 with a deliberate focus on building and
nurturing a culture of STEM through advocacy and relationship building. To have such strong
resourcing and a well-supported Outreach Unit is rare. As advocates of lifelong learning,
opportunities to engage with STEM are not limited to school aged children and opportunities
for engaging and authentic STEM experiences are organised across communities in the state.
Context The Curtin Faculty of Science and Engineering offers a service to communities and schools,
which represents a diverse array of programs, events, excursions, incursions, activities and
summer school for communities, teachers and students. An investment has been made in
the positions of Science Outreach Manager and Engineering Outreach Coordinator who work
in teams totalling 9 staff as well as 35 mentors and presenters. Together with the Equity
Team and support from the administrative and academic staff, Curtin Outreach Partnerships
are making inroads to trigger and sustain interest and excitement in Science and Engineering
involving local, national and international partners.
Student aspirations Curtin aims to connect students, along with their schools, to their immediate environment,
the nation and world, in order to identify the value of science to the community and as an
exciting career. Through talking to professionals, having real experiences and networking,
programs address the ‘white lab coat’ myth associated with science careers and connect the
STEM community to individual young people.
Outreach is being well met. The ongoing collection and analysis of sound data reflective of the philosophy of Old Ways New Ways provides a strong case for further funding.
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University of Western Australia SPICE, ASPIRE “Do sharks have tongues?”
Focus Place, measuring impact, social media, leadership, resources
Cohort 30,000+ young people 3 academics and/or administrators, numerous scholars and industry
Purpose Creating relationships of respect with educators across the state, engaging teachers in a
culture of academic excellence in STEM and awareness raising and modelling that university
is a realistic pathway for young people. Ongoing data is collected for evaluation and research
purposes.
Context SPICE (educator based) has existed for over 9 years in its present format to support Science
teachers by providing high end teaching and learning resources, in school PD across the
state and campus activities. ASPIRE (student based) has existed for the past 7 years,
designed to raising aspirations of young people for higher education through partnering with
discipline units across UWA. ICRAR promotes Science and Science Literacy
Student aspirations Exposure to programs such as ASPIRE, Travelling Scientists, and other Outreach activities in
their schools and communities demonstrates to young people that higher education can be
an expectation rather than an exception. Engaging the interest of young people through real
collaboration with schools, then providing the inspiration to attend camps at the University
campus, has demonstrated to be a source of pride and confidence for young people.
Murdoch University MAP4U: Murdoch Aspirations and Pathways for University/You
Focus Equity, collaboration, diversity, invitations to conversation, measurement and research
Cohort 15,000 young people from across 23 schools, 10+ scholars and multiple industry partners
(Outer regional and remote)
Purpose: An equity based project that engages students (and their families) in their learning to
increase participation in education pathways. MAP4U includes an Educational Psychology
component based on the building of capacity and navigational capital in students. A number
of the projects are based in STEM, and a Robotics based project initiated through student
interest is evolving rapidly. Grant requirements include a research component which
includes doctoral students and associated research projects, together with capacity for new
staff. This allows rigorous collection of data and reflective, dependable evaluation.
Context: A successful equity grant proposal in 2012 resulted in Federal Government funding to
support 23 High Schools in Kwinana, Rockingham, and Peel districts. Success in the grant
required meeting KPIs and detailed expectations for development and conduct of the
associated research program. Word is spreading due to young people talking; after school
club sizes are blooming. A compact or agreement between the school and university is put
into place and, although not punitive, addresses the employment of mentors and data
gathering required for reporting, and matches the facilitation of money for equipment and
tutors. Teachers are at various stages of engagement across schools. Specific programs,
some based on existing connections, have evolved in locations within the larger project and
are driven by schools. Ownership of programs is being taken over by groups of individuals or
schools at a varying pace. A number of the MAP4U projects tailored to locally conceived
concepts have been facilitated by external mentors and university staff; school staff
members taking a more active role in response to professional learning opportunities is
evidence of success.
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Context Content From Citizen Science programs that ensure a national/global experience connected with local scientists and experts, to Science Festivals and fairs that offer general community connections, to local STEM events
Structure Local and direct outreach partnerships between Schools and Universities, partnerships ranging from 2 educators and 20 students to cross state and national partnership connections involving 1,000s of students, community, industry, Departments of Education and Universities, all interconnected and communicating through technology. Clear differentiation between Outreach and Marketing.
Partnership Unique in that, besides partnerships between individual Universities and schools and communities, there are also partnerships involving several Universities and schools/ communities.
Funding Range from in kind support from Universities and Schools through to $5m+ Federal grants; Industry investment in technology and app development; national program support.
Responsive All University-School STEM Outreach observed were transformative in nature, building on existing resources and connecting through technology
Promising practice
% effective impact Dependent on factors such as project leader, communication, relevance of content, personalities, support from education sectors, professional, government, industry and community. Not always funding based.
