Certification 1

INDIGENOUS STUDENT SUCCESS PROGRAMME – 2017 Performance Report

Organisation University of Newcastle

Contact Person Professor Darrell Evans, Deputy Vice Chancellor, Academic

Phone 02 49215114 E-mail Darrell.evans@newcastle.edu.au

1. Enrolments (Access)

There was a 3.9% increase of Indigenous EFTSL from 2016 to 2017. University of Newcastle records show 743 in 2016 and 772 in 2017, an increase of 30 Indigenous EFTSL. (Data source: UON Data Warehouse 24/4/2018)

The majority of the UON Indigenous student cohort are drawn from within our catchment areas of the Port Macquarie, Hunter and Central Coast regions. Our numbers for Indigenous regional/remote EFTSL show a very slight decrease from 195.8 (Regional-192.3, Remote-3.5) in 2016 to 194.1 (Regional-191, Remote-3.1) in 2017. Of note is the increasing number of Indigenous ‘legacies’ – students whose parents or grandparents have graduated from the University and are now undertaking studies at the University of Newcastle. The strategies and activities of the Wollotuka Institute’s Community Engagement and Student Engagement teams are directly funded by ISSP, as well as employment costs for officers within these teams.

Community Outreach The University of Newcastle has a dedicated Indigenous Community Engagement Team housed within the Wollotuka Institute. The team is comprised of a Coordinator and Officers who undertake outreach, enrichment and engagement activities with primary and secondary schools in the Port Macquarie, Hunter and Central Coast regions. In 2017, the team consisted of five (5) members, all of whom are Aboriginal and Torres Strait Islander (Indigenous) and employed on a full-time basis in their respective roles. These positions and the following initiative were funded by ISSP.

Schools to University (S2U) is the core program undertaken by the Community Engagement Team within schools to improve access and pathways to university for prospective students. S2U is divided in three sub-programs which focus on the following:

iBelieve (Year 7 & 8) – creates a culturally safe space for students to begin exploring possibilities for their future; activities include talking circles and Traditional Indigenous Games. Student participants are monitored and rewarded throughout the course of the program over an academic year.

Insight Days (Year 10) – are designed to familiarise students with the Aboriginal and Torres Strait Islander Alternative Entry process at the University. The program connects student participants with current staff and tertiary students to provide guidance and advice for their senior subject selections to support their chosen university pathway. Participants undertake campus tours and faculty specific information sessions where they experience interactive workshops and demonstrations within various areas of study.

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UAC Information & Enrolment Sessions (Year 11 & 12) – are designed to inform students of their tertiary options, whether they are taking ATAR or Non-ATAR subjects. Students participate in an informative session and are provided with detailed information about Wollotuka, Enabling Programs including Yapug, Newstep and Open Foundation, Alternative Entry Pathways, UAC and an overview of the University.

In 2017, a total of 1406 students from a total of 136 schools within the three catchment areas participated in the S2U program – the break down for each component is as follows:

PROGRAM CENTRAL COAST NEWCASTLE PORT MACQUARIE

TOTAL PARTICIPANTS

iBelieve 361 205 221 787

Insight Days 99 127 40 266

UAC Sessions 120 165 68 353

The Community Engagement team also focussed on prospective students who were non-school leavers. Engagement took place via the following activities:

- University Open Days - Career and Employment Expos - Community Information Forums (Indigenous specific) - Career Advisor Network Forums - Community Interagency Expos and Forums - NAIDOC Community and Employment Expos - Regional specific Youth Forums

2017 saw the pilot of a targeted program designed in partnership between Wollotuka, the Family Action Centre at the University of Newcastle and staff at the Girrakool School located within the Frank Baxter Juvenile Justice Centre in Kariong NSW. This pilot combined elements from S2U, Uni4You and Learning Unleashed; it aimed to develop aspiration in juvenile Aboriginal and Torres Strait Islander male detainees to plan for their future beyond incarceration. The pilot focussed on developing literacy and numeracy skills with academic coaching to enable the participants to apply to the Yapug program upon successful completion of this program. Of the ten (10) students who participated in the 12-week program, three (3) successfully met the entry requirements for the Yapug enabling program to commence in 2018.

NAIDOC Week and Awabakal Cooperative 40th Year Anniversary Wollotuka continues to maintain a strong representation at NAIDOC events held in Newcastle, the Central Coast, Lower Hunter and Port Macquarie with University stalls, campus morning tea and flag raising ceremonies. Wollotuka Institute also supported the Awabakal Cooperative celebrate their 40th Year Anniversary Community Cultural Celebration at the University and Birabahn Building on the 9th December 2017 with many community members enjoying cultural activities and live music performances. These initiative were funded by ISSP. Community Newsletter A new Wollotuka Newsletter was circulated to the University and community stakeholders highlighting achievements of the Wollotuka staff and Indigenous students. Further information is promoted through The Wollotuka Institute Facebook https://www.facebook.com/uonwollotuka/ This initiative is funded by ISSP.

