UWS Embedding An Indigenous Graduate Attribute

EMBEDDING AN INDIGENOUS GRADUATE ATTRIBUTE

FINAL REPORT prepared by

Badanami Centre for Indigenous Education

University of Western Sydney

for the Commonwealth of Australia

Department of Education, Employment and Workplace Relations

and for

Indigenous Higher Education Advisory Committee and

National Indigenous Higher Education Network

under the condition of a Diversity and Structural Adjustment Fund Grant

Higher Education Support Act 2003 Determination under subparagraph 41-25(b)(i)

EMBEDDING AN INDIGENOUS GRADUATE ATTRIBUTE

FINAL REPORT prepared by

Badanami Centre for Indigenous Education University of Western Sydney

for the Commonwealth of Australia

Department of Education, Employment and Workplace Relations

and for Indigenous Higher Education Advisory Committee

and National Indigenous Higher Education Network

under the condition of a Diversity and Structural Adjustment Fund Grant

Higher Education Support Act 2003 Determination under subparagraph 41-25(b)(i)

Final Report: Embedding an Indigenous Graduate Attribute

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UWS Acknowledges the Traditional Owners of Greater Western Sydney

As a matter of Indigenous cultural protocol and out of recognition that its campuses occupy their traditional lands, UWS acknowledges the Darug, Gundungurra and Tharawal peoples and thanks them for their support of its work in Greater Western Sydney.

email address: [email protected] postal address: Program Delegate The Diversity Fund Tertiary Collaboration and Participation Branch Tertiary Participation Group Department of Education, Employment and Workplace Relations GPO Box 9880 Canberra ACT 2601

mailto:[email protected]�


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SYNOPSIS

Project description

The Project Embedding an Indigenous Graduate Attribute will develop and implement a learning and teaching framework to enable University of Western Sydney (UWS) graduates appreciate the culture of Indigenous Australia and gain skills for working productively with Indigenous communities. The new Indigenous Graduate Attribute will become a mandatory component of all courses. The Project’s learning outcomes include communication, social, cultural, leadership and partnership skills, which will assist graduates working and interacting with Indigenous Australians. Flow-on benefits from the Project include recognition of Indigenous knowledge in teaching and research programs and improved support and outcomes for the University's Indigenous students from staff and other students.

In late 2008, the University of Western Sydney (UWS) was allocated $900,000 by the

Department of Education, Employment and Workplace Relations from the Diversity and

Structural Adjustment Fund for the project Embedding an Indigenous Graduate Attribute

(2009-2011).

This document is the Final Report (hereafter, The Report) of the project, whose primary aim

was to develop and implement a learning and teaching framework to enable UWS graduates

appreciate the cultures of Indigenous Australia and gain skills for working productively with

Indigenous Australians.

The report draws on a number of documents including:

UWS Policy & Strategic Plans IGA Discussion Paper 2008 IGA Advisory Paper 2009 IGA Progress Reports IGA College Working Party Reports Minutes of the Board of Trustees Indigenous Advisory Council meetings Minutes of Education, Assessment & Progression Committee meetings Minutes of Academic Senate Education Committee meetings Student Feedback Survey Reports IGA Academic Survey Responses School Review Reports


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The report documents:

• why an Indigenous Graduate Attribute (IGA) was developed at UWS (Section 2); • how the outcomes support the project as described at the outset (Section 3); • how the project met its performance indicators (Section 4); • how the outcomes have helped to address the need for the project as initially

conceived (Section 5).

The report also provides information on Lessons Learned (Section 6). Concluding Remarks

and a response to the Universities Australia Indigenous Cultural Competency Framework

2011 appear in Section 7. Recommendations can be found in Section 8. A financial report

appears in Section 9.

Prior to the initiation of the project few UWS courses contained Indigenous content and only

a small number of graduates were able to gain an understanding of Indigenous experiences

and cultures. The project has enabled more than 9000 students to learn about Indigenous

Australia and is ongoing.

The lessons learned from the project will help to overcome some of the challenges that will,

no doubt, be faced by universities nation-wide as they come to implement the Indigenous

Cultural Competency Framework, which has been developed simultaneously with the current

project outlined in this report.


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ACKNOWLEDGEMENTS

Preparation and writing of the Report

Associate Professor Berice Anning, Dean, Indigenous Education & Director, Badanami Centre for Indigenous Education

Dr Wendy Holland, Indigenous Graduate Attribute Project Coordinator, Badanami

Dr Chris Wilson, DSAF Project Officer, Academic, Badanami

Badanami Centre for Indigenous Education Staff

Michael McDaniel, Dean, Indigenous Education & Director, Badanami Centre for Indigenous Education (2006-2010). Currently, Director, Jumbunna Indigenous House of Learning, University of Technology, Sydney

Rea Saunders, Academic, Indigenous Graduate Attribute Project Team Member

Paul Newman, Academic, Indigenous Graduate Attribute Project Team Member

Cheryl Yin-Lo, Academic, Indigenous Graduate Attribute Project

Phil Voysey, Academic, Indigenous Graduate Attribute Project

Kylie Randall, Executive Assistant to the Dean of Indigenous Education

University of Western Sydney Executive and Academic Staff

Members of the Executive, University of Western Sydney

Professor Stuart Campbell, Pro Vice Chancellor, Learning and Teaching, University of Western Sydney (recently retired)

Professor Geoff Scott, Pro Vice Chancellor, Office of Planning and Quality, University of Western Sydney (up to 2011). Currently, Executive Director Sustainability, & Professor of Higher Education, University of Western Sydney

Professor Anne Cusick, former Chair, Academic Senate, UWS

Chairs of the College Working Parties:

Associate Professor Craig Ellis, College of Business & Law IGA Working Party 2011

Professor Bronwyn Cole, College of Arts IGA Working Party 2010 - 2011

Professor Betty Gill, College of Health & Science IGA Working Party 2010


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Dr Gu Fang, College of Health & Science STEM IGA Working Party 2011

Academic members of Indigenous Graduate Attribute Working Parties from the Schools

Academic members of Schools who have implemented the IGA, particularly Professor John Loxton

The Director and the staff members of the Office of Strategy & Quality, UWS, who assisted with the IGA Academic Staff survey

Academic members of Schools and Badanami who responded to the IGA survey 2011

Students who have responded to the Student Feedback Surveys

External Advisory Committee Members for Indigenous Australian Studies Major Development Chair, Associate Professor Sue Green, Director Nura Gili Indigenous Programs, University of New South Wales Professor Michael McDaniel, Dean, Indigenous Education & Director, Badanami Associate Professor Berice Anning, Associate Director, (Academic), Badanami Lorraine Efeturk, Associate Director, Administration & Student Services, Badanami Professor Nancy Wright, Deputy Dean, College of Arts, UWS Dr Wendy Holland, Indigenous Graduate Attribute Project Coordinator, Badanami Aunty Jean South, Elder-in-Residence, Badanami Mark Minchinton, Aboriginal and Torres Strait Islander Studies, RMIT University Jennifer Newman, Academic, University of Technology, Sydney Anita Heiss, Adjunct Associate Professor, Badanami

Jeff McMullen, Journalist, Reporter Aunty Mae Robinson, Indigenous Advisory Council Member Michelle Blanchard, Deputy Director, Koori Centre, University of Sydney


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CONTENTS Page

Acknowledgement of the Traditional Owners of Greater Western Sydney 2 Synopsis 3 Acknowledgements 5 Contents 7 List of Tables and Appendices 9 Acronyms 10 Section 1

Introduction 11 Section 2

Setting the Scene 12 2.1 Why develop an Indigenous Graduate Attribute? 12 2.2 Developing an Indigenous Graduate Attribute: Preliminary work 14

2.3 The IGA Discussion Paper 17 2.4 Defining Terms 23

Section 3 How the Outcomes Support the Program Description 26

3.1 Making the IGA a mandatory component 27 3.2 Developing a Learning & Teaching Framework 28 3.3 Implementation of the IGA 29

Section 4 Activities and Outcomes: Performance indicators 37 4.1 Staff appointments 38 4.2 Collaboration and consultation 40 4.3 Governance protocols and adherence guidelines 44

4.3.1 The purpose of the IGA 45 4.3.2 Strategies 45 4.3.3 Roles of the Dean and Associate Director (Academic) 46 4.3.4 Expectations of Colleges/Schools 46 4.3.5 Assessing implementation 49 4.3.6 Governance 53

4.4 IGA Learning and Teaching Framework 58 4.4.1 Commitment 63 4.4.2 Governance 63

4.4.3 Human Resources 63 4.4.4 Collaboration 63 4.4.5 Pedagogy & Guiding Principles 65 4.4.6 Implementation 66 4.4.7 Review 67 4.5 Second tranche of IGA units 69 4.6 Indigenous Australian Studies Major (IASM) 71 4.7 Full implementation of IGA units 77 4.8 Indigenous learning database 78

4.9 Evaluation of the project 83


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4.10 Dissemination of the Final Report to Peak Indigenous Bodies 85 4.11 Final Report 85

Section 5 How Outcomes have helped to address the Need for the Project 86

Section 6. 6.1 Lessons Learned 90 6.2 Building Indigenous cultural competency of academic staff 90 6.3 The issue of relevance for Core IGA units and large mixed

student cohorts 92 6.4 The issue of relevance of the IGA for some academic staff 94

6.5 The issue of loss of a person of influence associated with an IGA Unit 94

6.6 The issue of loss of an IGA unit due to a school review process 95 6.7 The issue of placement of the graduate attributes:

unit versus course level 95 6.8 Funding implications for implementation of IGA units 95 6.9 Structural issues and invisibility of IASM units 97

6. 10 Resourcing Indigenous Academics 104

Section 7 Concluding Remarks 106

7.1 UWS Badanami Centre response to the Guiding Principles of the Indigenous Cultural Competency Framework in Australian Universities 109

Section 8

Recommendations 119

Section 9

Financial Statement 123

Bibliography 125


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LIST OF TABLES Page

Table 1 Options for embedding IGA within a degree program and positive and negative aspects of each 18 Table 2 UWS Indigenous Graduate Attribute - wording 23 Table 3 Extract from UWS Learning and Teaching

Action Plan (2009-2011) 27 Table 4 IGA Units approved by College Education,

Assessment & Progression Committees 29 Table 5 IASM IGA Units approved by College Education,

Assessment & Progression Committees 32 Table 6 Relationship between project description and outcomes 34 Table 7 Assessing IGA Implementation 51 Table 8 UWS Indigenous Graduate Attribute Framework to

embed Indigenous content in curricula and to support learning and teaching outcomes 60

Table 9 Strategies to support learning and teaching of IGA 65 Table 10 Pedagogic Principles to support IGA Implementation 65 Table 11 Mapping UWS IGA Implementation against the

Five Guiding Principles and Recommendations of the UA Best Practice Framework for Indigenous Cultural Competency 112

APPENDICES Appendix 1 IGA Learning & Teaching Framework (early version 2010) Appendix 2 Report by the School of Nursing & Midwifery 2012 Appendix 3 Report by the School of Medicine 2012 Appendix 4 College of Arts Working Party Report 2010 Appendix 5 College of Health & Science STEM Working Party Report 2011 Appendix 6 College of Business Working Party Report 2011 Appendix 7 IGA Academic Staff Survey 2011 Appendix 8 Student Feedback Survey Analysis IASM units 2011 Appendix 9 Student Feedback Survey Analysis IASM and IGA units 2009-2011 Appendix 10 Indigenous Graduate Attribute competency training schedule 2009 Appendix 11 IASM promotional flyer 2010


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ACRONYMS

ATSIEP Aboriginal and Torres Strait Islander Education Policy

AUQA Australian University Quality Agency

DSAF Diversity and Structural Adjustment Fund DEEWR

EAC External Advisory Committee IASM

EAPC Education Assessment and Progression Committee UWS

IAC Indigenous Advisory Council UWS

IASM Indigenous Australian Studies Major

IEP Indigenous Education Policy UWS

IES Indigenous Education Strategy UWS

IGA Indigenous Graduate Attribute UWS

IGACWP Indigenous Graduate Attribute College Working Party UWS

IHEAC Indigenous Higher Education Advisory Council

LTAP Learning and Teaching Action Plan UWS

SMIC School of Medicine Indigenous Committee UWS


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SECTION 1

Introduction

In 2008 the University of Western Sydney (UWS) developed a specific Graduate Attribute

focussed on “Knowledge of Indigenous Australia”. In order to develop and implement a

learning and teaching framework for the new compulsory Indigenous Graduate Attribute

(IGA), the University applied successfully in late 2008 for a seeding grant to the

Commonwealth of Australia’s Diversity and Structural Adjustment Fund (DSAF). This

initiative (hereafter referred to as ‘The Project’) aims to enable UWS graduates appreciate the

cultures of Indigenous Australia and gain the skills necessary for working productively with

Indigenous communities.

This Final Report begins with background information which provides a context for the

development of the IGA at UWS. The context - which demonstrates the identified need for

the IGA when the project was conceived - is the focus of Section 2 of the report. The focus of

Section 3 is a description of the project and a demonstration of how the outcomes support the

project. Section 4 is devoted to the relationship between activities and outcomes and how the

performance indicators have been met. Section 5 returns to the identified need for the project

and discusses how the outcomes have helped to address the need for improved relationships

between Indigenous and non-Indigenous Australians - brought about by increased Indigenous

cultural competency of UWS graduates. Some of the valuable lessons learned that might

prove beneficial for other institutions that follow a similar path are contained in Section 6.

Concluding remarks and a response to the Universities Australia Indigenous Cultural

Competency Framework (2011) can be found in Section 7. Recommendations appear in

Section 8. Finally, an audited financial statement of the project funds for the reporting period

January 2009-December 2011 can be found in Section 9.


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SECTION 2

Setting the Scene

2.1 Why develop an Indigenous Graduate Attribute?

The rationale for the introduction of an Indigenous Graduate Attribute (IGA) at the University

of Western Sydney (UWS) can be attributed to a number of factors: the demography of

Western Sydney; the Indigenous Higher Education Advisory Council’s Strategic Plan 2006-

2008; the National Aboriginal and Torres Strait Islander Education Policy; the Australian

University Quality Agency (AUQA) audit of UWS in 2006 and; UWS’s commitment to

Indigenous education and its Indigenous Education Policy (IEP) endorsed in 2008.

The demography of Greater Western Sydney is unique within NSW, in that of the 148,178

people living in NSW who identify as Aboriginal or Torres Strait Islander,1 28,065 live in

Western and South Western Sydney.2 This figure represents nearly 20% of the total NSW

Indigenous population – that is, the highest number of Aboriginal people living in any

Regional Coordination Management Group region in NSW.3

The University of Western

Sydney campuses span the traditional territories of three peoples (the Darug, Gundungurra

and Tharawal). There is, therefore, a need for the provision of quality services, both

educational, and other, to the Indigenous population of Western Sydney, as elsewhere. The

IGA with its aim of increasing the Indigenous cultural competency of all UWS graduates

seeks to meet this need.

1 Source: Population distribution of Aboriginal and Torres Strait Islander Australians, 2006 ABS Cat. No. 4705.0 cited in http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.pdf accessed November 4, 2011. 2 Source: ABS Demography Unit Canberra, Unpublished data. This is a preliminary estimate based on the 2006 Census, cited in http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.pdf accessed November 4, 2011. 3 Source: ABS Demography Unit Canberra, estimate from unpublished data as at 30 June 2006 based on the 2006 census cited in http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.pdf accessed November 4, 2011. In terms of the proportion of Indigenous V non-Indigenous people living in the Greater Western Sydney Region, the figures are 1.5% V 98.5%, respectively, due to the fact that the region has a population of approximately 1.9 million people (in 2006), while the Indigenous population figure is approx. 28,065 (1.5% of the total population of the region), making it the second lowest concentration among the regions, behind Coastal Sydney with 0.6%.

http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.pdf�




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The need to provide “all Australian students with an understanding of and respect for

Aboriginal and Torres Strait Islander traditional and contemporary cultures” constitutes Goal

21 of the Aboriginal and Torres Strait Islander Education Policy (ATSIEP) of the Australian

Government Department of Education, Science and Training.

In 2006, Priority 5 of the Indigenous Higher Education Advisory Council’s strategic plan

(IHEAC 2006-2008) highlighted the need for universities to:

Enhance the prominence and status on campus of Indigenous culture, knowledge and studies.4

In January 2007, the Australian University Quality Agency (AUQA) audit of UWS reported

at Recommendation 5 that:

UWS develop appropriate systems to implement the Indigenous education commitment, including redeveloping the resource plan and giving consideration to adding a graduate attribute.5

In July 2007, as part of the University’s commitment to the introduction of the Indigenous

Graduate Attribute, the Vice-Chancellor appointed Associate Professor Berice Anning to the

position of Associate Director (Academic) within Badanami Centre for Indigenous Education,

in order to “assist in the introduction of the IGA and to take a lead role in the development of

Indigenous content across the University”.6

In February 2008, the UWS Board of Trustees approved the UWS Indigenous Education

Policy (IEP). Within the terms of this policy, Indigenous education is defined in two ways:

4 McDaniel, Michael, “The UWS Indigenous Graduate Attribute - Progress Report, 28 October, 2009”. 5 Australian Universities Quality Agency (AUQA). Report of an Audit of University of Western Sydney, January 2007, 34. 6 McDaniel, Michael, Berice Anning, Stuart Campbell and Geoff Scott. “Introduction of a UWS Indigenous Graduate Attribute: A discussion paper”. Final amended paper from 5 May 2008 meeting of Education Committee of Academic Senate, 2. Revised May 2008.