Evaluation indicates strong progress/success
Depending on the individual programs across all Universities and Outreach partnerships, range from anecdotal feedback to very specific statistical analysis on pre and post test data; indicates very high impact and strength of programs
Community capacity building The relationship building has proven to contribute positively to effective use of resources and meeting of aims and goals. Due to the nature of the communities in which many of the Outreach programs are based, strong and reliable internet connections are important; support from experts encourages longevity.
Equity Outreach partnerships originating at all four Universities are motivated by equity considerations; Direct relationship to geographic location and SES. Reporting and evaluation, both summative and formative, indicate positive program outcomes in areas with high Indigenous populations.
Replicable Most programs are responsive to site/s, but are very strategic and scaffolded, so could readily be adapted to another location.
Diversity of approach/es
niche (responsive to community and culture)
Huge array of ways in which Outreach connects with audience but all rely on building strong and respectful relationships with schools, communities and individuals in situ.
Identified need through a related project
Large percentage have eventuated through networks and identified areas of concern.
Equity All programs allow individuals and groups to access equipment; strong equity orientation.
Evaluation methods
Soundness inclusive
Some high end and comprehensive data collection aimed at long term research, others more anecdotal yet demonstrate community impact. Outreach that has research built into the program is supported by scholars who are responsible for management of data that informs the program, so this does not take energy away from the planning and presentation of events.
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Multiple approaches Yes strong and diverse collection of approaches – adapted to large community audiences, site specific projects and more dispersed individuals working on like projects.
Capacity Resourcing for research and long term data management has been built into the larger grant funded programs.
Survey patterns
highlighted ‘hotspots’ Success is dependent on establishment and maintenance of strong and respectful relationships. Those programs that have a dedicated Outreach Manager or team coordinator are enabled through big picture planning and relationship collaboration that is difficult to maintain if only one or two individuals are responsible.
Connections between factors e.g. funding and evaluation framework
As above. Programs that have resourcing and requirements for evaluation built in to programs have a) specific areas of reporting; b) resourcing that provides access, and c) expectation that evaluation will happen (and often how it will happen).
Connections Direct connection between positive relationships with scholars, communities, educators, schools, experts and organisations and expansion or consolidation of Outreach.
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Appendix A: Websites and References UTAS
http://whysci.org.au/ -promoting science in Tasmania
http://youngtassiescientists.com/ Young Tasmanian Scientists
References Gale, T., Hattam, R., Parker, S., Comber, B., Bills, D. & Tranter, D. (2010). Interventions Early in School as a Means to Improve Higher Education Outcomes for Disadvantaged (particularly low SES) Students: A survey of the Nature and Extent of Outreach Activities Conducted by Australian Higher Education (Table A) Providers. Canberra: Department of Education, Employment and Workplace Relations.
Lyons, T., Cooksey, R., Panizzon, D., Parnell, A. & Pegg, J. (2006). Science, ICT and Mathematics Education in Rural and Regional Australia: The SiMERR National Survey. DEST: Canberra.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. Report for the Australian Council of Learned Academies. Melbourne: Australian Council of Learned Academies.
Regional Policy Advisory Committee (2013). Research into Educational Aspiration for regional Victoria. Victorian Government: Melbourne; available at: http://www.rdv.vic.gov.au/__data/assets/pdf_file/0007/1158631/EducationAspiration_FullReport.pdf
Rennie, L. (2012). A very valuable partnership: Evaluation of the scientists in schools project 2011-2012. Dickson, ACT:
CSIRO Education
Sheehan, G., & Mosse, J. (2011). Working with science teachers to transform the opportunity landscape for Gippsland youth: An action research based evaluation of the Science in. Churchill, Victoria: The Gippsland Access and Participation (GAP) Project Office of the PVC Gippsland, Monash.
Table 1: Which of the following describe(s) the main format of your outreach program? (NB. Some programs
have more than one main format) .................................................................................................................... 5
Table 2: What are the broad target groups for this program? .......................................................................... 5
Table 3: Is this program designed primarily to cater for specific types of participant? ................................... 5
Table 4: How long has this program been running at your university? ............................................................................. 6
Table 5: How often does this program run? ....................................................................................................................... 6
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Appendix C: List of Acronyms Used
AMSI Australian Mathematical Sciences Institute
ASGS Australian Statistical Geography Standard
CQU Central Queensland University
CSIRO Commonwealth Scientific and Industrial Research Organisation
CSU Charles Sturt University
ECU Edith Cowan University
ERSTA Eastern Riverina Science Teachers Association
ESM Earth Science Month
FOM Focus on Mining
HSC Higher School Certificate
ICT Information and Communications Technology
MAP4U Murdoch Aspirations and Pathways for University/You
NaLSH National Life Sciences Hub
NSW New South Wales
PICSE The Primary Industry Centre for Science Education