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Enabling Programs Prospective Indigenous students who do not receive the ATAR score to access their desired course of study, have not completed Year 12 or are mature-aged are able to apply to study at the University through the following bridging/enabling courses: Yapug – exclusively for Indigenous students, who are able to meet the requirements of the University of Newcastle’s Aboriginal and Torres Strait Islander Establishing Policy within the University, and demonstrate their Indigeneity; NewStep – for mainstream Year 12 school leavers who have not met the ATAR requirements of their desired course; and Open Foundation – for mainstream non-school leavers who wish to transition into a degree of their choice.

These bridging/enabling courses are available to all prospective Indigenous students. The Wollotuka Institute employs a full-time Enabling Officer within the Student Engagement Team who is dedicated to providing support to students undertaking these courses. This position is funded by ISSP. The two year comparison has seen an increase of 30 Indigenous students in Enabling programs.

Enabling Commencing/Continuing Enrolments 2016 2017

Row Labels

Sum of ATSI Enrols

Sum of ATSI % of Domestic Program Enrolments

Sum of ATSI Enrols

Sum of ATSI % of Domestic Program Enrolments

Newstep (Callaghan) - 10141 26 4% 31 5%

Newstep (Central Coast) - 10885 9 4% 7 3%

Open Foundation (Callaghan) - 10719 54 4% 37 4%

Open Foundation (Central Coast) - 10919 17 6% 19 6%

Open Foundation (Intensive) (Callaghan) - 11016 30 6% 45 7%

Open Foundation (Intensive) (Central Coast) - 11015 8 4% 19 8%

Open Foundation (Online) - 10720 - - 26 5%

Yapug - 11195 66 100% 56 100%

Total Commencing/Continuing Enrols 210 240

Data Source: NINA - Program Enrolment and Load Report, Participation and Access - 17 April 2018

ATSI Enabling Completions in 2017 2016 2017

A&TSI A&TSI

Newstep (Callaghan) 5 7

Newstep (Central Coast) 3 3

Open Foundation (Callaghan) 14 5

Open Foundation (Central Coast) 2 7

Open Foundation (Intensive) (Callaghan) 10 19

Open Foundation (Intensive) (Central Coast) 2 10

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Open Foundation (Online) 1

Yapug 14 11

Grand Total 50 63

Data Source: NINA Enabling Performance Report, Completions 17/4/2018 There are a total of 53 ATSI students currently enrolled in an undergraduate degree in Semester 1, 2018 who completed a UON Enabling Program in 2017. University Entry Pathways UON Aboriginal and Torres Strait Islander Admissions Scheme The Aboriginal and or Torres Strait Islander Admission Scheme assesses the applications of Aboriginal and Torres Strait Islander people for admission to all undergraduate programs other than the Bachelor of Medicine – JMP or the Bachelor of Medical Science/Doctor of Medicine JMP programs. Wollotuka Institute made contact with 368 prospective students that nominated UON as one or more of their preference programs. Of these, 90 students across Ourimbah, Callaghan and Port Macquarie attended interviews with Wollotuka academics, faculty and community representatives to ascertain if their educational experiences coupled with individual future aspirations may meet the criteria for entry in addition to their tertiary ranking index. 15 applicants who participated in the interview process were recommended to receive a forced offer for the 2018 UON Admissions. The remaining were encouraged to enrol in the Enabling programs. Miroma Bunbilla Wollotuka Institute and the School of Health jointly held the Miroma Bunbilla program, an initiative under the Joint Medical Program. The program is designed to give future Aboriginal and Torres Strait Islander students’ insight into studying medicine, learn skills required in the program, and participate in problem-based and group-based learning. In December 2017, 25 prospective students attended the 5 day program at Wollotuka. This initiative was partly funded by ISSP. UON Newcastle Law School Early Entry Scheme Wollotuka Institute collaborated with the Newcastle Law School (NLS) to pilot an early entry scheme for Year 12 Indigenous students in 2017. The NLS recognised the need to increase the representation of Aboriginal and Torres Strait Islander people in the Australian legal profession and allied fields, and invited Indigenous students currently preparing for their Higher School Certificate to apply for entry to the Bachelor of Laws (Honours) Combined. The Scheme offered a guaranteed place in a Law program at University before beginning your final HSC exams. The scheme was a success with six (6) Indigenous HSC Students offered a place in the 2018 program. Wollotuka Institute Staff Achievements The Wollotuka Institute maintains a School of Aboriginal Studies which delivers undergraduate and post-graduate degrees and courses, and a research unit. Funds for operation of these arms of the Institute are funded through income generated by service teaching, and grant acquisitions. Staff of Wollotuka Institute were recognised for their excellence and academic achievements by receiving awards from the University and National bodies as well a Global scholarship. These included:

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Dr Stephanie Gilbert, Fulbright Scholarship. Dr Gilbert received a prestigious Fulbright Scholarship to examine the possibility that trauma can become embedded in our bodies in such a way it can be transmitted across generations. She will travel to the US for six months in 2018 to work with a range of academics from research groups and institutions such as University of California (Santa-Cruz) and University of Washington’ Indigenous Wellness Research Institute.