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Indigenous education - refers not only to the creation of equitable opportunities and outcomes for Indigenous Australians, but [also to] the opportunity and therefore process by which all Australians can gain knowledge about Indigenous Australia … .7

One of the principles outlined under Section 3 of the IEP, is that:

UWS acknowledges that due to past educational practices many non-Indigenous Australians know very little about Indigenous Australia. In recognition of this and in seeking to encourage an inclusive Australian identity as well as raise the standard of professional service delivery to Indigenous Australians, UWS is committed to the inclusion of Indigenous content within its courses. Similarly, UWS is committed to the development of Indigenous cultural competency amongst its staff. 8

With this commitment at the highest policy level of the University, prompted by Indigenous

policy at a national level, along with the demonstrable need for improved service delivery due

to the demography of Greater Western Sydney, the work required to develop and implement

an Indigenous Graduate Attribute proceeded.

2.2 Developing an Indigenous Graduate Attribute: Preliminary work 2007-2008

As part of the process of developing an IGA, Badanami Centre for Indigenous Education

undertook benchmarking exercises consisting of internal and external audits of Indigenous

education in higher education institutions. Firstly, in 2007, an internal audit of UWS

Indigenous studies/content was conducted by the then Dean, Indigenous Education. This

internal audit of Indigenous studies found that while there was a significant number of

inactive units across the University and particularly within the College of Arts, very few units

were active and most of these were offered only to Indigenous students through two

Aboriginal Rural Education Programs (AREP). At the time of the audit, only two Indigenous

studies units were offered outside of the AREP courses, one of these being a core unit within

the Bachelor of Tourism Management offered by the School of Social Sciences and the other

an Indigenous Education elective offered by the School of Education.9

7 UWS Indigenous Education Policy Section 2.pt.6.b.

This does not exclude

the possibility that more Indigenous content was available to students than was visible from

http://policies.uws.edu.au/view.current.php?id=00229 8 IEP Section 3 pt 12. 9 Anning, Berice. “Embedding an Indigenous Graduate Attribute into University Western Sydney’s (UWS) Courses.” Paper presented at the Indigenous Studies Indigenous Knowledge Conference 2009,1.

http://policies.uws.edu.au/view.current.php?id=00229�


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the audit, but the findings seemed to indicate that only some academics had made

considerable efforts to include Indigenous content within their teaching; there was, therefore,

room for a more systematic approach.

As part of the internal audit, some UWS academics were interviewed to ascertain Indigenous

related activities within the university.10 This audit enabled staff to give “voice to their

frustrations about their lack of skills” in the area of how to embed Indigenous content in units

and courses. It also found that sometimes when Indigenous content was embedded within

units the content was “not necessarily negotiated with Indigenous academics”.11

An external audit of 36 universities was then conducted by the Associate Director

(Academic), Badanami, in order to identify Australian universities which made reference to

Indigenous peoples within their Graduate Attributes. Eleven were chosen on the basis of their

reputation and commitment to Indigenous education including:

1. James Cook University 2. University of South Australia 3. Griffith University 4. Charles Darwin University 5. Curtin University of Newcastle 6. Charles Sturt University 7. Southern Cross University 8. Deakin University 9. University of Melbourne 10. Edith Cowan University 11. Curtin University of Technology

This benchmarking exercise indicated that while a number of universities included reference

to Indigenous people within their Graduate Attributes - usually within attributes relating to

diversity - none had a specific Indigenous Graduate Attribute.12

10 For more detail about the 2007 audit see McDaniel and Widin, Audit of UWS Indigenous Related Activities April-July 2007.

11 Ibid.4. 12 McDaniel et al., “Introduction of a UWS Indigenous Graduate Attribute: A discussion paper”. Prepared by: Professor Michael McDaniel, Dean, Indigenous Education, Director, Badanami Centre for Indigenous Education; Associate Professor Berice Anning, Associate Director (Academic), Badanami Centre for Indigenous Education, and Developed in consultation with senior UWS staff: Professor Stuart Campbell, Pro Vice Chancellor, (Learning and Teaching) & Professor Geoff Scott, Pro Vice Chancellor Quality, Provost, Penrith. April 2008.


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What the above exercises showed, therefore, was the need for: a specific IGA; a systematic

approach to its implementation; collaboration with Indigenous academics, and; information

for non-Indigenous academics about how to go about implementation.

These findings were incorporated into “Introduction of a UWS Indigenous Graduate

Attribute: A discussion paper”, along with the wording and rationale for an IGA. The paper

was presented to the Academic Senate Education Committee on 5 May 2008 for endorsement,

where it was resolved:

to endorse the rationale and principles for an Indigenous graduate attribute, and the wording for the attribute, and to recommend these to Academic Senate for approval.13

The discussion paper was submitted to the 20 June meeting of Academic Senate, where it was

resolved:

That Senate approve the rationale and principles for an Indigenous graduate attribute, and the wording for the attribute which includes a knowledge domain that demonstrates knowledge of Indigenous Australia through cultural competency and professional capacity and generic skills and descriptors as detailed in the paper prepared by the Dean – Indigenous Education.14

The approval is evidence of commitment at the highest level of the university to introduce

the IGA. The concept of commitment will be discussed further in Section 4 as it is a crucial

element of the Learning and Teaching Framework developed during the life of the project.

In order that the IGA be implemented, funding was obtained from the Diversity and Structural

Adjustment Fund of the Commonwealth of Australia Department of Education, Employment

and Workplace Relations (DEEWR). The $900,000 seeding funds obtained covered the

duration of the project for the period January 2009 – December 2011.

13 UWS Academic Senate Education Committee May 5, 2008 unconfirmed minutes of meeting. 14 Resolution to approve UWS IGA outlined at Item 3.7 in Minutes of Academic Senate meeting 20 June 2008.

(Minutes of 20 June meeting appear as agenda item 1.5 of 22 August 2008 meeting).


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2.3 The IGA Discussion Paper

In June/July 2008, the Discussion Paper on introducing the IGA across the university was

disseminated to Schools for comment via the university discussion board. The paper set out

various options relating to:

• models of delivery • placement of Indigenous content within degree programs • assessment of generic knowledge and skills • ownership of units • staffing and payment arrangements.

At the outset it was envisaged that a range of Indigenous Graduate Attribute units for each of

the three UWS Colleges: College of Arts; College of Health & Science; College of Law &

Business, would be developed, each with generic Indigenous content embedded.

In terms of the content to be embedded within units, it was felt that students would need:

• both a common amount of Indigenous information (contextual), as well as; • more professionally focussed content.

It was envisaged that contextual Indigenous content might incorporate the following

information:

• Indigenous Identities • Indigenous value systems • Indigenous social and environmental relationships • Australian Indigenous and non-Indigenous histories – significant events in Australia’s

Indigenous history • Contemporary socio-politico-economic circumstances and theories of social

disadvantages • Indigenous Australians’ contribution to Australian identity and cultural

achievement.15

Delivery models

The three ways to embed IGA knowledge and skills within a program of study are as follows: 15 McDaniel et al., “Introduction of a UWS Indigenous Graduate Attribute: A discussion paper.” Final amended paper from 5 May 2008 meeting of Education Committee of Academic Senate for discussion by College and School academics, 4.


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Develop a core unit that all students undertake within a given degree program Embed Indigenous content within existing units within a given degree program Develop an elective unit with Indigenous content embedded.

It should be noted that the models are not mutually exclusive. The positive and negative

aspects of each model are outlined in Table 1 below.

Table 1 Options for embedding IGA within a degree program: positive and negative aspects of each.

Model Positive aspects Negative aspects

Core Unit within a degree program

All students exposed to Indigenous content

Unit might not be relevant to the specific degree program

Embedded content within existing units

Students exposed to Indigenous knowledge throughout the degree program

All students might not be exposed to units with embedded content depending on whether they are compulsory units

Elective Unit The Indigenous content is very focused

Not all students can choose to take the unit, for example, if they do not have an ‘open’ elective Not all students can choose the unit due to timetabling clashes or that it is only offered on a different campus

It was envisaged in 2008 that whichever model was decided upon, student’s would need to

experience at least the equivalent of one core IGA unit over the course of their program of

study; that this would need to be directly assessable, and; that students would be exposed to

Indigenous content beginning in either year one or early in year two of their degree program.

Bringing this to life was easier said than done. See section 6 for more detail about the

challenges and lessons learned. One example of a potential challenge is the placement of a

core Indigenous unit.


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Options for placement of Indigenous core units into course curricula

As the Discussion Paper noted, the introduction of Indigenous core units into the

Colleges/Schools course structures requires careful consideration. At least three options are

possible:

Option 1: Replace a first year core unit currently offered by Colleges/Schools with the Indigenous Core Unit.

Option 2: Replace a first year elective unit currently offered by Colleges/Schools with the Indigenous Core Unit.

Option 3: Replace a core Indigenous unit currently offered by Colleges/Schools with the Indigenous Core Unit into which the IGA knowledge and skills have been embedded and are assessable.16

Who owns the unit/s - who will teach it/them - who will pay?

As well as making decisions about which model of embedding the IGA to use and where to

place it within the curriculum, decisions also need to be made about who will own the unit,

who will teach and assess it, and who will pay for staffing.

The three options outlined in 2008 with regard to ownership and teaching of a core unit are as

follows:

Option 1: Schools / Colleges own their own unit/s and employ Indigenous staff in order to contribute to teaching.

The Discussion Paper noted that if this option was followed, “Indigenous staff should not be

confined only to Indigenous content but also to their areas of expertise”.17

The purpose of this

point is so as not to confine or constrain Indigenous academics into teaching only Indigenous

content.

Option 2: Schools / Colleges own their units but pay Indigenous academics employed by Badanami Centre for Indigenous Education to teach the Indigenous content.

16 Ibid. 6. 17 Ibid. 4.


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This option would require that the Badanami Centre employ a large enough pool of

Indigenous academics to teach all Indigenous content across the university. It would also see

Badanami acting as a “teaching provider” rather than an “owner” of units and the cost of

Badanami maintaining a pool of academic staff would need to be underwritten by the

University.18

Option 3: The Badanami Centre develop and own its own units and receive funding as appropriate.

Option three requires that Badanami employ a team of suitably qualified Indigenous

academics to teach in partnership with School staff (Indigenous or non-Indigenous) and

funding would be shared as appropriate.19

The financial implications to be considered in the development of either core units or

embedded content within the curricula, which reflect dual input and delivery from both the

Indigenous [Badanami] Centre and the individual Colleges, are as follows:

Option 1: Colleges receive finances and re-distribute to Badanami Centre for Indigenous Education accordingly

Option 2: Badanami Centre for Indigenous Education receives the finances and re-distributes to the Colleges accordingly

Option 3: The finances are split evenly between Badanami Centre for Indigenous Education and the Colleges. Any additional work and expenses incurred by Badanami Centre for Indigenous Education would be funded by the individual Colleges or Schools.20

The issue of funding for the implementation of an IGA is a crucial one and will be discussed

further in Section 6.8.

Whichever of the above options are chosen, the question of assessment remains a constant.

18 Ibid. 4. 19 Ibid. 4. 20 Ibid. 6-7.


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Assessment

The Discussion Paper highlighted the four skills-sets that require assessment:

• Indigenous knowledge • Communication • Social and cultural • Leadership and Partnership

Thus, criteria tightly linked to these elements need to be developed either throughout the core

Indigenous unit (if there is one) or within other units in which the IGA skills and knowledge

are embedded.21

In July 2008, the “Discussion Paper” was posted on the University DDS Board for comment.

It received responses from three staff members. Below is a list of the issues put forward:

• One issue relates to the challenges associated with placement of a core unit.

• Another issue relates to the relevance or otherwise of an Indigenous core unit and how

this would reduce time for discipline-specific knowledge within the degree program.

• Another issue was how the effect of this reduction in time spent on discipline-specific

knowledge might impact negatively in terms of employment prospects for students

and by implication impact on UWS’s reputation.

• Another issue relates to the perceived relevance of learning about Indigenous

knowledge for International students and how they might not choose UWS if they had

to pay for units that were not perceived to be relevant to their area of study. One idea

put forward was that the Badanami Centre for Indigenous Education own and teach an

Indigenous unit which students from across the university could take as an elective.

• Another issue relates to why it was that the Indigenous graduate attribute was the only

one for which a core unit was required, whereas the other graduate attributes did not

require a unit. The argument was put forward that, if the other graduate attributes also

each had a core unit, then almost a quarter of the degree program would be taken up

with graduate attribute units.

21 Ibid. 5.


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• Another argument put forward was that, while knowledge of Indigenous Australia

might be relevant for social science and history students, for example, it was not

relevant for other students, for example, mathematics, computer science or electrical

engineering students.

• One respondent had a quite different response from the issues raised above, noting

that the IGA discussion paper was a “great development”.

The number of responses (3) to the Discussion Paper received in 2008 can be compared with the

number of responses to the IGA survey for academic staff (132) conducted in December 2011.

This demonstrates the increase in the number of staff prompted to contribute to a discussion

about the implementation of the IGA between mid-2008 and end-2011.


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2.4 Defining terms

This section aims to clarify:

• what is meant by UWS Indigenous Graduate Attribute?

• what is meant by Indigenous Studies?

• what is meant by Indigenous education?

The UWS Academic Senate-endorsed wording of the Indigenous Graduate Attribute:

Knowledge of Indigenous Australia can be found in Table 2 below. The wording of the IGA,

which formed part of the 2008 Discussion Paper, was endorsed by members of the UWS

Indigenous Advisory Council in September 2009.

Table 2 The UWS Indigenous Graduate Attribute

Graduate Attribute: Knowledge Domain

Generic Skills Descriptor:

A UWS Graduate will:

“Indigenous Australian Knowledge” – demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity

Knowledge Base

• appreciate the culture, experiences and achievements of Indigenous Australians, thereby encouraging an Australian identity inclusive of Indigenous Australians

Communication • communicate ethically and effectively within Indigenous Australian contexts

Social and Cultural

• understand and engage effectively with the culturally and socially diverse world in which they live and will work.

Leadership and Partnership

• understand the circumstances and needs of Indigenous Australians, thereby encouraging responsibility in raising the standard of professional service delivery to Indigenous Australians;

• possess a capacity to engage and partner with Indigenous Australians


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As evidenced above, the descriptor of what a graduate will be able to achieve is purposefully

broad, in order that each discipline or profession can devise material that is relevant to their

group. However, the four elements listed under the generic skills column are a constant and

form the parameters of the attribute, which is intended to:

• encourage an inclusive Australian identity

• enable graduates to develop cultural competency and professional capacity, which, in

turn, will improve service delivery to Indigenous Australians

• enable graduates to engage and partner with Indigenous Australians.

Indigenous Studies

For the purpose of this project, Indigenous Studies is:

... the study of any topic directly related to Indigenous Australians. Indigenous studies differs from other fields of study in that it draws on two quite different traditions. One of these is “Indigenous Knowledge”. This is knowledge gained through one, or a combination of two ways. One of these is “Traditional knowledge”. This is knowledge which is based in cultural tradition and passed down according to varying cultural determinants. The other source of Indigenous Knowledge is the contemporary life experience of Indigenous people.

The second tradition which Indigenous studies draws upon is a Western

epistemological approach based upon evidence and critique. Access to this form of knowledge is institutionally determined.22

Indigenous studies, therefore, can include: traditional Indigenous knowledge; contemporary

Indigenous experiences; and scholarly critique of what has been written about Indigenous

peoples, cultures and histories.

22 McDaniel et al., “Introduction of a UWS Indigenous Graduate Attribute: A discussion paper”. Final amended paper from 5 May 2008 meeting of Education Committee of Academic Senate for discussion by College and School academics, 2. Revised May 2008.


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Indigenous education

Indigenous education, for the purpose of this project, is meant primarily to refer to the

education of all UWS students, both Indigenous and non-Indigenous. It is not meant to refer

exclusively to the education of Indigenous students. This distinction is evident in the UWS

Indigenous Education Policy, mentioned earlier, where it notes that:

Indigenous education - refers not only to the creation of equitable opportunities and outcomes for Indigenous Australians, but [also to] the opportunity and therefore process by which all Australians can gain knowledge about Indigenous Australia ….23

It is important to stress the distinction because when Indigenous education is referred to, often

it is with the first meaning in mind - education of Indigenous students. However given that the

identified need for the project is to educate all

UWS students so that they are able to graduate

with the capacity to provide improved services to Indigenous Australians, it is clearly not the

education of only Indigenous students that is in focus. This is not to say that UWS Indigenous

students are excluded from the benefits of the implementation of the IGA. Indigenous

students, like their non-Indigenous counterparts, can benefit from learning more about the

history and culture of Australia and the impact that this has had on the lives of Indigenous

peoples. But it is important to stress that recruitment and retention of Indigenous students is

not the focus of the current project, with the exception that one of the flow-on benefits of the

project is to create an environment at UWS where Indigenous students feel more welcome,

included, supported and thereby achieve improved outcomes. This can come about by the

incorporation of Indigenous content within courses and research programs, which in turn will

help to develop increased understanding of Indigenous knowledge by academic staff.

23 UWS Indigenous Education Policy Section 2.pt.6.b. http://policies.uws.edu.au/view.current.php?id=00229



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SECTION 3

How the outcomes support the program description

Project Description

The Project Embedding an Indigenous Graduate Attribute will develop and implement a learning and teaching framework to enable University of Western Sydney (UWS) graduates appreciate the culture of Indigenous Australia and gain skills for working productively with Indigenous communities. The new Indigenous Graduate Attribute will become a mandatory component of all courses. The Project’s learning outcomes include communication, social, cultural, leadership and partnership skills, which will assist graduates working and interacting with Indigenous Australians. Flow-on benefits from the Project include recognition of Indigenous knowledge in teaching and research programs and improved support and outcomes for the University's Indigenous students from staff and other students.

In order to increase the Indigenous cultural competency and professional capacity of all UWS

graduates, the expected outcomes of the project as described at the outset were:

• That a new IGA would become a mandatory component of all UWS courses

• That a learning and teaching framework to support outcomes would be developed,

with the inclusion of delivery options and varied assessment methods that cater for

large numbers of students enrolled in core IGA units to be developed

(Activity/Outcome/Performance Indicator No. 4)

• That the framework would be implemented

• That learning outcomes for graduates would include communication, social, cultural,

leadership and partnership skills to assist them to work and interact with Indigenous

Australians.


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All of these outcomes have been achieved to a greater or lesser degree. This section

summarises the major achievements. Section 4 provides more detail including discussion of

areas that were found to be challenging.

3.1 Making the IGA a mandatory component of all UWS courses

Following approval of the UWS Indigenous Education Policy (IEP) by the UWS Board of

Trustees in February 2008, wording of the new IGA took place. The wording was approved at

the 20 June meeting of Academic Senate, as noted in Section 2. The wording of the IGA also

can be found in Section 2.

In 2009, the IGA element of the Indigenous Education Policy became part of the Learning

and Teaching Strategic Plan of the university (pt. 3.1). Table 3 below outlines the relationship

between the IGA and other elements of the IEP.

Table 3 Extract from UWS Learning and Teaching Action Plan (2009-2011)

STRATEGIC INITIATIVES AND IMPROVEMENT ACTIONS Implement a comprehensive Indigenous education strategy, by 3.1 Implementing the UWS Indigenous Graduate Attribute through developing Indigenous related content and units within UWS courses 3.2 Developing modes of study and support structures that attract and retain Indigenous students 3.3 Expanding access for Indigenous people to UWS courses with enabling and bridging pathways that improve overall performance 3.4 Maximising employment for Indigenous students by engaged learning with partners in business, community organisations and training organisations 3.5 Further developing the Indigenous international partnerships to build Indigenous knowledge for academic and research capacity 3.6 Building the cultural competency of UWS staff to improve their professional capacity


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3.2 Developing a Learning & Teaching Framework

In 2010, an initial framework to support teaching and learning in relation to the IGA

implementation process was developed. As noted in “Progress Report 2” submitted to

DEEWR at the end of 2010, at that stage the framework was “evolving and influenced by the

continuing feedback from key stakeholders in the university and informed by the

implementation of the Indigenous Graduate Attribute across the university”. The 2010

version of the Learning and Teaching Framework can be found at Appendix 1.

In 2011 the framework was revised. There are three main differences between the evolving

framework (2010) and the current one: a) the incorporation of Human Resources as an

identified theme within the later framework, whereas it was not in the earlier version; b) the

joining of Pedagogy and Guiding Principles in the later framework, whereas in the earlier

version these were two separate themes; and c) the incorporation of the words Governance

and Quality into the ‘Structure’ theme in the current version, whereas, the type of structures

were not mentioned in the previous Framework.

The current amended framework, still subject to re-evaluation, includes the following

elements:

Commitment

Governance and quality structures

Human Resources

Collaboration

Pedagogy and Guiding Principles

IGA implementation

Review

All of these elements assist in making the IGA a mandatory component of UWS courses.

More detail about the Learning & Teaching Framework can be found in Section 4.4.


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3.3 Implementation of the IGA

Throughout the period of the project (2009-2011) a number of units have been developed and

delivered that specifically address the IGA skills-set. These are listed in Tables 4 & 5 below.

Table 4 Indigenous Graduate Attribute units approved and offered at UWS 2009-2011

No of unit

Name of unit Year

Comment Student Feedback Unit (SFU) survey

School

No of students enrolled

No of SFU responses

400756 Family Health Care: Issues and Australian Indigenous People

2009

CORE unit (offered since 2008 in second year of Bachelor of Nursing Degree), reviewed and evaluated end 2009

874 696/874 School of Nursing

300631 Indigenous Landscapes

2009 Spring

16 14/16 School of Natural Science

200006 Introduction to Law

2009 Autumn

534 257/534 School of Law


2009 Spring


200010 Criminal Law 2009 Autumn



2010


300632 Living in Country

2010 Autumn

10 9/10 School of Natural Science

400866 Culture, Diversity and Health

2010 Autumn

CORE unit for all Bachelor of Health

244 n/a School of Biomedical & Health Sciences in


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Science degree programs

collaboration with Badanami

101577 Classrooms without Borders

2010 Autumn

8 hour component of Indigenous content within Master of Education (Primary)

582 229/582 School of Education in collaboration with Badanami


2010 Spring

195 152/195 School of Education


2010 Autumn



2010 Spring


200010 Criminal Law 2010 Spring

865 ◄

412/865 School of Law

200540 Globalisation & Australia

2010 Spring

Contains 10% Indigenous content. As of 2012 will contain 30%.

130 81/130 School of Economics and Finance


2011 Autumn

A new CORE unit is to be delivered beg. 2014



2011 Autumn

A CORE unit for the 9 Bachelor of Health Science degree programs

875 598/875 School of Biomedical & Health Sciences in collaboration with Badanami


2011 Autumn



2011 Spring



2011 Autumn


200006 Introduction to 2011 301 128/301 School of


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Law Spring Law 200010 Criminal Law 2011

Spring 675

◄ 425/675 School of

Law 200540 Globalisation &

Australia 2011 Spring

Contains 10% Indigenous content. As of 2012 will contain 30%.

137 56/137 School of Economics and Finance

101750▲

Contextualising Indigenous Australia

2011 Autumn

51 31/51 Badanami Centre for Indigenous Education

101751▲


2011 Spring


101753▲

Revaluing Indigenous Economics

2011 Spring


101754▲

Corroborees to Curtain Raisers

2011 Spring


101751▲


2012 Summer

Summer School


Total student number enrolled in specific units

8919

400861 400862 400810 400811 400977

Foundations of Medicine 1 Foundations of Medicine 2 Integrated clinical rotations 1 Integrated clinical rotations 2 Integrated clinical rotations

Approx. 400 students enrolled in MBBS degree program between 2009-2011

School of Medicine


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3 Overall total

9319

NB. This is a living document and might not include all units with Indigenous content embedded. All units marked ▲are part of the Indigenous Australian Studies Major. All figures marked ◄ are not included in total student numbers as these students have already been counted for attendance in an IGA unit in a previous year. n/a = not available

Table 5 IASM IGA Units approved by College of Arts Education, Assessment &

Progression Committee

Units comprising the Indigenous Australian Studies Major

developed by Badanami Centre for Indigenous Education

Contextualising Indigenous Australia (level1) (CORE UNIT) Revaluing Indigenous Economics (level 1)

From Corroborees to Curtain Raisers (level1)

Pigments of the Imagination (level2) The making of the ‘Aborigines’ (level 2)

From Ochre to Acrylics to New Technologies (level 2) Bridging the Gap: Re-engaging Indigenous Learners (level 2)

Learning through Indigenous Australian Community Service (level 3) Or

Rethinking Research with Indigenous Australians: Independent study project (level 3)

In addition to the units listed in Tables 4 and 5 above, a number of other units have embedded Indigenous content to varying degrees:

Offered by School of Law 200757.1 Equity and trusts 200015 Criminal procedure and evidence Offered by School of Biomedical Health & Science 400870 Population, health & society


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Offered by the School of Nursing & Midwifery 400760 Family health care: child and adolescent nursing 400756 Family health care: health issues and Australian Indigenous people 400854 Family health care: health issues and Australian Indigenous people (advanced) 401001 Primary health care in action 401000 Professional practice experience 1 401003 Professional communication 401008 Professional practice experience 3 401010 Health variations 1 401019 Health variations 5 401016 Professional practice experience 5 401002 Bioscience 1 401005 Human relationships & life transition 401021 Being a professional nurse or midwife 401030 Midwifery knowledge 1 401032 Midwifery knowledge 2 401034 Midwifery knowledge 3 401036 Complex care 1 401039 Complex care 2 401040 Collaborative care 401043 Midwifery practice – models of care 401033, 401035, 401038, 401042 Midwifery practice experience 1- 4

As evidenced above, the School of Nursing & Midwifery made a considerable effort to

scaffold Indigenous knowledge and the learning of appropriate skills across their curriculum.

Recently a new core unit which specifically addresses Indigenous content has been approved

to begin in 2014: 401009 “Health in a culturally diverse community”.

For further details about IGA unit development conducted by the Schools please see Section

4.5 and Appendices 2-6.

In summary, much work has been done to implement the IGA since 2007 when the first UWS

audit found only 2 units with significant Indigenous content, as noted in Section 2.2.


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Table 6 below maintains a focus on the main outcomes of the Project as described in

the Schedule to Conditions of Grant, and notes how they have helped to facilitate the

process of implementation.

Table 6 Relationship between project description and outcomes

Outcome Support for the Project

Initial consultations with Indigenous communities, professional groups and academic staff to discuss development of course and unit material for all UWS courses.

Consultation with Indigenous communities, professional groups and academic staff has been essential in order to ensure that all stakeholders develop a shared vision of the needs of the project.

Establish consultative mechanisms and broad level of support from within UWS to develop core Indigenous units and content.

Establish consultative mechanisms and broad level of support from Indigenous communities and professional groups about appropriate Indigenous knowledge to be developed within courses.

Consultative mechanisms and broad level support within UWS to develop core Indigenous units and content has been essential for a number of reasons: to provide clarity about the process; to avoid duplication; to prevent an ad hoc approach to implementation of the IGA. Consultative mechanisms and broad level support from Indigenous communities and professional groups has been essential so that Indigenous perspectives have been honoured, valued and incorporated into the courses/units.

Establish governance protocols and guidelines on adherence to protocols for the development of the Indigenous content within the UWS curriculum.

Governance protocols were important because without them and without guidelines on how to adhere to them, the curriculum developed within the bounds of the project risked being developed without Indigenous input or consultation.

The main outcome that relates to governance protocols is an Advisory Paper presented to Education Committee of Academic Senate in November 2009 for discussion and noting.

Framework established and inclusive of delivery options and varied assessment that caters to large numbers of students enrolled in the core Indigenous Graduate Attribute units.

The Teaching & Learning framework to support IGA implementation has been established and is in the process of refinement. It is an important part of the process as it provides guidance on what needs to be considered for successful development and implementation of IGA knowledge and skills - both for


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UWS and for any other institution that seeks to go down the same path.

Establish a curriculum development team to review the pilot phase and produce and develop Indigenous content for courses and units. Develop course and unit content for second tranche of units.

The project envisaged that it would be useful to start by taking small steps – i.e., a pilot phase – and then a review process before proceeding to wider implementation of the IGA. In reality, the process has been nowhere near as neat nor linear. Different schools have attempted to embed IGA skills and knowledge in different ways during the period of the grant. For information about the units offered in 2009 and 2010 please see Table 4.

Develop core Indigenous units and a major that is owned and delivered by Badanami Centre staff. Approval of these through UWS academic governance structures.

The project always envisaged more than one option for implementing the IGA. One such option was for Badanami to develop and own its own units comprising an Indigenous Australian Studies Major (IASM) See Table 5 (p. 32) for details of the units offered, including one core unit “Contextualising Indigenous Australia”. The core unit is available to any UWS student who has an OPEN ELECTIVE within their degree program. For students with an OPEN MAJOR within their degree program, they can elect to study 8 of the 9 units available within the Indigenous Australian Studies Major. Alternatively, four units can be studied as a SUB-MAJOR. The initial 9 units comprising the IASM were approved by Academic Senate EAPC at the 8 December 2009 meeting. One additional unit of the IAS Major was approved on 9 March 2010. This additional unit and four of the initial IAS Major units were approved in June 2011 as part of the Bachelor of Community and Social Development degree program (offered only to Indigenous students in Block Mode). The 9 IAS Major units were approved in June 2011 as an elective Major in 6 Bachelor of Arts degree programs.

Prepare lecture notes, deliver The units developed and offered during the life of the


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content in units to UWS students.

IGA project are listed in Table 4.

Develop a database for collection of materials and curriculum developed. Input data into the database for provision to UWS academic staff.

The data-base is being developed to provide a resource for academics who are developing IGA units of study in the future.

Prepare and conduct a survey of staff and students involved in the teaching and learning of Indigenous content.

An academic staff survey, conducted in November/December 2011, and Student Unit Feedback surveys of IGA units, have been analysed to provide information about what worked and what needs improvement in the future when implementing the IGA.

Final Report for UWS evaluation and refinement of the Indigenous Attribute and for external promotion of the project and its lessons.

The final completion date of the project was originally January 2012. An extension of 3 months was approved by DEEWR. The report in final draft form was circulated to UWS executives in early March and final amendments were made in April.

Final Report in accordance with clause 4 and 7

Project completed April 2012.

Please see Section 4 for more detail about the outcomes of the project.

Expected flow-on benefits of the project At the outset these were identified as being that:

• Indigenous knowledge would be recognised in UWS teaching • Indigenous knowledge would be recognised in UWS research programs • Indigenous students at UWS would receive improved support • Indigenous students at UWS would achieve improved outcomes.

The development and delivery of the units outlined earlier in this section is evidence that

Indigenous knowledge is recognised in some UWS teaching programs; although, as the IGA

academic staff survey indicates (see Section 4.9), there is room for far more staff to become

involved in the process. More work also needs to be done to say that Indigenous knowledge is

recognised in UWS research programs. With respect to the question of improved support for

Indigenous students and whether Indigenous students are achieving improved outcomes as a

result of the IGA implementation, Section 5 takes up these issues.


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SECTION 4

Activities and Outcomes: Meeting Performance Indicators

This section of the report outlines the relationship between the activities and outcomes of the

project, and discusses how the performance indicators have been met. Or in the language of

the Schedule to Conditions of Grant, how ‘the outcomes of the Project have met the Activities

(including the performance indicators)’.24

It should be noted that while all of the performance

indicators have been met, all of the due dates have not been met. In some cases there have

been slight delays, while in others outcomes have been achieved ahead of the due date. This

reflects the dynamic and complex processes involved in Embedding an Indigenous Graduate

Attribute within all courses of a university.

At the time of implementing the IGA (2009-2011), there were approximately 103 active

undergraduate degree programs offered by 17 schools under the umbrella of three UWS

Colleges: College of Arts; College of Business and Law; College of Health and Science.25

Badanami Centre for Indigenous Education was recognised as a “quasi-school”26

which

stood, and still stands, outside of the 3 College structure. This status has negative implications

for the running of academic programs by the Badanami Centre for Indigenous Education,

details of which are developed in Section 6.9.

24 Schedule to Conditions of Grant, “Embedding an Indigenous Graduate Attribute”, Diversity and Structural Adjustment Fund, DEEWR, 2008, 3. 25 Since the beginning of 2012 the current UWS structure comprises 9 Schools. For the purpose of this report, however, the old structure will be discussed, which comprised 17 Schools, as it was the old structure that was in place during the IGA implementation process between 2009-2011. NB. Number of all UWS courses (as of 30 March 2012) = 272. Obtained from http://www.uws.edu.au/about/schools_research_institutes 26 Minutes of Board of Trustees Indigenous Advisory Council meeting 10 June 2009.

http://www.uws.edu.au/about/schools_research_institutes�


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4.1 Staff appointments

Activity 1 Output / Outcome Due Date

Performance Indicator

Employ a project manager and part-time academic or learning developer.

Initial consultations with Indigenous communities, professional groups and academic staff in developing course and unit material for all UWS courses.

1/04/2009 Identified and engaged appropriate staff or consultants.

In order to embed the generic skills and knowledge associated with the IGA within all of the

degree programs necessarily requires considerable human resources, both Indigenous and

non-Indigenous, not to mention considerable skill. Without the appointment of Indigenous

academics to drive the implementation of the IGA, it would not have been possible to achieve

the desired outcomes.