A/Prof Kathy Butler, A/Prof Maree Gruppetta and Tareka Chatfield received a Faculty of Science-Faculty Awards for Staff Excellence 2017.

Ms Tareka Whaleboat and Lukas Nickerson were awarded UON Staff Excellence Awards for their contribution to Indigenous employment.

Professor Lester was awarded the coveted peer assessed Ray Debus Award, for Doctoral Research in Education at the recent Australian Association for Research in Education (AARE) Conference in Canberra. The award recognises excellence in educational research by doctoral students across Australia, there is only one award per year. This award is selected from each Universities’ single highest performing doctoral research education candidates. Professor Lester is the first Indigenous academic from Newcastle University to receive this prestigious research award.

Professor John Lester - Ray Debus Award

1a Scholarships (2017 breakdown)

Student category

Education Costs Accommodation Reward Total/

Students Assisted

$ No. $ No. $ No. $ No.

From Regional/ Remote

18,459 7 36,932 7 n/a n/a 7 55,391

Undergraduate 88,836 38 (6) n/a n/a 38 88,836

Post-graduate n/a n/a n/a

n/a n/a

Other 21,096 8 (1) n/a n/a 8 21,096

Total 128,391 53 36,932 7 n/a n/a 53 165,323

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Value of Scholarships awarded by the university to remote or regional students in the 2016 academic year (Section 21(3) in the Guidelines refers)

$280,728

Value of Scholarships offered by the university to remote or regional students in the 2017 academic year (Section 21(3) in the Guidelines refers)

$284,868

Scholarships Wollotuka’s Student Engagement Team provides assistance to both prospective and current Aboriginal and Torres Strait Islander students in seeking and applying for scholarships. The University’s Scholarship staff also provided assistance, particularly with Commonwealth Scholarships and applications submitted via Universities Admissions Centre (UAC). During 2017, a total of a hundred (100) new scholarships were awarded to Indigenous students at the University of Newcastle to assist with financial costs of study and support their university journey. These comprised of nine (9) donor-funded scholarships, seventeen (17) faculty funded scholarships, and sixty (60) new Indigenous Commonwealth Scholarships awarded specifically for Aboriginal and Torres Strait Islander Students. A further fourteen (14) were academic scholarships not related to any targeted support. Examples of scholarships targeted to Indigenous students: • Aboriginal and Torres Strait Islander Scholarship – valued at $10,000pa for up to four years • Boeing Indigenous Engineering Scholarship – valued at $4,000 • Essential Energy Aboriginal and Torres Strait Islander Scholarship – valued at $10,000pa for

three years • Friends of the University Scholarship for Studies in Education – valued at $4,000 – specific to

School of Education • Hunter Water Corporation Indigenous Community Leader Scholarship – valued at $7,500pa

for three years • Ma & Morley Scholarships (Indigenous category) – six scholarships valued at $10,000pa for

up to four years • Larapinta – supporting Indigenous future leaders – valued at $10,000 scholarships

supporting PHD students undertaking research at UON.

Ma & Morley Scholarships The Jack Ma Foundation committed US$20 million (AU$26.4 million) to the University of Newcastle (UON) to establish and fund The Ma & Morley Scholarship Program at UON, a ground breaking program that aims to inspire, educate, and cultivate the next generation of globally aware and socially conscious Australian leaders. Reflecting UON’s commitment to providing excellence and equitable access to education for everybody with ability and determination, the Program will support first-year (never completed a degree) domestic undergraduate students from: •financially disadvantaged backgrounds in accessing educational, professional and cultural experiences that might otherwise be out of reach •Aboriginal and Torres Strait Islander students at UON with a view to fostering the next generation

of Aboriginal and Torres Strait Islander leaders •outstanding students with exceptional academic achievements 13 of the 30 inaugural Ma & Morley Scholars are Indigenous students.

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Larapinta Trail Challenge Elder in Residence Aunty Bronwyn Chambers along with 26 other volunteers from UON alumni, community members, students and staff trekked 65km of the Larapinta Trail in Central Australia during August 2017. The aim was to raise $150,000 to support Indigenous students and research into Indigenous community health initiatives. http://www.newcastle.edu.au/community-and-alumni/give-to-uon/larapinta-trail-challenge/meet-your-champions The Wollotuka Institute hosted a Scholars Breakfast event as part of University’s ‘Scholars Week’ events in September 2017. The event was attended by approximately seventy (70) guests with the Vice-Chancellor, scholarships donors, scholarship holders and their families, as well as the Nguraki (Elders group), students and Wollotuka staff.