The Badanami Centre for Indigenous Education appointed an experienced Indigenous

Academic Coordinator (Level D) in July 2009, and two Indigenous Academics with

Curriculum Development experience (Level B), one appointed in July, the other in

November 2009. These three appointments constitute the IGA Team, who worked

under the supervision of the Associate Director (Academic).

The due date of the performance indicator

(1 April 2009) outlined in the Schedule of

Grant for this activity was not met due to a slight delay in making appointments.

Following the appointment of Indigenous academics, initial consultations with the

following groups took place in order to identify Indigenous content to be embedded

within units and courses:27

UWS Indigenous Advisory Council (IAC), which has the majority of

its membership filled by Indigenous community members and

representatives of organisations or professions. Council were

consulted and provided advice on the development of appropriate 27 This section draws on “Diversity and Structural Adjustment Fund: UWS embedding an Indigenous Graduate Attribute, 1 January 2009 to 30 September 2009 Progress Report”.


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Indigenous content across the relevant disciplines. In 2009, the

Indigenous Advisory Council was chaired by Professor Michael

McDaniel, Dean of Indigenous Education and Director, Badanami

Centre for Indigenous Education. The IAC is a standing council of the

University, providing advice on Indigenous education matters to the

Vice-Chancellor and the Board of Trustees. The Council membership

includes one Indigenous alumnus of UWS, one Board of Trustees

member and up to ten Indigenous community members. Half of the

community member positions were allocated to regional and local

Aboriginal Education Consultative Group in Greater Western Sydney.

The IAC meets approximately four times per year.28

NSW Department of Education and Training – South West and West

regions – West; local Indigenous groups and communities; NSW Land

Council, and; individual Indigenous professionals, all of whom

provided advice to UWS on the development of curriculum, inclusive

of Indigenous content.

Academics across the 3 UWS Colleges in order to discuss the

development of IGA College Working Parties.

There was additional need for academic staff later in the project due to the increased

workload of existing IGA staff brought about by the resignation of the Dean, Indigenous

Education in early 2010. The Associate Director (Academic) took on all of the roles of the

Dean and later became the Dean of Indigenous Education and the Director of the Badanami

Centre for Indigenous Education, whilst maintaining the substantive role of Associate

Director (Academic).

The duties of additional staff will be discussed in Sections 4.5 - 4.9.

28 The terms of reference and membership of this committee are available at: http://www.uws.edu.au/about_uws/uws/governance/board_of_trustees/board_meetings/board_meetings_2008/27_february_2008#4

http://www.uws.edu.au/about_uws/uws/governance/board_of_trustees/board_meetings/board_meetings_2008/27_february_2008#4�

http://www.uws.edu.au/about_uws/uws/governance/board_of_trustees/board_meetings/board_meetings_2008/27_february_2008#4�


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4.2 Collaboration and consultation

Collaboration and consultation were vital elements of this project. Through consultation with

staff in UWS colleges and schools it has been possible to establish mechanisms and broad

level of support within UWS to develop units with Indigenous knowledge embedded.

Activity 2 Output / Outcome Due Date Performance Indicator

2.1 Consultation with staff in UWS Colleges and Schools and relevant Committees. 2.2 Consultation with Indigenous communities and professional groups on the appropriate Indigenous knowledge to be included in course content and its relevance to target disciplines.

Establish consultative mechanisms and broad level of support from within UWS to develop core Indigenous units and content. Establish consultative mechanisms and broad level of support in developing appropriate Indigenous knowledge into courses.

1/07/2009

Letters of support; effective communication and collaboration in developing core Indigenous content. Letters of support; relevant areas of Indigenous knowledge identified and prepared for target courses and units.

2.1 The main consultative mechanism established during the latter half of 2009 within

Colleges/Schools was consultation by Badanami staff leading to the development of IGA

College working parties.

• The IGA College Working Parties (IGACWP).

Consultation with academics within UWS Schools in order to form IGA College Working

Parties (IGACWP) began in April 2008. The IGACWPs consisted of academics from

Badanami and from relevant disciplines. The role of the Working Parties was to:


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o provide advice on the inclusion of the IGA into proposed new courses

or course variations

o assist with relevant curriculum development at the unit level through

membership on the College’s academic committees, such as the

Education, Assessment & Progression Committees (EAPCs)

o develop Indigenous core content and embed it into UWS courses.

The establishment of IGACWPs was not consistent across the three Colleges of the

University. Within the College of Health & Science, the School of Nursing and the School of

Medicine used pre-existing structures rather than the working party process. The School of

Nursing had already taken efforts to embed Indigenous content into some of its units by 2009.

The School of Medicine also developed its own mechanisms to embed Indigenous content

across its degree program. As a result, the College of Health & Science working party

consisted of members from the Schools of Science, Computing, Engineering & Mathematics.

The following activities by members of the Badanami IGA team were instrumental in

facilitating the implementation of the IGA at UWS between 2008 and end 2009.

The Associate Director (Academic):

• Consulted and maintained dialogue and involvement with College committees and/or specific IGA working parties, beginning in April 2008

• Advised members of the UWS College’s Education, Assessment and Progression Committees (EAPCs) on course / curriculum development that should include the IGA

• Monitored IGA implementation at the School / unit level through the EAPC meetings

• Advised academics within the School of Law on the development of Indigenous content / inclusion of relevant Indigenous resources into the Law degrees

• Communicated with staff in the Schools of Psychology 2008/2009 – Indigenous embedded content was included in the School of Psychology’s Graduate Diploma course and was approved by the College of Arts EAPC

• Participated as a member of the: o External Advisory Committee for the development of the Bachelor of

Natural Sciences (Nature Conservation) from 2008-2009


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o School of Nursing’s review committee for the core Indigenous Health unit

o School of Medicine’s Indigenous Committee (SMIC) providing input into the curriculum and monitoring IGA development/implementation across courses

The IGA Academic Team, under the supervision of the Associate Director (Academic):

• Met with individual Schools to assist in the development of Indigenous content • Established

o consultative IGA working party committees for the College of Arts Schools, which include: Psychology; Education; Communication & Media; Social Sciences (Policing / Community Welfare; Tourism; Social Work)

o an IGA working party committee for the Schools of Science, Computing, Engineering & Mathematics

• Participated o as members of the advisory committee to input Indigenous

content/review of Bachelor of Natural Sciences (Nature Conservation). Ongoing support was provided to the School during 2009 by Badanami staff to deliver/lecture on specific Indigenous content

o as members of the College of Business IGA working party - Unit 200571 Management Dynamics and Unit 200540 Globalisation & Australia were targeted for inclusion of Indigenous content

• Evaluated unit offerings in a Block Mode program for Indigenous students • Consulted with School of Education to develop Indigenous content into UWS

Education curriculum • Monitored IGA implementation at the School / unit level through the EAPC

meetings.

The performance indicators for Activity 2.1 were “letters of support” and “effective

communication and collaboration in developing core Indigenous content” within

UWS schools. Without this it would not have been possible to achieve the outcomes

outlined above. The due date of this performance indicator (1 July 2009) was not met

due to a slight delay in the appointment of the three IGA team members, but all of the

activities outlined occurred before the end of 2009.


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Another significant activity undertaken by the IGA team during this period was development

of nine units that comprise the Indigenous Australian Studies Major (IASM). These units

were approved at the December 2009 meeting of the EAPC. Section 4.6 provides detail about

the development of the IASM units.

2.2 The main consultative mechanism established for the development of Indigenous

content for the IAS Major was the Badanami External Advisory Committee (EAC).29

• The Board of Trustees Indigenous Advisory Council (IAC)

The

EAC was formed through the

Formal support for the implementation of the IGA was endorsed by the Board of Trustees

IAC on 8 September 2009.30 Activity that assisted in gaining support consisted of an

Advisory Paper on IGA implementation that was circulated to members of the IAC in July

2009 for endorsement.31

Through the IAC, an External Advisory Committee was established in September 2009 to

discuss relevant Indigenous content to be included in units that would comprise an Indigenous

Australian Studies Major. The EAC met three times between 25 September and 26 October

2009 to discuss the structure and content of the proposed units.

Further detail about the Advisory paper can be found at Section 4.3.

The performance indicators

29 The names of the External Advisory Committee can be found on page 6.

(1/7/2009) for Activity 2.2 of the Schedule of Conditions

of Grant were “relevant areas of Indigenous knowledge identified and prepared for

target courses and units” and “letter of support” regarding these. The letter of support

came in the form of endorsement of relevant content by the IAC and the EAC for the

9 units of the IASM. It should be noted that the development of the IASM units during

30 See “The UWS Indigenous Graduate Attribute” Report, Prepared by McDaniel, M. Dated 28 October 2009, presented to the meeting of the Board of Trustees Indigenous Advisory Council on 4 November 2009, 3. Item 3.2. 31 See Agenda papers Item 3.2 IAC meeting 12 August 2009, “Advisory Paper on the Implementation of the UWS Indigenous Graduate Attribute”, dated 6 July 2009. Prepared by McDaniel, M.. and Berice Anning. Endorsed by Professor Stuart Campbell, Pro Vice Chancellor (Learning and Teaching) and Professor Geoff Scott Pro Vice Chancellor (Quality).


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the latter half of 2009 occurred before the due date (1 March 2011) as outlined in the

Schedule for this particular activity (see Section 4.6 below).

Please see Section 4.4 for further details about the collaborative model that is one of the vital

pillars of the Learning and Teaching Framework developed.

4.3 Governance protocols and adherence guidelines

Activity 3 Output / Outcome Due Date Performance Indicator Establish Indigenous governance protocols to inform consultation, collaboration and development of curriculum and develop pilot units.

Establish governance protocols and guidelines on adherence to protocols for the development of the Indigenous content within the UWS curriculum.

1/07/2009 Governance structures accepted and adhered to for the development of the initial tranche of units; initial tranche of units submitted for UWS approval for offering in 2010.

As noted under Section 4.2, an “Advisory Paper on the Implementation of the UWS

Indigenous Graduate Attribute” was circulated to members of the Board of Trustees

Indigenous Advisory Council in July 2009 and endorsed on 8 September that year. A slightly

altered version of the Advisory Paper was then tabled for ‘discussion and noting’ at the UWS

Education Committee Academic Senate meeting on 9 November 2009.32

The Advisory Paper is the main document that outlined governance protocols and

adherence guidelines.

32 “Graduate Attributes/E-Portfolios - Advisory Paper on the Implementation of the UWS Indigenous Graduate Attribute”. McDaniel, M, 28 October 2009. (Hereafter referred to as the “Advisory Paper” 2009). This is a slightly altered version of the Advisory Paper than those previously mentioned.


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The Advisory Paper provided specific advice to UWS academics on areas related to IGA

implementation including:

1. The purpose of the IGA 2. Implementation strategies 3. Roles of Badanami staff 4. Expectations of Colleges/Schools 5. Assessing implementation 6. Governance procedures.33

4.3.1 The purpose of the IGA

Emphasising the rationale/need for the project: Embedding an Indigenous Graduate Attribute,

the Advisory Paper opened by highlighting that the IGA aimed:

• To raise the level of professional service delivery to Indigenous Australians • To encourage the development of a National Identity inclusive of Indigenous

Australians.34

4.3.2 Strategies

The across-university implementation of the IGA required a range of strategies. The Advisory

Paper considered 4 strategies:

1. Development of an Indigenous Studies major. At the time of writing the paper it was anticipated that the major would comprise a series of units developed and delivered by Badanami and located within a College of Arts course or other UWS courses. This option would be open to students who had open electives enabling them to choose units or sets of units to complete their degrees. It was also envisaged that other Indigenous units across the University might also count towards a student’s completion of an Indigenous Studies Major.

2. Development of College/School-owned Indigenous units which were

professionally focussed.

33 Ibid. 34 Ibid.


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3. Development of Indigenous content to be scaffolded across units other than identified dedicated Indigenous units. Colleges/Schools were asked to identify areas in which Indigenous content could be scaffolded. This could involve a combination of guest lectures, case studies, reference material, field-visits, assignments, or learning through community service.

4. Engagement with Indigenous cultural and social events, as well as acts of

Indigenous cultural recognition, to further implementation of the IGA across the University.35

4.3.3 Roles of the Dean and Associate Director (Academic), Badanami

The Advisory Paper noted that oversight of the implementation process was the role of the

Dean, Indigenous Education, whereas the practical consultation and collaboration with

Schools/Colleges was the role of the Associate Director. As the Associate Director wrote in a

conference paper in 2009,36

• identify opportunities for the inclusion of Indigenous content into courses and units

under the heading “Consultative protocols inclusive of

Indigenous People”, the Badanami Centre academic IGA team would work in

partnership/collaboration with Colleges and Schools to:

• assist where possible in the development of curriculum • identify or develop appropriate resources and networks with

Indigenous professionals, organisations and communities • encourage Colleges and Schools to consider the staffing and teaching

implications, as well as the possibility of broader Indigenous community and Indigenous professional participation.

4.3.4 Expectations of Colleges/Schools

As well as highlighting the need for consultation and collaboration with Badanami staff in the

development of IGA-related content, the Advisory Paper noted the need for identification of

special status programs of study, defined as:

35 Ibid. 36 Anning, B. “Embedding an Indigenous Graduate Attribute into University Western Sydney’s (UWS) Courses”. Paper presented at the Indigenous Studies Indigenous Knowledge Conference 2009, 8.


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• Highly relevant schools and their courses.

o These were defined as courses aiming “to graduate students into

professions which do/or could have a significant impact on the wellbeing

of Indigenous Australians”. Such courses include Nursing, Health &

Sciences, Humanities, Law, Media, Medicine, Policing, Psychology,

Social Science, Tourism, Welfare, Business, Environment & Natural

Sciences, Education – all were expected to introduce an Indigenous core

unit or equivalent amount of Indigenous content scaffolded across the

degree program. It was envisaged that core units could be field of practice

specific units owned by the relevant College/School or, alternatively,

could be the core unit of the Australian Indigenous Studies Major

developed by Badanami Centre academic team.37

Also noted for consideration are:

• All UWS Schools and courses – in which it is expected that, regardless of the

above reasoning, schools will consider developing either:

Indigenous specific core units and/or

Indigenous specific electives and/or

Inclusion of Indigenous content within existing core units, which

are not specifically Indigenous and/or

Indigenous content embedded and scaffolded into curriculum

across the course.38

Another expectation of schools was that they consider:

• Staffing arrangements for teaching IGA content, as it was important to recognise

that:

while Badanami staff may on the basis of prior agreement, contribute to the teaching of the IGA (staff availability and qualifications permitting), Badanami is not responsible for the teaching of Indigenous units and content within Schools. Teaching within Schools is primarily a School responsibility.39

37 “Advisory Paper”, 2009.

38 Ibid 39 Ibid. Emphasis added.


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This expectation on the surface sounds reasonable. In reality however it proved to be

problematic as many non-Indigenous academic staff do not feel equipped to teach Indigenous

content, let alone develop units, as will be discussed in Section 4.9.

One further expectation was that Schools would consult with Badanami regarding approval of

new courses/units or variations of existing ones that aim to embed Indigenous content. In

2009 it was envisaged that such units would come to the Dean, Indigenous Education, for

sign-off and/or comment, as well as to Badanami’s Associate Director (Academic), who

Chaired Badanami’s Academic Committee. It was the role of this Committee to advise the

Dean regarding his/her response.40

The need to develop such a consultative protocol regarding maintenance of quality stemmed

from findings during the period 2007-8, at which time development of Indigenous content

within units was funded by UWS Learning and Teaching Activity Projects (LTAP). At that

time it was found that:

While the LTAP initiatives required Indigenous consultation, Badanami Centre observed Indigenous content being developed outside of the LTAP process and therefore, not subject to Indigenous consultation or any quality control.41

The expectation that there would be Indigenous consultation with regard to development and

implementation of the IGA in order to maintain quality was not communicated directly in the

Advisory Paper, although it had been noted in an earlier Discussion Paper in 2008.42

Nevertheless, maintaining quality through Indigenous consultation was implied in the

Advisory Paper at pts. 7, 8, and 21 under the following heading.

40 Anning, B. “Embedding an Indigenous Graduate Attribute into University Western Sydney’s (UWS) Courses”. Paper presented at the Indigenous Studies Indigenous Knowledge Conference 2009, 8-9. See also Anning, B. 2010. 41 Ibid, 2. 42 McDaniel et al., “Introduction of a UWS Indigenous Graduate Attribute: A discussion paper”. Final amended paper from 5 May 2008 meeting of Education Committee Academic Senate for discussion by College and School academics. Revised May 2008.


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4.3.5 Assessing implementation

The Advisory Paper provided a list of 21 questions that Schools could ask when assessing

how well the IGA has been implemented. These are listed below:

1. Who within the School has responsibility for the implementation of the Indigenous Graduate Attribute and to what degree has staff been made aware of its required inclusion?

2. Is the School able to provide a document mapping the extent of implementation to-date of the IGA or alternatively a timeline for the implementation of the IGA? This document should not simply list Indigenous content but map it against the Generic Skills as listed in the IGA.