2. Progression (access and outcomes)

The success/progression rate for Indigenous students increased 1.7% over the 2016 to 2017 period. Overall, the percentage of combined undergraduate and post-graduate progressions rose from 83.4% in 2016 to 85.1% in 2017. (Data source: UON Data Warehouse 24/4/2018)

The Wollotuka Institute is comprised of distinct work areas –academic and research (including teaching and learning), community and student engagement teams, and operational and administrative staff. All staff members provide support to Indigenous students as a requirement of their employment. Explicit support functions to Indigenous students however, include the following:

6 x Student Engagement Officers (SEO) assigned to each faculty of the University with responsibility of monitoring the progression and wellbeing of Indigenous students within their faculty cohort.

5 x Community Engagement Officers located at each of the University’s campuses – Callaghan, Port Macquarie and Ourimbah (Central Coast).

An Elder in Residence providing cultural support to Aboriginal and Torres Strait Islander staff and students as well liaise with Aboriginal and Torres Strait Islander community.

An Indigenous Employment Coordinator provides support and guidance to Indigenous student cadets across the University.

The Elder in Residence, Indigenous Employment Coordinator, Student Engagement and Community Engagement positions are funded by ISSP.

The Wollotuka Institute provided support and guidance to the Indigenous students to form the Indigenous Women’s Group and the Indigenous Men’s’ Group, membership of which consists of both students and Indigenous staff. These groups meet on a fortnightly or monthly basis and plan activities and events. In 2017, the inaugural Indigenous LGBTIQ Students Group was formed, with meetings and activities planned in conjunction with the Women’s and Men’s Groups. These activities are funded partly through ISSP and the University.

The UON Indigenous Student Collective (UONISC) was established through the Newcastle University Student Association (NUSA) in 2017. UONISC meet monthly and are committed to advocating and empowering Indigenous students of the University. UONISC are funded by NUSA. Wollotuka supports the UONISC with funding and resources for student driven sporting, cultural, and community events. These activities are funded partly through ISSP and the University.

The Wollotuka Institute holds weekly lunches for students, and provides a student kitchen with snacks, fruit and refreshments. This initiative is funded by ISSP.

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A calendar of events was planned and undertaken in 2017 by the operational staff of the Wollotuka Institute. Event functions included the Indigenous Alumni Morning Tea, and Indigenous Scholars’ Breakfast; these occurred on a monthly basis. These activities are partly funded by ISSP and the University.

2017 Indigenous Unigames - Fourteen (14) University of Newcastle Aboriginal and Torres Strait Islander students were selected to participate and play in the 22nd annual National Indigenous Education Student Games (Indigenous Unigames) held at the Deakin University in Geelong from the 25 June – 29 June. The games objectives were to celebration of Aboriginal and Torres Strait Islander culture, promote unity, health, fitness and well-being, demonstration of self-determination, initiating new communication networks, reinforce identity through positive role models. University of Newcastle (UON) were successful in becoming the overall champions for the 2017 Indigenous Unigames. This initiative was funded by ISSP.

In 2017, The Wollotuka Institute collaborated with the Newcastle Conservatorium and the School of Creative Industries to establish a new record label Baraya Records. Baraya aims to build a robust network of experienced industry experts capable of developing artists technical capabilities, professionalism and performance confidence to enable them to launch and develop their careers in the music industry. Baraya means ‘sing’ in the Gathang language of the Worimi people, as sourced from the grammar and dictionary of Gathang (Muurrbay Aboriginal Language & Culture Co-op) and is used here with the permission of Worimi Elders. Baraya Records’ first solo artist is current Bachelor of Music student David Leha, from the Kamilaroi nation of Australia and the South Pacific nation of Tonga, whose track ‘Louder Than Words’. http://baraya.soci.org.au/ This initiative was not funded by ISSP.

A Student Survey was commissioned by Wollotuka Institute during semester 1 of 2017 and undertaken by UON Strategic Policy and Performance Unit. Following the results of this survey, engagement and support delivered by members of the Student Engagement team were re-focussed to better meet students’ needs including reviewing processes of the tutorial program. Respondents to the Student Survey identified ITAS tutoring as necessary to their academic progression to graduation. Students commented that tutoring needed to be made available to all students, not only those who were on ‘at risk’ or ‘show cause’ status. This request was implemented in semester 2, 2017. Over the course of 2017, the Wollotuka Institute has undergone evaluation of systems and operations to better align itself to other areas of the University. These include increased engagement and partnerships with divisions such as the Scholarships Office within the Alumni and Philanthropy division, the Marketing and Communications Office and Student Services amongst others. An example of this is the tailoring of support services such as counselling for Indigenous students; tailoring actions included the assignment of a dedicated office space for counselling to take place, qualified counsellors from Student Services in attendance at the space during regular times, and referrals from the Student Engagement Officers to counselling services on campus. Infrastructure and spaces within the main building of the Institute (Birabahn building) were modified to provide quiet areas for study, a dedicated student computer lab staffed by a Student Engagement or Enabling Officer and a 24-hour access computer lab for the Indigenous medical students was created.