3. Is the IGA assessable in each of the School’s courses? If not, how will this be addressed?

4. Does the content meet the requirements of external professional associations/bodies?

5. What, if any courses, would the School consider to be highly relevant to the wellbeing of Indigenous Australians and how is this special status to be reflected in these courses? For example, what if any of these courses have Indigenous core units and if not, is there a plan to introduce one?

6. Has the College/School benchmarked Indigenous content against other Australian universities with similar courses? If not, is there an intention to?

7. Regarding the University’s commitment to Indigenous consultation, as set out in the UWS Indigenous Education Policy, to what degree has the Dean, Indigenous Education (or nominee) been consulted?

8. To what degree have Indigenous staff within the College/School, Indigenous community members, Indigenous organisations and/or professionals been consulted in the development of curriculum and to what degree has their endorsement been sought?

9. Has the College/School appointed any Indigenous Adjuncts who would be able to contribute to the development of curriculum as well as network the School into the body of Indigenous professionals?

10. Does the College/School have any Indigenous engagement initiatives which might feed into the IGA?

11. To what degree is Indigenous related research taking place within the College/School, and to what extent is this contributing to the development or currency of Indigenous content?

12. To what extent has the College/School included international Indigenous case studies and comparative Indigenous material?


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13. Is the Indigenous content delivered in a sequential and logical manner within the course?

14. To what extent are Indigenous developed texts and resources used, and are these materials current, relevant and non-stereotypical?

15. Do all materials relating to Indigenous content comply with culturally appropriate and currently acceptable terminology?

16. Regarding delivery, how will the College/School ensure that students are exposed to Indigenous voices within the course? For example, has the School engaged Indigenous academics in the teaching of Indigenous content? How many Indigenous academic staff are employed within the School and who may be able to contribute to the teaching? If there are no Indigenous staff, does the School intend to recruit Indigenous academics?

17. In situations where non-Indigenous staff have been given a responsibility for the delivery of Indigenous content, to what degree are they qualified, how has qualification been determined and has their teaching role been discussed and endorsed by either Indigenous academics within the School or by Badanami?

18. Has staff and student emotional safety been considered in the inclusion of Indigenous content?

19. Apart from addressing, what at times may be quite disturbing or discomforting information, has the curriculum been developed in such a way as to leave participants hopeful and empowered to contribute to change?

20. Is the material presented in an engaging and dynamic way? 21. Regarding quality assurance, what if any ongoing evaluation by

Badanami, Indigenous academics, Indigenous professionals or bodies been considered?43

Table 7 below lists the assessment criteria in principle form, along with thematic

categorisation.

43 Advisory Paper, 2009.


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Table 7 Assessing IGA implementation44

Theme

Example of theme Principle

Commitment

Policy level That the university commitment to Indigenous consultation is incorporated into the university’s Indigenous Education Policy.

IGA awareness

Within high-level committees

That all relevant committees are aware of the IGA and seek to promote its inclusion within curricula.

Within schools or research centres or institutes

That someone has responsibility within schools for ensuring that all their academic staff is aware of the IGA skills and knowledge.

Indigenous Consultation

That the Dean, Indigenous Education (or nominee) is consulted about Indigenous content embedded within units/courses, or, that Indigenous staff within the College/School, Indigenous community members, Indigenous organisations and/or professionals have been consulted in the development of curriculum.

Human Resourcing

Indigenous That the College/School appoint or consider the appointment of Indigenous Adjuncts who could contribute to the development of curriculum as well as network the School into the body of Indigenous professionals. That regarding delivery to students, the College/School consider engaging Indigenous academics to teach Indigenous content, in order to ensure that students are exposed to Indigenous voices within the course.

Non-Indigenous That there is a university-wide approach to building capacity of non-Indigenous academic staff in the area of how to embed Indigenous content within the curricula and how to teach and assess it. That in situations where non-Indigenous staff has been given a responsibility for the delivery of Indigenous content, the following questions are considered: to what degree are they qualified? how has qualification been determined? has their teaching role been discussed and endorsed by either Indigenous academics within the School or by the Indigenous centre of the university?

44 Table 7 is compiled from the assessment list contained in the “Advisory Paper” 2009.


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Curriculum development

IGA inclusion within curricula

That someone has responsibility within schools for ensuring that IGA skills and knowledge are included within all degree programs.

IGA mapping within the degree program

That the school maps the IGA skills and knowledge against the rest of the course content, to show exactly where it will be covered throughout the 3-4 years of the degree. Alternatively, that the school develop a timeline for mapping.

IGA compatibility with external professional associations or bodies

That the content meets the requirements of external professional associations or bodies.

Relevant Indigenous content

That Indigenous developed texts and resources are used, and that these materials are current, relevant and non-stereotypical. That all materials relating to Indigenous content comply with culturally appropriate and currently acceptable terminology.

Inclusion of International Indigenous knowledge as content

That the College/School include international Indigenous case studies and comparative Indigenous material.

Inclusion of Indigenous events as content

That the College/School encourage Indigenous engagement initiatives which might feed into the IGA skills and knowledge.

IGA assessment That IGA skills and knowledge are assessable within each degree program.

Implementation approaches

Special status degree programs

That Schools consider degree programs which are highly relevant to the wellbeing of Indigenous Australians and view these as having special status and in need of having a core Indigenous unit. For example, Medicine, Nursing, Law, Social Work, Psychology, Policing.

Non-special status degree programs

That Schools either develop a core Indigenous unit, or, embed Indigenous content within units across their degree programs, or, utilise the Indigenous Studies Major Core unit, if it is available for students within their school.


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Research Within units That Indigenous related research is encouraged within the College or School, as this can contribute to the development or currency of Indigenous content.

Quality management

IGA benchmarking

That College/School benchmarks Indigenous content against other Australian universities with similar courses.

Emotional safety of staff and students

That staff and student emotional safety is considered when Indigenous content is included within the curriculum and taught in the classroom.

Maintaining hope That the curriculum is developed in such a way as to leave participants hopeful and empowered to contribute to change, despite needing to address what, at times, may be quite disturbing or discomforting information.

School review That school review processes include IGA implementation and that recommendations for improvement are acted upon.

Indigenous review That evaluation of the IGA implementation process is ongoing and includes consultation with the indigenous centre, Indigenous academics, Indigenous professionals or bodies.

The last element of advice provided to Colleges and Schools by the Advisory Paper relates to: 4.3.6 Governance

• The Course and Unit Approval Policy • The UWS School Review Process • The UWS Performance Management and Planning Policy • The Standing Committees of Academic Senate • The UWS Board of Trustees Indigenous Advisory Council. 45

Dealing with each item in reverse order:

For detail about the IAC please see Section 4.1.

The UWS Board of Trustees Indigenous Advisory Council



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These committees include: Badanami Academic Committee; School Academic Committees;

Academic Governance Committees for School Advisory Committees; College Education,

Assessment & Progression Committees; Education Committee; Academic Programs College

Advisory Committees; and Academic Senate.

The Standing Committees of Academic Senate

This policy relates to the performance and review of individual staff. Academics’

performance in teaching and learning is monitored for quality through the mechanism of the

Student Feedback Unit surveys and Student Feedback Tutor surveys. These documents

inform a review of the individual’s performance and provide a mechanism to evaluate

curriculum development and teaching practice.

The UWS Performance Management and Planning Policy

Monitoring of IGA implementation via the mechanism of School Reviews will be taken up in

Sections 4.4.7.

The UWS School Review Process

Section 2 pt 13 of this policy defines:

The Course and Unit Approval Policy

Graduate attributes: the characteristics each UWS graduate should have developed by the time they have completed their course.46

The UWS governance and quality structures for course and unit approvals include the:

Course External Advisory Committees (EAC)

School Advisory Committees (SAC)

46 UWS Award courses and units approval policy http://policies.uws.edu.au/view.current.php?id=00117



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College Education, Assessment and Progression Committees (EAPC)

Academic Planning and Course Approvals Committee (APCAC)

Academic Senate.

Approval for a new course warrants the establishment of an External Advisory Committee

(EAC). The role of the EAC is to approve the content of a course. The School Academic

Committee (SAC) then develops the course within the context of the course and unit

templates and then approves the content. The new course/unit proposal is then presented to

the College EAPC for endorsement. A report from the EAPC is then presented to the

Academic Programs College Advisory Committee, from where approval is given and then

reported to Academic Senate for final approval. The Board of Trustees receives a report from

Academic Senate.

The UWS Course Variation/Approval Form includes a section related to all

Badanami staff are members of the College Education, Assessment and Progression

Committees (EAPC) and Academic Senate.

UWS Graduate

Attributes and the EAPC requests information from the SACs on implementation of the

Indigenous Graduate Attribute.

One of the performance indicators

relating to Activity 3 outlined in the Schedule was

“acceptance and adherence to governance structures” (due date 1 July 2009).

All of the above structures were accepted throughout the project. However adherence to the

protocols for unit development was not a simple matter.

As noted at the beginning of Section 4.3, the Advisory Paper which contained notice of the

governance structures, outlined above, including the protocols for adherence to them in terms

of unit development, was presented to Academic Senate Education Committee at the 9

November 2009 meeting for discussion and noting. It would be comforting to say that all of

the protocols were wholeheartedly accepted at this time, but this was not the case.


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Following the November meeting, the Advisory Paper was circulated to the College

Education, Assessment and Progression Committees (EAPCs) in December 2009 for

discussion.47 Many responses resulted between December 2009 and May 2010. While some

schools accepted the advice, others noted that the protocols would be difficult to implement.48

The responses were referred back to the Education Committee on 1 February49 and 8 March50

2010. At the 8 March meeting it was “agreed to defer the item [graduate attributes], and the

referrals from college committees to the Education Committee, to the next meeting”.51

There was a brief discussion on whether to conclude consideration of the Graduate attributes, or to embark on a comprehensive review of them. The general view was whilst it had been useful to focus on Graduate Attributes some years ago as a way of defining course outputs, it was doubtful whether there was a need for a review at the present time. The Committee agreed not to pursue this issue further.

The

item was deferred again at the next meeting on 12 April 2010. The item was again on the

agenda at the 10 May 2010 meeting of Education Committee, where it was noted that:

Rather it was considered to be more beneficial to give further consideration to the advice provided about curriculum design process, and how this could be embedded in existing resources.52

This eventuality is disappointing, but it is perhaps not surprising when the following is taken

into account.

Five months earlier, at the 9 November 2009 meeting of Academic Senate Education

Committee, when the Advisory Paper initially had been tabled for discussion, the Chair of the

meeting noted that:

...generally, despite extensive work and published research, some under the auspices of the Australian Learning and Teaching Council, the development of generic Graduate Attributes for universities rather faltered. There appeared to be greater

47 See Item 1.5 pt. 4.7 7 June meeting of Education Committee. This refers to the Minutes of the 10 May 2010 meeting, where the matter of graduate attributes was still being discussed. 48 The responses included: unfamiliarity with being provided with an “overly prescriptive” assessment criteria and how this seemed to be at odds with other parts of the advisory paper that said “there is no single across university model for adoption and implementation”; difficulty in terms of at least one school having no staff capacity to implement the IGA; difficulty in knowing how to assess whether students have attained the IGA; difficulty with the wording of the IGA and a request for the wording to be reviewed. 49 See Item 4.13.1 at 1 February 2010 meeting Education Committee. 50 See Item 4.10 at 8 March 2010 meeting Education Committee. 51 See Minutes of 8 March 2010 meeting, Item 1.5 of 12 April 2010 meeting Education Committee Academic Senate. 52 See 7 June 2010 meeting of Education Committee Academic Senate Item 1.5 pt. 4.7. This refers to the Minutes of the 10 May 2010.


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interest in contextualised attributes and learning outcomes, and ensuring they were delivered.53

The above comments are significant and have important implications for successful

implementation of an Indigenous Graduate Attribute in the future by any university. The

significance is that graduate attributes seem to have a propensity to go in and out of favour.

This suggests that vigilance and continual review of progress is required if the IGA is the

vehicle through which improved professional service delivery to Indigenous Australians is to

be achieved.

It is recommended that if the IGA is the vehicle through which improved professional service

delivery to Indigenous Australians is to be achieved, then vigilance and continual review of

progress is required.

Notwithstanding the above comments, it should be noted that the discussion about the IGA at

the level of Academic Senate between November 2009 and May 2010 informed a broader

discussion about all graduate attributes of the university. Therefore the above comments need

to be read within this context. One of the issues discussed at Academic Senate Education

Committee at this time was that implementation of graduate attributes occurs at the course

level rather than at the unit level. Hence, if there is a need to demonstrate attainment of the

attributes at the unit level, this cannot be achieved unless the descriptors of the attributes are

assessed at the unit level. As it stands, the attributes are required to be mapped only at the

course level. While this mapping identifies a unit that includes the attribute, it does not detail

specific descriptors, nor assess them at the unit level.

It is recommended that if the attainment of the generic skills and knowledge of the IGA is to

be assessed, they need to be addressed specifically in unit assessment tasks directly related to

identified learning outcomes.

53 See pt. 4.4 unconfirmed minutes of 9 November 2009 meeting Education Committee Academic Senate. These minutes were confirmed at the 14 December 2009 meeting.


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It might be assumed from the above comments that any discussion about the graduate

attributes ceased at this time. This is not the case however as the following note was made on

the Action Sheet of the 7 September 2010 meeting of the College of Arts EAPC:

INDIGENOUS GRADUATE ATTRIBUTES (IGA) – All course and Unit sets brought forward in the future should address this important element irrespective of the type of change being proposed. The College of Arts Working Party will be reviewing current approved course/unit sets and will recommend how to operationalise this in the future.54

Another performance indicator

of Activity 3 is the development of pilot units and their

approval via UWS governance structures (due date 1 July 2009). Please see Table 4

for details about the IGA units delivered in 2009.

4.4 IGA Learning and Teaching Framework


Prepare the Indigenous Graduate Attribute framework to support teaching and learning outcomes and successfully embed Indigenous content into courses.

Framework established and inclusive of delivery options and varied assessment that caters to large numbers of students enrolled in the core Indigenous Graduate Attribute units.

1/03/2010 Framework developed and established.

As noted in Section 3, an IGA Learning and Teaching Framework was initially developed in

2010 to support teaching and learning outcomes and successfully embed Indigenous content

into courses. As reported in ‘Progress Report 2’ in September that year, the purpose of the

framework is to inform, enable and enhance teaching and learning practice at UWS.55

54 Action Sheet College of Arts EAPC meeting 7 September 2010. 55 Diversity and Structural Adjustment Fund: “UWS Embedding an Indigenous Graduate Attribute, 1 October 2009 to 30 September 2010 Progress Report 2”.


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Since 2010 the IGA Framework has evolved. The current framework appears below as Table

8. There are three main differences between the evolving framework (2010) and the current

one (2011): Human Resources has been incorporated as an identified theme within the current

framework, whereas it was not in the earlier version; Pedagogy and Guiding Principles have

been joined in the current framework, whereas in the earlier version these were two separate

themes; Governance and Quality have been incorporated into the ‘Structure’ theme in the

current version, in order to specify the type of structures required in the IGA Learning and

Teaching Framework.


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Table 8 UWS Indigenous Graduate Attribute Framework to successfully embed Indigenous content in curricula and to support teaching and learning outcomes

Theme Action Accountability Team 1 Commitment Embed the Indigenous

Graduate Attribute within UWS Policies and UWS Strategic Plans

UWS Executive and Senior staff Key UWS committees

Committee members Senior Academic Managers Dean, Indigenous Education

Endorsement of the Indigenous Graduate Attribute by UWS Academic Senate and Board of Trustees

2 Governance & Quality structures

Identify relevant Academic Governance Committees and include Badanami Centre staff as members of these UWS academic committees

Academic Senate UWS Senior Academic staff Chairs of Academic Governance Committees for School Advisory Committees College Education, Assessment & Progression Committees Academic Programs College Advisory Committees

Badanami Centre’s Indigenous Graduate Attribute team UWS academics

Include the levels of achievement of the Indigenous Graduate Attribute in all School Reviews

School Review Committees

3 Human Resources Recruit Indigenous academics with capacity to develop curricula and to act as consultants for schools that are developing Indigenous content

UWS Executive and Senior staff Deans, UWS Schools

Senior Academic Managers Deans, UWS Schools


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Build capacity of non-Indigenous academics within schools, to enable them to effectively develop curricula and teach and assess IGA skills and knowledge

Dean, Indigenous Education

Dean, Indigenous Education Director, Indigenous Employment

4 Collaboration Schools to consult with Indigenous (Badanami) Centre academic staff: to identify courses and units where Indigenous content can be developed to discuss teaching and learning strategies that identify Indigenous content, resources, delivery modes and models, assessment, and review, including student feedback mechanisms

Chairs of College Indigenous Graduate Attribute Working Parties Chairs of Academic Governance Committees for School Advisory Committees College Education, Assessment & Progression Committees Academic Programs College Advisory Committees Academic Senate

Heads of Schools Heads of Programs Associate Deans Academic Unit Coordinators Badanami Centre’s Indigenous Graduate Attribute team

5 Pedagogy & Guiding Principles

Develop teaching and learning strategies that identify Indigenous content, resources, delivery modes and models, assessment and reviews, including student feedback. Table 9 for strategies Identify principles relevant to teaching and learning that will develop cultural competency and professional capacity. See Table 10 for guiding principles

Chairs of College Indigenous Graduate Attribute Working Parties Chairs of Academic Governance Committees for School Advisory Committees College Education, Assessment & Progression Committees Academic Programs College Advisory Committees Academic Senate Dean, Indigenous Education

Heads of School Heads of Program Associate Deans Academic Unit Coordinators Badanami Centre’s Indigenous Graduate Attribute team Students


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6 IGA Implementation

Establish College Indigenous Graduate Attribute Working Parties to audit / assess level and number of Indigenous specific units and Indigenous content Develop and approve units that achieve the Indigenous Graduate Attribute

Chairs of College Indigenous Graduate Attribute Working Parties Dean, Indigenous Education PVC-Learning and Teaching

Heads of Schools Heads of Programs Associate Deans Academic Unit Coordinators Badanami Centre’s Indigenous Graduate Attribute team Students

7 IGA Review Review Indigenous Graduate Attribute achievement in Terms of Reference for School and Course / Unit reviews Assess / evaluate all Schools’ Indigenous content, resources, delivery modes, assessment, & student satisfaction of Indigenous content

Chairs of College IGA Working Parties Chairs of Academic Governance Committees for School Advisory Committees College Education, Assessment & Progression Committees Academic Programs College Advisory Committees Academic Senate Dean, Indigenous Education Chairs of School Review Committees

Heads of Schools Heads of Programs Associate Deans Academic Unit Coordinators Badanami Centre’s Indigenous Graduate Attribute team Students

Below, a brief summary can be found of the elements that comprise the UWS Learning and

Teaching Framework.