Cultural Competency Elements of cultural competency are built into mainstream University procedures. Requests for cultural competency units into mainstream degrees have been delivered on a demand-basis by

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academic staff of the Wollotuka Institute to faculties and schools of the University for the past years. During semester 2 of 2017, the Wollotuka Institute began formalising the delivery of cultural competency by developing a unit which can be delivered across the University. Incoming staff to the University are required to undertake the Welcome to Wollotuka course, led by a Wollotuka employee. Participation in the program is incorporated into the induction of the University. The Welcome to Wollotuka course incorporates a Welcome from the Director of the Wollotuka Institute, an introduction by the Institute’s Elder-in-Residence and samples of classroom lectures offered through the Bachelor of Aboriginal Professional Practice. These activities are not funded by ISSP. In 2017, the Wollotuka Institute developed the ‘Guidelines for Welcome to Country’ to empower non-Indigenous staff in acknowledging the traditional owners of the land on which each campus is based. This initiative was not funded by ISSP. Our Elder in Residence and Nguraki members also form the Wollotuka Nguraki Council, which meets on a regular basis to discuss strategies to best ensure that cultural values are maintained. These appointments span various Aboriginal nations bringing numerous cultural and spiritual customs and beliefs to staff, students and community. These appointments were funded by ISSP.

2a Tutorial and other assistance provided (2017 breakdown)

Assistance type Level of study Number of students assisted

Hours of assistance

$

Tutorial assistance Undergraduate

(Semester 1)

Individual tutoring

Group tutoring

(Semester 2)

Individual tutoring

Group tutoring

83

46

98

12

706.75

163.30

2038.50

109.50

Post graduate

(Semester 1)

Individual tutoring

(Semester 2)

Individual tutoring

1

4

24

122.5

Total 244 3164.55 $ 285,793.68

Indigenous Support Unit or other Indigenous student support activities

Miroma Bunbilla

Pre-Entry Medical program

(week-long program in December 2017)

25

119

$ 10,747.01

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ICAPS Mentoring

(semester 2 only)

Enabling Drop-in sessions

(semester 2 only)

40

70

80

80

$ 7,224.88

$ 7,224.88

Total 135 279 $ 25,196.77

Total Tutorial and other assistance

379 3,443.55 $ 310,990.45

3. Completions (outcomes)

Overall, Indigenous student completions rose from 181 Indigenous graduates in 2016, to 225 Indigenous graduations in 2017; an increase of 44 graduates from the previous year. (Data source: UON Data warehouse 24/4/2018)

Dedicated Student Engagement Officer (SEO) aligned to each faculty is intended to provide a touchpoint for Indigenous students studying within the faculty. The SEO’s monitor results at the end of each semester to identify students who require assistance such as tutoring. SEO’s contact the students and provide guidance and advice on support mechanisms available to them. The Student Engagement Team and its activities are funded by ISSP. The Wollotuka Institute continued operation of its partnership with CareerTrackers in 2017. A ten (10) year agreement between the University and CareerTrackers was signed in the previous year. Wollotuka has been working with CareerTrackers since 2013, the partnership aims to improve placements for Indigenous interns with Australia's leading corporate organisations. Student interns are paid to undertake internships and placements during the semester breaks and receive a stipend during the semester. During 2017, 39 Indigenous students participated in the Career Trackers internships with companies such as Telstra, Lendlease, Life without Barriers, Qantas, Australian Rugby Union and Westpac. Industry engagement Wollotuka continues to build on our relationships with the corporate sector and other industries to provide internships and work place learning. These relationships are important to our objectives for graduate employability. During 2017, we hosted a number of industry representative including, ACCOR, QBE and organised a Sustainability forum with Veolia Australia.

Sustaining our Country - Sustainable development through Indigenous knowledge’s and practices. 18 October 2017. Wollotuka Institute hosted a forum to highlight and build the case for Indigenous knowledge’s and practices and the opportunities to link western innovation across land, water, waste and energy solutions. Forum panel members included representatives of Veolia Australia, Darkinjung Local Aboriginal Land Council, Newcastle Institute for Energy and Resources and The Tom Farrell Institute for the Environment. Approximately 50 people attended the forum. This event was funded by Veolia.

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Leadership & Alumni Wollotuka aims to encourage leadership opportunities for Indigenous students by supporting them to attend professional development activities such as conferences, leadership workshops and international student exchange programs. These opportunities provide students with valuable cross-cultural experiences whilst strengthening their own cultural knowledge base and increased access to networks and peer support. Programs which students were sponsored to attend in 2017 include:

Australian Indigenous Doctors Association Conference, Hunter Valley, 2017. We sponsored twenty-two (22) Medicine students to attend. This was funded by ISSP.

Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) Conference, Gold Coast, 10-12th October, 2017 – We sponsored two (2) Nursing and Midwife students to attend. This was funded by ISSP.

Indigenous Allied Health Conference, Perth, 27-29 November 2017 – We sponsored three (3) student to participate in this conference. This was funded by ISSP.

United Nations Development Program (UNDP), 8th University Scholars Leadership Symposium, Bangkok – Thailand on August 1 to 7, 2017. We sponsored one (1), Chloe Barwick, to attend this conference. This was partially funded by ISSP.

2017 Aurora Indigenous Scholars International Study Tour. We sponsored one (1) student, Erin Richardson, to participate on this 5 week that includes visiting world-class academic institutions like, Berkeley, Stanford, NYU, Columbia, Harvard, Oxford, London School of Economics, Cambridge, and the London School of Business. This was partially funded by ISSP.

2017 Shohoku Study Tour to Japan – We sponsored three (3) students to participate on this tour. This was partially funded by ISSP.

Student Engagement Officers also supported Indigenous student representation of student clubs and societies such as the Newcastle Law Students Association and a new Indigenous Business School Network.

The Wollotuka Institute employs two (2) Indigenous New Career Academic (INCA) positions within its academic unit, to grow its pool of future academics and researchers. The duties of the INCA roles are divided equally between PhD study, teaching and research. The successful candidates for the INCA positions over the past few years have held teaching degrees. A audit was commissioned by the Pro Vice-Chancellor, Indigenous Education and Research in 2017 and undertaken by Distinguished Professor Aileen Moreton-Robinson identified faculty areas such as Science, Business, IT, Engineering, Humanities and Creative Industries need to be encouraged to ensure there is a breadth of expertise across these disciplines. A dedicated Indigenous Alumni Award is presented as a part of the University’s annual Alumni Awards. The Indigenous Alumni Award recognise the contributions, outstanding talent and achievements of an Aboriginal and Torres Strait Islander graduate in their chosen field. Associate Professor Kerrie Doyle Pieta was the recipient of the Indigenous Alumni Award in 2017. The Alumni Awards are funded by the University with no ISSP funding input.

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Transmission Symposium Wollotuka Institute collaborated with The Lock Up to convene a special exhibition and symposium curated by UON Indigenous PhD student, Cherie Johnson. The Symposium explored the ways contemporary Aboriginal and Torres Strait Islander artists are influenced by cultural practices, knowledge and connections, and the complexity of issues that arise for those working in this space. The Symposium was well attended by local community members and received great media coverage. This initiative was not funded through ISSP. http://unprojects.org.au/unextended/reviews/transmission/

4. Indigenous Education Strategy accessible by public

Indigenous Education Strategy

In 2017 the UON domestic Indigenous student participation rate was 3.7% of total domestic student enrolments. (Data source: UON Data warehouse 14/5/2018)

The University of Newcastle’s New Futures Strategic Plan 2016-2025 aims to achieve parity in enrolments and graduations of the Indigenous students and achieve 3.9% Indigenous employment. The link to NeW Futures Strategic Plan can be accessed here: https://www.newcastle.edu.au/__data/assets/pdf_file/0005/225680/2015-1050-NeW-Futures-A4Program_06_Print_WEB.pdf The New Futures Strategic Plan prioritises the embedding of Indigenous knowledge across the University to nurture, among staff and students, an awareness of issues and a strong commitment to social justice. It makes explicit references to Indigenous peoples in a variety of instances including Indigenous students meeting parity of participation, an increase in Indigenous staff and draws attention to the University’s commitment to excellence in Indigenous education and research. References to improving outcomes for Indigenous students and staff are also highlighted throughout divisional and faculty strategic plans, particularly the Academic Divisions’ plan. Key measures of success in the NeW Futures Strategic Plan 2016-2025 explicitly state: “We will achieve parity of participation of students from low SES and Indigenous backgrounds or with a disability with the proportion of these populations in our regions” “We will achieve parity of retention and success across all of our student cohorts” Faculty and Divisional strategic plans have incorporated targets that are addressed through dynamic performance measures and strategies, accountability and institutional reporting which includes but not limited to:

- increasing the enrolment, participation and retention rates of Indigenous students and staff recruitment;

- increase % of Indigenous New Career Academic’s (INCA’s); - development of student success plans; - leveraging of the Cultural Standards;