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4.4.1 Commitment

High level policy commitment by UWS for the Indigenous Graduate Attribute is evidenced

through:

o adoption of the graduate attribute by the Board of Trustees in 2008

o commitment to the inclusion of Indigenous content within its courses and to the development of Indigenous cultural competency amongst its staff written into the UWS Indigenous Education Policy (see Section 6.2 for information about improving non-Indigenous staff capacity).

o inclusion of the development of the Indigenous Graduate Attribute in the Badanami Centre for Indigenous Education Strategic Plan (2008-2010) and the Learning and Teaching Strategic Plan (2009-2011).

4.4.2 Governance and quality structures

The importance of governance within the framework has been emphasised in Section 4.3.

4.4.3 Human Resources

Human resources, both Indigenous and non-Indigenous is probably the most fundamental

element of the Learning and Teaching Framework; without staff with capacity to develop

units, teach content, and assess it within the terms of the IGA, the remaining elements count

for little. It is therefore imperative that effort goes into recruitment of Indigenous academics

with capacity to: develop curricula; act as consultants for schools that are developing

Indigenous content; teach some of the content and; establish partnerships with their UWS

colleagues and with Indigenous people in community organisations. It is also imperative that

the capacity of non-Indigenous academics within schools is built, to enable them to

effectively develop curricula and teach and assess IGA skills and knowledge. Please see

Section 6 for further comment on this vital area.

4.4.4 Collaborative Process

The approach to the implementation of the Indigenous Graduate Attribute has been

deliberately collaborative and incremental to ensure that it is feasible and positively supported

and implemented by UWS academics.


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The overall aim of the collaborative model is to enable the creation of a network of like-

minded students and academic staff around similar goals. In this instance, the goal is

demonstrating knowledge of Indigenous Australia through cultural competency and

professional capacity. It is anticipated that this domain of knowledge will create the common

ground for the UWS community members who will in turn create the social fabric of learning

and teaching for students and other academics.

The collaborative model:

o emphasises UWS as a community that builds capacity and practice through sharing and capturing knowledge generated by:

UWS academics in each College and School

UWS College (a private entity of UWS)

Divisional staff, including Vice-Chancellors unit executive staff; Badanami Centre staff

Indigenous community members of Greater Western Sydney

Students

o incorporates cooperation and consultation with Indigenous and non-Indigenous stakeholders

o requires conceptualisation by both staff and students of community practice and the establishment of relationships and networks

o requires that Indigenous voices are engaged and included in the development and the teaching of Indigenous content

o requires involving Indigenous academics and members of the Indigenous community and organisations

o promotes student engagement with Indigenous communities to equip them with the skills they need to meet the ever-evolving cross cultural challenges ahead and to be able to transfer knowledge to their professional practice.

In summary, the collaborative model can assist in enhancing students’ cultural competence,

thereby enabling them to be more successful in improving professional service delivery to



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4.4.5 Pedagogy & Guiding Principles

The Indigenous Graduate Attribute framework is underpinned by key pedagogical principles

that inform teaching and curriculum development. It also includes strategies as outlined in

Table 9 below:

Table 9 Strategies to support learning and teaching of IGA

ENABLE Colleges and Schools to develop discipline specific Indigenous content for their degree programs. ENCOURAGE students to question and challenge the beliefs and practices that dominate their critical consciousness with a view to enhancing it. ENSURE structures exist to embed personal learning into community practice.

The guiding principles that underpin learning and teaching strategies can be found in Table

10 below. These principles are informed by, and have been added to, those outlined by Ellen

Grote.56

Table 10 Pedagogic Principles to support IGA Implementation

Principle 1 That Foundational content in core/first year units include significant factors and

influences on the lives of Indigenous peoples and communities; and that further scaffolding of Indigenous content occurs across the degree.

2 That students are provided with a teaching approach grounded in critical theory, if possible, where students are encouraged to critically reflect on what they already know and how they have come to understand Indigenous Australia.

3 That students are provided with opportunities to critique the roles of their respective professions and the level of effect it has on the lives of Indigenous people.

4 That students are provided with access, if possible, to Indigenous services and events so that students have opportunities to engage with Indigenous people.

5 That learning spaces foster positive experiences for all participants. That students not only gain knowledge and skills in learning of Indigenous Australia but also gain hope in knowing they can make a difference in bridging gaps of inequity.

56 Grote, E. (2008). Principles and practices of cultural competency: A review of the literature. Report to the Indigenous Higher Education Advisory Council. Canberra, Australia, 21-23. The principles outlined in Table 10 appear in Anning, B. ‘Embedding an Indigenous Graduate Attribute into University Western Sydney’s (UWS) Courses’. Paper presented at the Indigenous Studies Indigenous Knowledge Conference 2009.


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6 That Indigenous related case studies and problem-based learning is used in the curriculum, in order to develop critical thinking; creative skills; improve problem-solving skills; increase motivation; and assist students to learn by transferring knowledge to new situations.

7 That varied methodologies and teaching strategies are used to allow for different student learning styles, including: lectures and tutorials; use of drama and puppetry; e-learning and online learning; films and other media; cultural field visits, attending cultural events and tours of museums and art galleries.

8 That varied assessment tasks are set including: reflective and critical analysis activities; case studies; portfolios and journals; problem-based learning; reflective journals; online assessment.

9 That class activities or assessment activities include: reflection and self-awareness tasks, in order to assist students to self-assess their own cultural values and attitudes in conjunction with their experiences as non-Indigenous or privileged compared with Indigenous people in Australian society.

10 That support is provided to Indigenous and non-Indigenous staff and guest lecturers involved in teaching.

11 That Indigenous and non-Indigenous team teaching is considered for integrated Indigenous content with specific discipline-based content.

12 That collaboration with other academics and divisions in the University and across the higher education sector can greatly increase the knowledge base/acquisition of Indigenous Australian knowledge and access a much wider range of learning resources.

4.4.6 Implementation

The initial mechanism for implementing the Indigenous Graduate Attribute was through

College Indigenous Graduate Attribute Working Parties.

This approach was adopted to ensure that the development of content within units offered to

address the Indigenous Graduate Attribute was relevant to the needs of each course and/or

discipline. Badanami Centre staff worked hard to ensure that a wide cross-section of

disciplinary requirements were fully considered when advising UWS academics on

developing Indigenous content across the Colleges/Schools.

Each College Working Party undertook an audit or assessment of the existing content within

units, in order to meet the requirements of the Indigenous Graduate Attribute.


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The approach has not been dictated to the College or School and has resulted in a range of

outcomes described in Section 3 of this report, including:

o New units which form part of the core or compulsory program o New elective units o New content, assessments and /or student clinical placements o Delivery to large numbers of students and to smaller groups of students o Varied assessment approaches

Outside of the working party framework, the School of Nursing and Midwifery and the

School of Medicine have undertaken a comprehensive process, whereby Indigenous content

has been mapped throughout their courses. Please see Appendices 2 and 3 for details about

the work conducted by these schools.

4.4.7 Review

The main way in which the implementation of the Indigenous Graduate Attribute is

assessed/reviewed is through the UWS cyclical School Review process. Within the preamble

of the Terms of Reference of the School Review process, it notes that:

All UWS school reviews also focus specifically on the extent to which the school is meeting the University’s objectives for Indigenous education.57

Efforts made by the school to implement the IGA are discussed under the heading: “Learning

& Teaching – The student experience”, which is explained as:

The extent to which the School’s learning and teaching strategy and performance reflect a student-centred approach, and meet the University’s objectives for the student experience.58

Once the School has reviewed its operations, a review panel writes a report.

Within the Panel Review Reports, efforts made by the school related to the IGA

implementation process are discussed under the heading ‘Priority student cohorts’. 57 “Appendix B: Terms of Reference document, appended to the Review of the School of Nursing and Midwifery UWS Cyclical Review Program 2010.” 58 Ibid.


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This placement is understandable from the perspective of the Indigenous Education Strategy

outlined in the Learning and Teaching Action Plan (2009-2011) below at 3.1-3.6, which

shows that the IGA is but one of the strategies to implement a comprehensive Indigenous

Education Strategy (IES). It should be remembered however that the main group of students

targeted by the IGA are non-Indigenous students – it is about improving their capacity to

provide improved professional service delivery to Indigenous peoples. Therefore,

it is

recommended that the school review process, itself, be reviewed in order to find a more

appropriate placement for discussion about the IGA. Perhaps a separate heading for

discussion about the school’s efforts to implement the IGA might be useful, as this particular

strategy of the IES is not targeted at a ‘priority student cohort’ of Indigenous students, unlike

other strategies in the Learning and Teaching Action Plan (e.g. 3.2-3.5).

Extract from UWS Learning and Teaching Action Plan (2009-2011)

STRATEGIC INITIATIVES AND IMPROVEMENT ACTIONS Implement a comprehensive Indigenous education strategy, by 3.1 Implementing the UWS Indigenous Graduate Attribute through developing Indigenous related content and units within UWS courses 3.2 Developing modes of study and support structures that attract and retain Indigenous students 3.3 Expanding access for Indigenous people to UWS courses with enabling and bridging pathways that improve overall performance 3.4 Maximising employment for Indigenous students by engaged learning with partners in business, community organisations and training organisations 3.5 Further developing the Indigenous international partnerships to build Indigenous knowledge for academic and research capacity 3.6 Building the cultural competency of UWS staff to improve their professional capacity

In summary, consideration of the elements of the IGA Learning and Teaching Framework can

help to support the development of Indigenous knowledge and skills that all Australian

graduates need in order to provide relevant professional services for Indigenous Australians.

The framework can be used as the basis for all work-based Indigenous cultural competency


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frameworks. It is anticipated that this framework will be recognised as an exemplar of

collaboration in education.

4.5 Second tranche of IGA units

Activity 5 Output/Outcome Due Date Performance Indicator

Develop second tranche of course and unit content/materials, developing appropriate delivery and assessment criteria.

Establish a curriculum development team to review the pilot phase and produce and develop Indigenous content for courses and units. Develop course and unit content.

1/07/2010 Curriculum developed and approved through academic governance structures.

By mid-2010, the Badanami IGA team had continued working with academics across UWS

on the college working parties and providing advice on the development of Indigenous

content for courses and units.

Throughout 2010, a number of courses were mapped and reported on to the Badanami Centre

team and relevant EAPC committees. Please see Appendices 4-6 for College Working Party

Reports.

The performance indicator

for this activity was “curriculum developed and approved through academic governance structures”.

Please refer to Table 4 in Section 3.

In 2010, an additional academic staff member (non-Indigenous) with experience in

curriculum development, writing of on-line material, and research was contracted by

Badanami to work with the IGA Coordinator and support the IGA team members.


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This staff member:

Worked in collaboration with the IGA coordinator to develop the core unit within the Indigenous Australian Studies Major (see Section 4.6)

Worked in collaboration with the unit’s coordinator within the School of Biomedical Health & Science to review the unit Culture, Diversity and Health for delivery in 2011.

During 2011, this staff member:

Worked in collaboration with the IGA Coordinator and the Office of Quality and Strategy to develop an academic staff survey questionnaire

Coordinated the distribution of the survey to academic staff Analysed the qualitative results of the survey Wrote the report of survey findings (see Section 4.9 & Appendix 7) Wrote this report for the Peak Indigenous Bodies and for DEEWR with

the Dean, Indigenous Education and the IGA Project Coordinator (Section 4.10).

In 2011, two additional academic staff members (non-Indigenous) with experience in

teaching cultural competence were contracted to lecture and tutor in the unit Culture,

Diversity and Health.

One of these staff members:

Developed three Literacy modules based on Indigenous content, specifically for Indigenous students for undergraduate admission (16 weeks of activities)

Developed a first year undergraduate unit: Practical literacy – communication skills.

The other staff member:

Collaborated with UWS library staff to compile a new database of Indigenous resources and wrote a draft report to meet Activity 8 in the Schedule to Conditions of Grant (see Section 4.8).


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4.6 Indigenous Australian Studies Major (IASM)


Badanami Centre to develop its own core units and an Indigenous Studies major.

Develop core Indigenous units and a major that is owned and delivered by Badanami Centre staff. Approval of these through UWS academic governance structures.

1/03/2011 Core units and an Indigenous major developed and approved.

The Indigenous Australian Studies Major was one of the key strategies in implementing the

IGA across the university. A report from the IGA Project Coordinator, who had carriage of

the development of the IASM units, can be found below. 59

Indigenous Australian Studies (IAS) Major/Sub-Major(s)

The content that formed the base of the nine (9) units of study of the IAS Major/Sub-Major(s)

was considered by the UWS External Advisory Committee, which was a committee formed

through the Indigenous Advisory Council (see Section 4.1 of the report).

The IAS Major (M1041) nine (9) units are:

101751 Contextualising Indigenous Australia 101752 ‘Pigments of the Imagination’ 101753 Revaluing Indigenous Economics 101754 From Corroborees to Curtain Raisers 101755 From Ochre to Acrylics to New Technologies 101756 Bridging the Gap: Re-engaging Indigenous Australian Learners 101757 ‘The Making of the Aborigines’ 101758 Learning through Indigenous Australian Community Service 101759 Rethinking Research with Indigenous Australians: Independent Study Project The IAS Sub-Majors are: SM 1049 Indigenous Australian Studies Sub-Major 101751 Contextualising Indigenous Australia 101752 ‘Pigments of the Imagination’

59 Dr Wendy Holland – Project Coordinator for IGA Implementation, Badanami Centre for Indigenous Education.


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101756 Bridging the Gap: Re-engaging Indigenous Australian Learners 101757 ‘The Making of the Aborigines’ or 101758 Learning through Indigenous Australian Community Service and/or 101759 Rethinking Research with Indigenous Australians: Independent Study Project SM 1050 Indigenous Economics Sub-Major 101751 Contextualising Indigenous Australia 101753 Revaluing Indigenous Economics 101757 ‘The Making of the Aborigines’ 101758 Learning through Indigenous Australian Community Service or 101759 Rethinking Research with Indigenous Australians: Independent Study Project SM1051 Indigenous Australian Creative Expressions Sub-Major 101751 Contextualising Indigenous Australia 101754 From Corroborees to Curtain Raisers 101755 From Ochre to Acrylics to New Technologies 101758 Learning through Indigenous Australian Community Service or 101759 Rethinking Research with Indigenous Australians: Independent Study Project

The nine IAS Major units were approved by the College of Arts Education, Assessment and Progression Committee (EAPC) on 8 December 2009 and endorsed at Academic Senate in January 2010.

Approval process

An additional elective unit: “Who do you think you are?” was approved as part of the IAS Major on 9 March 2010, for Indigenous students in the Bachelor of Community and Social Development (BCSD). Five of the IAS Major units were approved for incorporation into the BCSD degree program in March 2010. The nine IAS Major units were approved as part of the following degree programs in June 2011: Bachelor of Arts; Bachelor of Arts (Pathway to Teaching Primary); Bachelor of Arts (Pathway to Teaching Secondary); Bachelor of Arts (Dean’s Scholars); Bachelor of Arts/Law; Bachelor of Arts/Business & Commerce.

The core unit 101751 Contextualising Indigenous Australia is available to any UWS student who has an OPEN elective within their degree program. For students with an OPEN Major within their degree program, they can elect to study eight of the nine units available. Alternatively, four units can be studied as a Sub-Major. The core unit must be successfully completed by students before progression to any of the other IAS Major units.