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- the development of an Indigenous Community Engagement Plan; - increase HDR pathways for Indigenous students by initiating cross-faculty program and

further scholarships opportunities; - redevelop teacher education programs in the faculty of health to incorporate new

knowledges from across the discipline; - become a national leader amongst other Faculties of Business and Law for Indigenous

student’s enrolments. The Pro Vice-Chancellor, Indigenous Education and Research completed the foundation work for the inaugural Indigenous Higher Education Strategy in 2017. The strategy currently remains in draft form pending the next stage of consultation and feedback with key stakeholders, including the University’s senior executive. The draft Indigenous Higher Education Strategy will be supported by high level administrative and governance arrangements once activated, and will be the key reference document for university planning, performance and evaluation in Indigenous Higher Education. The Indigenous Education Strategy will respond to national priority reports and provide strategies to support the incorporation of Indigenous ontologies and epistemologies across the University. In 2017, the Sub-Committee for Indigenous Higher Education (SCIHE) was formed under the University’s Executive Committee to provide periodic advice to the Executive Committee on the development and finalisation of the University’s Indigenous Strategy. SCIHE is comprised of selected Pro Vice- Chancellors of the University and was initiated by the Pro Vice-Chancellor, Indigenous Education and Research. In preparation for the organisational restructure of the Wollotuka Institute, a number of surveys, audits and reviews were commissioned and undertaken in 2017. These included an academic and research audit, student survey, occupational health and safety and building audit amongst others. The academic and research audit encompassed an evaluation of the performance of the degree programs currently offered through the Wollotuka Institute. In 2017, the phasing out of the current Bachelor of Aboriginal Professional Practice began, to be superseded by the new degree program, the Bachelor of Global Indigenous Studies in 2019. Whilst the University’s Reconciliation Action Plan is out-dated, the appointment of Mrs Leah Armstrong as Director of the Wollotuka Institute represents a significant opportunity to leverage her experience as the former Chief Executive Officer of Reconciliation Australia, to reinvigorate and extend on the University’s formal commitment to Reconciliation.

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5. Indigenous Workforce Strategy accessible by public

Indigenous Workforce Strategy The University of Newcastle is currently ranked first (1st) in New South Wales as the workplace provider of choice for Indigenous Full-time Equivalent staff (FTE) academic and professional staff, and second (2nd) in Australia. The Wollotuka Institute is an all-Indigenous staffed unit led by an Indigenous Director who reports to the Pro Vice-Chancellor, Indigenous Education and Research, who is also Indigenous. The NeW Futures Strategic Plan 2016-2025 incorporates ongoing commitments to Indigenous Employment. The link to NeW Futures Strategic Plan can be accessed here: https://www.newcastle.edu.au/__data/assets/pdf_file/0005/225680/2015-1050-NeW-Futures-A4Program_06_Print_WEB.pdf Key measures of success in the NeW Futures Strategic Plan 2016-2025 explicitly state: “We will have increased staff diversity, achieved the target of 3.9% for Indigenous employment and be in the top 5 of Australian universities for female staff in senior leadership roles” NeW Futures series papers, faculty and divisional plans reiterate the University’s good intentions and commitment to improving outcomes of Indigenous staff. The Vice-Chancellors’ Divisional plan discusses the need to facilitate cultural change and to increase the proportion of Indigenous staff numbers. A key initiative was to increase staff diversity through targeted recruitment of Indigenous staff. The NeW Futures Resource Division incorporated the lead strategy of developing a Divisional Employment Strategy that provides greater employment opportunities for Indigenous peoples. The current Maligagu Aboriginal and Torres Strait Islander Employment Strategy 2014-16 is being refreshed and a new Indigenous Employment Strategy is currently in draft will be completed by end of 2018. The University’s draft Indigenous Employment Strategy includes priority areas that are addressed through strategies accompanied by performance measures/indicators, accountability and institutional reporting. The Indigenous Employment Strategy takes into consideration the National Indigenous Higher Education Workforce Strategy (NIHEWS, 2011) and developed 4 priority areas.

Retention: UON will support and develop Aboriginal and Torres Strait Islander staff to achieve personal and professional career aspirations, leadership opportunities and excellence;

Recruitment: Attract quality Aboriginal and Torres Strait Islander academics and professional staff across all Faculties and Divisions with qualities and skills that will further contribute to the University’s reputation as a world class University;

Engagement: Cultural Competency training to all staff; The development of promotional literature featuring Indigenous people in academic and non-academic positions; Induction program for all Aboriginal and Torres Strait Islander staff that compliments the UON HR on boarding process;

Governance: UON will continue to implement, fund, review and comply with the 2017-2020 Indigenous Employment Strategy, in collaboration with Indigenous stakeholders.

The Indigenous Employment Strategy will also include relevant requirements as per the ISSP guidelines as listed below: (a) includes KPI’s; and (b) prioritises:

(i) increasing the number of academic employees who are Indigenous persons; and

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(ii) the professional development and career advancement of academic employees who are Indigenous persons; and (i) increase the number of Indigenous employees to at least 3% of the total number of employees; and (ii) recruits at least one Indigenous person as a senior executive employee at the PVC or DVC level, or equivalent level.

The Wollotuka Institute organisational structure assigns the on-going position of Indigenous Employment Coordinator to the Office of the Pro Vice-Chancellor, Indigenous Education and Research to drive the Indigenous Employment Strategy across the whole of University. In 2017, some of the initiatives that took place around accelerating Indigenous engagement in the workforce were:

Collaborative work between Indigenous Employment Coordinator and the Equity and Diversity Manager to develop a ‘mark your identity’ staff campaign. The campaign is scheduled to be active upon the launch of the Indigenous Employment Strategy.

Implementation of an Indigenous Expression of Interest (EOI) process for potential employees. The Indigenous EOI is a database which functions as temporary employment register collecting an Indigenous talent pool and match facility that enables the Indigenous Employment Coordinator to match applicant’s skillsets to new and upcoming positions.

The development of a targeting program which provides staff (particularly HR Business partners, Head of Schools, Recruitment Specialist, Pro Vice-Chancellor’s etc.) with further information regarding Indigenous employment.

The targeted program will capture information such as the history of Indigenous employment, current status of Indigenous employment in Australia, context of Indigenous employment in the University’s catchment areas, and scope of Indigenous employment in Higher Education. This program will also inform those in senior positions of the Full Time Equivalent (FTE) staff required to meet the target of 3.9% Indigenous representation in the workforce, with the aim of increasing the number of targeted and Identified positions. The Indigenous Cadetship Support program has been active since 2015 and continues to grow in the number of cadets recruited each year. The Indigenous Cadetship Support program aims to improve the professional employment prospects for Aboriginal and Torres Strait Islander students. In 2017, the University recruited five (5) Indigenous student cadets. The majority of the Indigenous cadets recruited through this program have been employed through Student Central. In 2017, the total number of cadets in the program was eight (8). One of our Indigenous cadets graduated in 2017 and successfully gained a permanent position in his field within 3 months of graduation.

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5a Indigenous workforce data (2017 breakdown) While universities report on the number of Indigenous staff members through mainstream reporting requirements, the additional information below provides enhanced monitoring of the university’s efforts in building its Indigenous workforce.

Casual < 1

Perm> 1

Total Faculty Level Ongoing Fixed Term

Academic Level A 3 1 4

Level B 7 4 11

Level C 1 2 3

Level D 3 1 4

Level E 1 1 2

Academic Total 4 13 7 24

Professional HEW 03 1 1 2

HEW 04 1 7 8

HEW 05 2 4 3 9

HEW 06 2 11 5 18

HEW 07 1 7 3 11

HEW 08 1 3 4

HEW 09 1 1

HEW10 1 1

Professional Total 9 31 14 54

Total 13 44 21 78

Note: This report has been split by staff whose contract type is less than one year or greater than one year. Those staff whose contract is greater than one year includes both the Ongoing and Fixed Term. Casual staff (FTE) are not included in this report 6. Indigenous involvement in decision-making

Indigenous Governance Mechanism In 2017, UON’s Indigenous Governance Mechanism consisted of the following:

- Pro Vice-Chancellor of Indigenous Education and Research, Professor Steve Larkin. Professor Larkin was appointed as the first Indigenous Pro Vice-Chancellor of the University of Newcastle in September 2016 and remained in this role for the entirety of 2017.

- Director of the Wollotuka Institute, Mrs Leah Armstrong. Mrs Armstrong was appointed to the role of Director and commenced employment in February 2017; she remained in this role for the entirety of 2017.

- The Board of Aboriginal and Torres Strait Islander Education and Research (BATSIER) is composed exclusively of Indigenous members. BATSIER is an advisory board to the Vice-Chancellor. Appointment to BATSIER is through a combination of recommendation and referrals from the Chair, Deputy Chair and community representatives, and nomination for the staff/students and university representatives. BATSIER met on a bi-monthly basis during 2017.

All persons listed in the roles and committee of the Indigenous Governance Mechanism are Aboriginal and Torres Strait Islander.

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Decision-making for expenditure of ISSP funds in 2017 was undertaken by the Pro Vice-Chancellor, Indigenous Education and Research, in consultation with, and on advice from the Director of the Wollotuka Institute. Other activities and forums which involve Aboriginal and Torres Strait Islander people in the decision-making capacity within the University include membership on the following:

Academic Senate

Teaching and Learning Committee

Human Research Ethics Committee

Research Committee

Program and Course Approval Committee

Joint Medical Program Committee

Student Engagement Committee

Healthy UON Steering Committee The Coordinator of Teaching and Learning at the Wollotuka Institute sits on the University’s Curriculum Review Committee, two (2) Indigenous academics sit on the University’s Academic Senate.

6a. Statement by the Indigenous Governance Mechanism

The ISSP 2017 performance and the financial acquittal report has been reviewed and authorised by the Director, of Wollotuka Institute, as per the delegation in the Indigenous Governance Mechanism.