Availability


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101751 Contextualising Indigenous Australia was developed as a face-to-face unit of study with supplementary online learning content using software developed by CADRE. The online component of the unit was funded by the university outside of the DEEWR funding. It was envisaged that 101751 Contextualising Indigenous Australia would be piloted in Spring 2010; however, this was not possible due to low student enrolments, due to lack of visibility of the unit in UWS’s systems.

Delivery of the IAS Major units

101751 Contextualising Indigenous Australia was delivered on two campuses in fulltime mode to students enrolled in various degree programs.

Autumn 2011

101751 Contextualising Indigenous Australia was also delivered on one campus in Block mode to Indigenous students enrolled in the Bachelor of Community and Social Development (BCSD) degree program.

A total of 51 students enrolled.

101751 Contextualising Indigenous Australia was delivered on four Saturday’s on one campus as a strategy to attract more students. Eleven fulltime students enrolled.

Spring 2011

101753 Revaluing Indigenous Economics was delivered on one campus in fulltime mode. 101753 Revaluing Indigenous Economics was delivered on one campus to Indigenous students enrolled in the BCSD. A total of 21 students were enrolled.

101754 From Corroborees to Curtain Raisers delivered on one campus to fulltime students. 101754 From Corroborees to Curtain Raisers delivered on one campus to Indigenous students enrolled in the BCSD Block program. A total of 21 students were enrolled.

Section 6.9 discusses the reasons for low student numbers due to lack of visibility of the IAS Major units within the universities computer system.


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As an additional strategy to attract more students (67), 101751 Contextualising Indigenous Australia was delivered as a Summer School on one campus during January/February 2012. The student cohort for the Summer School comprised students from 24 different Bachelor degree programs:

Summer School 2012

Applied Science (Occupational Therapy) Applied Science (Sport & Exercise Science) Arts Arts (Pathway to Primary Teaching) Arts (Pathway to Secondary Teaching) Business & Commerce Business (Information Systems) Business/Law Early Childhood Studies Engineering Financial Advising Health Science Health Science (PDHPE) Information & Communication Technology Law Medical Science Nursing Policing Psychology Science Science (Pathway to Secondary Teaching) Science (Forensic Science) Social Science Tourism Management

The increased number of enrolments in this case was due to Summer School being advertised outside of the regular university timetabling arrangement and therefore more visible to students.


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Below can be found a chart showing the Indigenous Australian Studies Major CORE UNIT offered in different delivery modes: fulltime, block, intensive & summer school. No. of unit

Name of unit Year & semester

Comment Student Feedback Unit (SFU) survey

School

No of students enrolled

No of SFU responses

101751 Contextualising Indigenous Australia

2011 Autumn

Delivered to 31 students studying in f/t mode

51

31/51

Badanami Centre for Indigenous Education


2011 Autumn

Delivered to 20 Indigenous students studying in block mode


2011 Spring

Delivered to f/t students in intensive mode on 4 Saturdays over the semester

11 9/11 Badanami


2012 Summer

Delivered in Summer School mode in Jan/ Feb, 3 days/week for 5 weeks

67 50/67 Badanami

Total 129

For qualitative student feedback on the unit please see Appendix 8.


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The chart below tabulates the teaching responsibilities of the IGA Team60

for the delivery of the IASM units in 2011.

IASM Unit Date of delivery Delivery Mode

Student cohort Degree Program/s


Autumn 2011 Face to face

Non-Indigenous & Indigenous Fulltime students

Mixed


Autumn 2011 Face to face Block

Indigenous Fulltime students

BSCD

101762 ‘Who do you think you are?’



BCSD


Spring 2011 Face to face Intensive weekend


Mixed

101753 Revaluing Indigenous Economics

Spring 2011 Face to face


Mixed


Spring 2011 Face to face Block


BCSD

101754 From Corroborees to Curtain Raisers



Mixed




BCSD


Summer School 2011-2012

Face to face Summer School


Mixed

60 The IGA Team comprised Dr Wendy Holland, Rea Saunders and Paul Newman. Revaluing Indigenous Economics was delivered by Paul Newman and developed in collaboration with Dr Wendy Holland and Dr Chris Wilson. From Corroborees to Curtain Raisers was delivered by Rea Saunders and developed in collaboration with Dr Wendy Holland. Contextualising Indigenous Australia was delivered by the IGA Team and developed by Dr Wendy Holland in collaboration with Dr Chris Wilson.


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4.7 Full implementation of IGA units

Activity 7 Output / Outcome

Due Date Performance Indicator

Implement delivery of the Indigenous Graduate Attribute to all UWS students.

Prepare lecture notes deliver content in units to UWS students.

1/10/2011 Core units of courses developed around the Indigenous Graduate Attribute with Indigenous content and incorporated in all courses.

Please see Table 4 for list of IGA core units and units with embedded Indigenous content.


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4.8 Indigenous learning database


Prepare database of developed materials and methodologies used during the implementation of the Indigenous content.

Develop a database for collection of materials and curriculum developed. Input data into the database for provision to UWS academic staff.

1/10/2011 Database established with input of learning and teaching materials.

Background

The purpose of the database is to assist academics in their development of Indigenous content

within UWS courses and units to meet the requirements of the Indigenous Graduate Attribute

across all UWS schools.

The work required to develop the database began in 2011 when a Cultural Researcher was

contracted to identify existing Indigenous resources within UWS library databases before

creating a new collection of materials to meet IGA learning and teaching needs and future

curriculum development. The reason for identifying existing resources was to ensure that no

duplication of resources occurred.

Currently, UWS Library has a large database of Indigenous resources available, which are

primarily in print and e-resource format. For example, using a keyword search “Indigenous”,

452096 results are obtained from the whole library holdings.61 Indigenous electronic

resources can be accessed by clicking on the e-resources header on the homepage of the

library, which takes the viewer to a number of subject guides, including “Indigenous

Studies”.62 By clicking on “Indigenous studies” the viewer is taken to Indigenous electronic

resources.63

61

These resources are available to all UWS staff and students as well as members

of the public who come into the library. Remote electronic access to full-text resources is not

available for non-UWS external readers due to licence restrictions, however a list of titles

may be viewed.

http://library.uws.edu.au/ 62 http://library.uws.edu.au/nResources.php 63 http://subjectguides.library.uws.edu.au/indigenous_studies

http://library.uws.edu.au/�

http://library.uws.edu.au/nResources.php�

http://subjectguides.library.uws.edu.au/indigenous_studies�


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In the development of the new database for the IGA project it was important that academics

could readily access material that included diverse perspectives on historical and

contemporary issues that impact Indigenous peoples and culture; in particular, materials that

include Indigenous voices and authorship.

Methodology

The main mechanism used to develop the new database was collaboration with library staff

who have expert knowledge in identifying appropriate items from the collection. From July

2011 to April 2012 a number of meetings occurred between the UWS Associate Librarian

(currently, Interim University Librarian) technical library staff, and staff from the Badanami

Centre for Indigenous Education. The ongoing liaison during this period was vital in

identifying gaps in the collections and establishing the best approach for integrating the new

resources to ensure easy access for UWS academics. Easy access for academics was one of

the main considerations taken into account during the collaboration.

Access

To maximize the use of the new resources and to promote ease of access for UWS academics,

the list of new resources is being categorized to roughly correlate with the recently re-

structured schools within UWS. The resources in each category will be made into reading

lists. The reading lists provide access to selected, relevant resources from, in this instance, the

Indigenous Learning Database. The reading lists will be available to academics through the

vUWS system64

via either one new unit site with the title: “Learning about Indigenous

Australia”, or possibly via a number of new unit sites with titles such as:

“Learning about Indigenous Australia: Medicine & Nursing”

“Learning about Indigenous Australia: Mathematics & Computing” 64 “At UWS the e-learning environment is known as Virtual UWS, or vUWS (pronounced “views”). All units use a vUWS site, complementing face-to-face learning activities and incorporating a range of digital resources, communication spaces, assessment tools, learning resources, and online learning activities.” (Teaching @UWS document, Teaching Development Centre, UWS).


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“Learning about Indigenous Australia: Social Science and Psychology”

“Learning about Indigenous Australia: Environment & Health”

“Learning about Indigenous Australia: Science”

“Learning about Indigenous Australia: Humanities and Communication Arts”

“Learning about Indigenous Australia: Business”

“Learning about Indigenous Australia: IT & Technology”

“Learning about Indigenous Australia: Education”

“Learning about Indigenous: Law”

Additional sub-categories such as Policy (national/regional & local), Spirituality and

Leadership Profiles (Indigenous and non-Indigenous who have shown leadership on

Aboriginal issues) have also been incorporated into these main categories.

The above reading list titles are provisional and subject to change. One of the benefits of the

reading list system is that each list will be easy to update.

The unit/s for academics will be developed as would any vUWS site for students and it/they

will be owned by Badanami. The unit/s will contain a reading list and possibly previous

learning guides relevant for the schools’ degree offerings.

Ideally, there will be only one new unit - “Learning about Indigenous Australia” - with all of

the above reading lists attached. This will enable all academics to access the same reading

lists and see that there will be relevant material available that other schools are using. This

has been an important consideration because the aim is to promote the opportunity for cross-

disciplinary learning and teaching and provide academics with an appreciation of the

interrelationship of topics and material.

When the new unit “Learning about Indigenous Australia” is developed and the reading list/s

uploaded, it will be possible for all UWS staff to access it. All that will be necessary is for the

university to inform all academic staff (via the academic staff list) of the units’ availability,

the unit number and unit title. Staff will be given student level access, while Badanami staff

and library staff will have higher level access in order to update the reading lists.


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A User Guide for the new site for staff will also be provided, which will also include

information for academics on how to best utilize the existing resources within UWS holdings,

highlighting different pathways to identify Indigenous resources. This user guide is still to be

written once the technical detail is clear.

Challenges

The main challenge is related to provision of access of the new site for external readers. The

learning materials and on-line sites available to academics and staff are not normally

accessible to external readers. In light of the Indigenous Cultural Competency Framework,

Universities Australia might like to consider a Memorandum of Understanding (MOU) in

order that academics across the sector could access the new UWS unit. Similarly, in the future

other universities might have or might develop Indigenous resources and databases that could

be shared.

Summary of Outcomes

As a result of this Activity a number of outcomes have been achieved. It has been identified

that the UWS library has over a long period been committed to incorporating Indigenous

resources within its holdings. New IGA support material has also been identified and

categorized to roughly reflect the new UWS school structure.

Some of this new material has already been incorporated into a unit developed and delivered

by academic staff at the Badanami Indigenous Education Centre: “Revaluing Indigenous

Economics”. Material from the new database is also being considered for a new unit on

contemporary Indigenous film by academic staff within the School of Arts and Languages.

Another outcome has been the strengthened relationship between library staff and Badanami

Centre staff due to the collaborative mechanism of meetings held between July 2011 - April

2012.


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Transfer of the reading lists to the library will occur in the near future so that the lists can be

incorporated into the new vUWS unit site entitled: “Learning about Indigenous Australia”.

It is anticipated that the new unit for UWS academic staff will be linked to the Teaching

Development Unit’s “Foundations in Teaching Course”, which provides knowledge about

teaching and learning for new academic staff, including how to implement the Indigenous

Graduate Attribute.

The new unit will also be able to be linked to a course in the process of development by the

Teaching Development Unit which will provide opportunities for current academics to learn

more about the Indigenous Graduate Attribute.


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4.9 Evaluation of the project


Evaluate the project inputs, outputs and outcomes and assess student satisfaction and attainment by graduates of the skills and knowledge of the Indigenous Graduate Attribute.

Prepare and conduct a survey of staff and students involved in the teaching and learning of Indigenous content.

1/01/2012 Staff survey responses SFUs

Two main ways of evaluating the process of IGA implementation have been used:

• Academic Staff Survey

• Student Feedback Surveys

In November/December 2011 a survey instrument was developed and distributed to 1300

UWS academic staff. The survey sought to gauge:

• IGA awareness • Awareness of the process of implementation of the IGA by their school • Perceived capacity to effectively teach the IGA knowledge and generic skills • Insight of where the process of implementation went well and how it could be

improved. The report of survey findings are attached at Appendix 7. In general, the survey responses

indicate that despite many challenges experienced in implementing the IGA, there is much

good will and suggestions on how to improve. The survey identified: a need for the purpose

of the IGA to be better communicated to staff across the university; a great need for staff

capacity building in order to be able to develop, teach, and assess IGA units/content; a need

for more staff to become involved in the implementation process.

Appendix 8 attached includes a Traffic-Light Analysis of Student Feedback Survey (SFU)

data, along with the qualitative data provided by students for the IASM units developed and

delivered by Badanami IGA team. Appendix 9 is a Traffic-Light Analysis of Student

Feedback Survey (SFU) data for some of the IGA embedded units implemented within

Schools and Badanami. In the analyses, green equals items that are scoring well; orange

equals items that require consideration and; red equals items that require urgent attention. It


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should be noted that Appendix 9 includes more units with IGA content embedded than does

Table 4. Due to time constraints it was not possible to include all units in Table 4.


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4.10 Dissemination of the Final Report to Peak Indigenous Bodies

Activity 10 Output / Outcome Due Date Performance Indicator Compile the Final Report on the Project and disseminate it through Indigenous peak higher education bodies.

Final Report for UWS evaluation and refinement of the Indigenous Attribute and for external promotion of the project and its lessons.

31/12/2011 Final report completed. Report provided to the National Indigenous Higher Education Network (NIHEN) and members of the Australian Government Indigenous Higher Education Advisory Council (IHEAC).

This is the Final Report to be presented to the National Aboriginal and Torres Strait

Islander Higher Education Consortium (NATSIHEC), formally (NIHEN), and members of

the Australian Government Indigenous Higher Education Advisory Council (IHEAC) in May

and June 2012.

4.11 Final Report


Final Report for Project.

Final Report in accordance with clause 4 and 7.

27/01/2012 Extension granted until 30/4/2012

Report submitted by the due date

This is the Final Report for submission to DEEWR on 30 April 2012.


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SECTION 5

How outcomes have helped to address the identified need for the project

As discussed in Section 2, the need for the project Embedding an Indigenous Graduate

Attribute stems from recognition of the need for improved service provision for Indigenous

Australians.

The main outcomes of the project include:

• Development of an IGA with expected graduate outcomes of an understanding and

appreciation of the impact of colonialism on the lives and communities of Indigenous

peoples; of increased skills in communicating with Indigenous people; of leadership

skills in order to champion the cause of Indigenous people within institutions and

systems of the future.

• Endorsement of the IGA by the Board of Trustees and incorporation of the IGA

within UWS Learning and Teaching Strategies and School Review Processes, to

ensure commitment of the university and governance and quality structures are in

place.

• Development of a Learning & Teaching Framework to support the embedding of IGA

knowledge within courses and units, including the following elements:

Commitment

Governance and quality structures

Human Resources

Collaboration

Pedagogy and Guiding Principles

IGA implementation

Review

• Creation of College working parties

• Review of current courses

• Development of new units or scaffolded incorporation of IGA skills and knowledge

• Approval of IGA units at the level of College EAPC meetings


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• Delivery of units with embedded IGA knowledge and skills and assessment of

learning outcomes related to the IGA descriptors.

• Review of implementation via

Student Feedback Surveys

Academic Staff Survey

School Review Reports outlining IGA implementation efforts.

While the focus of IGA implementation has been on all courses, the main emphasis has been

on highly relevant schools and their courses. That is, those defined as courses aiming “to

graduate students into professions which do/or could have a significant impact on the

wellbeing of Indigenous Australians”. Such courses include Nursing, Health & Science,

Humanities, Law, Media, Medicine, Policing, Psychology, Social sciences, Tourism, Welfare,

Business, Environment & Natural Sciences, and Education. As mentioned in Section 4.3.4,

which discussed the 2009 Advisory Paper, these schools were “expected to introduce an

Indigenous core unit or equivalent amount of Indigenous content scaffolded across the degree

program”.65

As mentioned in Section 3, many units incorporating Indigenous knowledge and perspectives

have been delivered to students within the period of the grant (2009-2011), many of which

have been delivered to large cohorts of students. In total, more than 9000 students coming

from a number of degree programs have been enrolled in IGA units. Prior to the project, there

were few Indigenous units being taught outside of the programs specific for Indigenous

students. Now students from the majority of Schools all have a better understanding of

Indigenous experiences. Hopefully this will mean that these students upon graduation will be

able to provide services to Indigenous peoples and communities that is appropriate and

respectful and which demonstrates understanding. Through this, a more inclusive identity of

Australia can develop; one inclusive of Indigenous Australians.

It is not possible to say, at this stage, whether this vision will eventuate. Further research is

needed in order to evaluate all students’ perceptions of their changed understanding about



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Indigenous knowledge and whether they think they have developed a capacity to engage and

partner with Indigenous peoples. In order to evaluate student perceptions of their increasing

Indigenous cultural competence, it might be possible to consider including a specific item in

the course entry and exit surveys.

Further research is also needed to evaluate the perceptions of Indigenous Australians, who are

at present adversely impacted upon by ineffective service delivery that they often receive. The

first stage of such research would need to include a survey of the current perceptions of

Indigenous people. If this is agreed to by Indigenous people, themselves, the study could be

limited to Indigenous peoples in the GWS region, given that this is where the largest

Indigenous population in NSW resides and given the location of UWS and its commitment to

ensuring improved service delivery.

It is recommended that the Office of Strategy and Quality and the Learning and Teaching

Development Unit be invited to consider including a specific item in the course entry and exit

surveys.

It is recommended that the university considers a research study to evaluate the perceptions of

Indigenous peoples in the GWS region about professional service delivery by UWS graduates

both before and after implementation of the IGA.

Flow-on benefits of the project include:

• Increased Indigenous knowledge by academic staff

• Improved Indigenous student support

• Improved Indigenous student outcomes

While there is no doubt that academic staff capacity to implement the IGA has increased,

there is room for further effort to improve the capacity of academic staff, as evidenced by

respondent suggestions provided by the staff survey conducted in November/December

20111. This will require time and financial resources.

Without further research and analysis, it is difficult to say how well Indigenous students feel

supported as a flow-on benefit of the project, as it is to say whether Indigenous student


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outcomes have improved. However, while the IGA is about providing access to Indigenous

Knowledge for all

Further research and comparison with Indigenous students’ evaluations conducted in previous

years would be useful to qualify these flow-on benefits. One way to achieve this would be to

invite current and past Indigenous UWS students to be part of a study which would firstly,

document their degree program and then gather their perceptions of not only the amount of

Indigenous content that was delivered within the degree but also how they feel about the

content in terms of it being appropriate and relevant from an Indigenous perspective.

students and not just Indigenous students, the flow-on benefits to

Indigenous students since 2011 is that 5 units from the Indigenous Australian Studies Major

have been approved for Indigenous students studying the Bachelor of Community and Social

Development degree program. This might contribute to retaining Indigenous students as they

are studying units that have significant Indigenous content. Anecdotally, some of these

students have noted that, even though they are Indigenous, they have learned a lot about

Indigenous cultures and histories and about policies and practices of governments which have

adversely impacted the lives of themselves and their communities. Having the IASM units

embedded within the BCSD program might well contribute, therefore, to retaining Indigenous

students, not only because of the significant Indigenous content of the units, but also because

there are Indigenous academics within the IGA team who are teaching the units, which helps

to create a teaching environment inclusive of expert Indigenous voices.

It is recommended that the university considers a research project to evaluate the perceptions

of current and past Indigenous students in relation to the amount of Indigenous content that

was delivered within their degree and how they feel about the content in terms of it being

appropriate and relevant from an Indigenous perspective.


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SECTION 6

Lessons learned

Throughout the project Embedding an Indigenous Graduate Attribute there have been a

number of lessons learned. Below a brief account of each is outlined.

6.2 Building Indigenous cultural competency of non-Indigenous academic staff

The necessity of building the cultural competency of academic staff was first noted in

February 2008 when the UWS Board of Trustees endorsed the UWS Indigenous Education

Policy (UWS IEP). As noted at the beginning of this report, one of the principles of the IEP

(Section 3, pt.12) states that:

UWS acknowledges that due to past educational practices many non-Indigenous Australians know very little about Indigenous Australia. In recognition of this and in seeking to encourage an inclusive Australian identity as well as raise the standard of professional service delivery to Indigenous Australians, UWS is committed to the inclusion of Indigenous content within its courses. Similarly, UWS is committed to the development of Indigenous cultural competency amongst its staff.66

In order to build capacity of academic staff it was known that work was required for both

existing and new staff. As noted in the first Progress Report submitted to DEEWR in October

2009, “preliminary discussions had taken place between Badanami staff and the Director of

the Professional Development Unit regarding the development and delivery of an Indigenous

Graduate Attribute Competency course”. It was envisaged at this time that the workshops

would commence in early 2010 and be run over 3 days, with the aim being to familiarise staff

with the Indigenous Graduate Attribute, its rationale, expectations, broader Indigenous

66 quoted in “UWS Indigenous Graduate Attribute – Progress Report, 28 October 2009” Prepared by Professor Michael McDaniel, Dean, Indigenous Education, Director, Badanami Centre for Indigenous Education, 28 October 2009, emphasis added.


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contextual information as well as some strategies for delivery.67

(see Appendix 10 for more

detail about the 3-day workshop). For a number of reasons this workshop did not occur.

The implications of the staff IGA workshops not going ahead became evident within the

academic staff survey responses in December 2011, where many respondents indicated that

they required educational sessions/workshop/meetings in order to be able to develop

Indigenous content within their curricula. This does not mean that some staff were unable to

do this. Many were. But there is a definite need to develop academic staff capacity while

simultaneously implementing an IGA or cultural competency framework within a tertiary

institution.

With regard to new staff, capacity to implement the IGA can be built through the Teaching

Development Unit where, in this instance, all new academics are required to complete

learning modules. Information about the Indigenous Graduate Attribute has been included in

these modules since 2010.

The Indigenous Graduate Attribute (IGA) is introduced to new academic staff at UWS

through attendance at the University’s Foundations of University Learning and Teaching

Program in the morning session on Day One. The Foundations of University Learning and

Teaching Program is a mandatory teaching development program for new academic staff

appointed at levels A, B and C, where the appointment is for 12 months or longer. The

program is taught by staff of the Teaching Development Unit with collaboration from

school-based academics. Since Foundations was first taught in July 2007, 93 new academic

staff have completed the program and a further 51 are currently enrolled.

The morning session on Day One sets the context for the program and highlights key

aspects of the teaching and learning environment at UWS. Priority is given to discussing

the IGA and its importance to teaching, learning and curriculum at UWS. One or two

examples of how the IGA has been embedded into curriculum are considered.

67 The UWS Indigenous Graduate Attribute – Progress Report, See also “Advisory Paper on the Implementation of the UWS Indigenous Graduate Attribute”. McDaniel, M, 28 October 2009. First tabled at the Board of Trustees UWS Indigenous Advisory Council meeting 4 November 2009, Item 3.2.


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The Teaching Development Unit is currently working towards developing a full Graduate

Certificate in Higher Education. One of the units planned for this Graduate Certificate will

focus on curriculum design and assessment and will provide an opportunity for staff to plan

the integration of the IGA into a relevant unit.68

6.3 The issue of relevance for Core IGA units and large mixed student cohorts

Culture, Diversity and Health

This unit introduces skills for understanding and engaging effectively with the culturally and socially diverse world in which we live and work. Indigenous Australia is a major theme and students will gain an appreciation of the achievements and needs of Indigenous Australians. The unit examines cultural awareness more broadly and puts these issues in the context of health professionals working in multi-cultural settings and handling culturally different health philosophies and practices. Cultural diversity is increasingly recognised as a major issue in the delivery of health care and a major determinant of Indigenous health.

The unit is a core unit for the following courses:

Bachelor of Health Science

Bachelor of Health Science/Master of Podiatric Medicine

Bachelor of Health Science (Honours)/Master of Podiatric Medicine

Bachelor of Health Science/Master of Physiotherapy

Bachelor of Health Science (Honours)/Master of Physiotherapy

Bachelor of Health Science (Sport and Exercise Science)

Bachelor of Health Science/Master of Occupational Therapy

Bachelor of Health Science/Master of Traditional Chinese Medicine

Bachelor of Health Science (Personal Development, Health and Physical Education)

68 Associate Professor Janne Malfroy, Director, Teaching Development Unit, University of Western Sydney, Building BXa Werrington South, Locked Bag 1797, Penrith NSW 2751. October 2011.


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Once the unit had been developed and delivered as a pilot to 244 students in 2010, it was

reviewed/revised and again offered in 2011 to 875 students. One of the challenges of offering

a core unit to a very large student cohort is how to make the unit relevant to all

students. The

following comments made by 18 students under the heading “needs improvement” in the

SFU, reflect the issue of relevance:

Relevance of some lectures. Relevance to Physiotherapy. Needs more physio relevance. Could be combined with similar subjects. Example; population health and society. Overall a waste of time. More relevance towards the health science PDHPE field. Relevance besides getting people to accept multiculturalism. Too onesided. Relevance to the course of health science PDHPE. Physical education teaching practices. This unit shouldn't be [for] physical development, health and physical education. I don't see the relevance, this subject is a headache. The relevance in relation to our course! It is relevant but most should already understand that we can’t or should not discriminate. This unit could easily be covered in one 2 hour lecture. Cultural competence is important, but a whole semester of repetition isn't probably the best way. Many guest lecturers was not beneficial, their content did not correlate, saw no relevance. More relevance to courses, not so broad. Relevance to a number of courses needs improving. A lot of the content is common sense or has been covered in previous subjects. Content was quite repetitive. This should not be a compulsory unit. Only people who are genuinely interested in this subject should take it. I feel this subject was a waste of my time where I could’ve been studying more relevant topics such as physiology and so forth. The assignments were a waste of time and were irrelevant. You wasted 30 plus hours to tell me treat everyone as individuals. Get rid of it! Waste of 12 weeks. Why would I need this. Its over-exaggerated.

The comments not only reflect a lack of perceived relevance for some students in relation to

the discipline they are studying but also a lack of understanding about how complex is the


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notion of cultural competency. In this sense, it is the duty of the educator to demonstrate the

relevance. However, when there are mixed tutorial classes this is not easy. It could be argued

that it would be preferable to have single discipline tutorials as a way of overcoming this

problem. However, the purpose of mixed tutorials is so that students from different health

professions get an understanding of where each is coming from. In this way, it is argued, the

health workforce will be able to work together in a coordinated way for the benefit of the

patient/client. This is but one of the dilemmas of trying to teach a very large cohort of mixed

students an IGA core unit.

6.4 The issue of relevance of the IGA for some academic staff

There were occasions within the life of the project where academics within schools found it

difficult to see the relevance of Indigenous knowledge to their discipline (see Section 2.3 for

responses to 2008 Discussion Paper and Section 4.3.6 f/n 48 for responses to 2009 Advisory

Paper).

6.5 The issue of loss of a person of influence associated with an IGA Unit

Another lesson learned is that just because an IGA unit is developed and offered one year,

this does not guarantee ongoing delivery of the unit in subsequent years. This occurred within

one school due to an influential staff member needing to take leave for an extended period,

which meant that another coordinator needed to be found. In another instance, a unit was

developed and delivered one year but the following year the coordinator was not available.

Another coordinator was found for the second delivery of the unit. However, this staff

member left the university and another coordinator needed to be found for the third offering.

Such inconsistency in staffing of an IGA unit can lead to a potential loss of quality,

particularly because it is difficult to find staff with the requisite knowledge and skills to teach

Indigenous studies.


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6.6 The issue of loss of an IGA Unit due to a school review process

Another reason for an IGA unit becoming lost, once developed, is due to it being a part of a

degree program that becomes a casualty of a school review process. This was a salutary

lesson considering that much work had gone into the development of 2 units within one

school. It is fortunate that the person of influence within the school who had initially been

instrumental in the development of the unit collaborated with the Badanami Centre for

Indigenous Education and arrangements were subsequently made for transfer of the unit to

the Badanami Centre.

6.7 The issue of placement of the graduate attributes: unit versus course level

UWS graduate attributes (including the Indigenous graduate attribute) are mapped at the

course rather than the unit level. This point was made at the 9 November 2009 meeting of the

Education Committee Academic Senate, where it was noted that:

Coverage of the Graduate Attributes, including the Indigenous Graduate attributes, was related to the course, rather than the unit outcomes.69

This is a significant point in relation to implementation of the IGA because if the generic

skills-set, which is outlined in the wording of the IGA knowledge domain document, is not

required to be assessed at the unit level, how is the graduates’ level of attainment meant to be

assessed?

This is a most significant lesson learned from the project. Therefore, to ensure that the student

has acquired the requisite IGA knowledge and skills it is essential that they are mapped at the

unit level where learning outcomes are clearly identified and assessment tasks are set for

students that help to demonstrate that the IGA has been acquired.

6.8 Funding implications for implementation of IGA units

As highlighted in Section 2 under the header ‘IGA Discussion Paper’, initial discussions were

held about possible funding models for the implementation of a core IGA unit. Briefly, a unit

can be developed and owned by a school; a unit can be developed and owned by the 69 Minutes of Education Committee Academic Senate meeting 9 November 2009, Item 4.4.


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Indigenous Centre; a unit can be developed jointly by a school and the Indigenous Centre but

owned by the school.

As also discussed in 2008, who teaches the unit and who pays for the teaching of a unit was

also placed on the agenda for consideration.

Below can be found a report from the Dean, Indigenous Education, Badanami Centre, that

details some of the lessons learned regarding funding arrangements.

1. Currently, the funding arrangement of the university is such that each school is paid based

on each equivalent fulltime student load (EFTSL). This means that if a unit is, for example,

developed and owned by a school and yet the school requires some academics employed by

the Indigenous Centre to co-teach the unit, the question of appropriate resourcing becomes

paramount for both parties. Hypothetically, if the division of work for the delivery of the unit

is 50/50, then the income generated from the unit should be distributed 50/50 between the

school and the Indigenous Centre, based on the EFTSL. If arrangements are not negotiated

that are suitable for both parties, the issue of collaboration is impacted and the level of

collaboration that the Indigenous Centre has across the university would not continue.

Another example worthy of consideration is when the unit is developed and owned by the

Indigenous Centre but is on offer as part of a schools elective, minor or major offering.

In this instance the issue becomes who will teach the unit and who will pay. If the Indigenous

Centre’s academics teach the unit, then appropriate arrangements for payment by the school

to the Indigenous Centre becomes the central issue. Currently, the Indigenous Centre would

receive the normal EFTSL because they own the unit. However, when the numbers of

students enrolled in the unit is small, this leads to very small remuneration, even though the

same amount of preparation and teaching time has to be expended by the academic

throughout the semester.

The implication of having only a small amount of students enrolled, as in the example above,


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is that the Indigenous Centre would not receive enough income to sustain itself.

It is therefore imperative that the financial arrangements associated with IGA core or elective

unit/s are carefully considered at the outset, as noted in the 2008 Discussion Paper.

It is recommended that Badanami Centre is resourced under an EFTSL funding model for the

continued development and/or co-development and/or delivery and/or co-delivery of

Indigenous content.

2. Structurally, the university employs a Pro-Vice Chancellor (Education) and three Associate

Pro Vice-Chancellors (Education) in order to improve the overall learning and teaching

outcomes of the university. The Learning and Teaching framework that has been developed

throughout the life of the current project will need to be implemented and evaluated.

Financial resources will be crucial for this task. Previously, the university has committed

resources through the Learning and Teaching Action Project (LTAP) funding model for the

development of Indigenous content within courses and units.

It is recommended that the university considers providing internal funds consistent with the

LTAP model to Schools and Badanami Centre in order to implement and evaluate the

Learning and Teaching IGA Framework.70

6.9 Structural and workload issues for the Badanami Centre for Indigenous

Education

The report below highlights some of the challenges met by the IGA Project Coordinator

during the period of the project.

70 Associate Professor Berice Anning, Dean, Indigenous Education, Badanami Centre for Indigenous Education.


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The implementation of the IGA by UWS was undertaken in ‘unchartered territory’ in that no

other university had endeavoured to ‘roll out’ such an ambitious systemic project. The

following report needs to be read within this context.

The main lessons learned relating to implementation of the IGA are structural. From these

others issues flow:

• invisibility of IAS Major/Sub-Major units within the system

• workload of the IGA Team

Badanami’s academic capacity has been limited due to it operating outside of the systems that

support academic Schools e.g. Badanami is not connected to the platform web, which allows

academics to input, for example, student marks and grades. This issue was discussed at the

College of Arts EAPC meeting on 8 February 2011, where it was noted that:

Structural issues

once again Badanami were disadvantaged by not having access to the results grader in pWeb. … it was hoped that the Autumn 2011 results would be completed using pWeb (item 3.1.1).

In July 2011, the following was noted at the EAPC meeting:

the Badanami Centre for Indigenous Education must download each unit’s class list via Callista and submit the results via the csv file, as Badanami units are not listed on the platform web results grader (Item 3.6.6).

This situation as of the time of writing this report has not been resolved. The effect of this

lack of structural support creates additional administrative workloads and frustrations for

Badanami academics.

• Invisibility

Another challenge is that the IAS Major units, which are owned and offered by Badanami, are

not visible to current students from any degree program across UWS who might be looking

for either one Indigenous unit or an IAS Major or Sub-Major. The IAS Major units are

timetabled under the ‘Badanami Centre’ and are not able to be ‘cross-listed’ under any of the


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Schools’ offerings. This has resulted, to date, in low student enrolments in the IAS

Major/Sub-Major(s) units (see Section 4.6), which means low income for Badanami. This in

turn diminishes Badanami’s capacity to continue operating as an academic School, i.e.

without recurrent funding.

As also noted in Section 4.6, it was challenging to attract adequate students for the IASM

units due to them not being visible for students. One the reasons for invisibility of the IAS

Major/Sub-Major(s) units is the marginalisation of the Badanami Centre for Indigenous

Education as an academic centre within the academic structure of UWS. In part this is due to

historical factors whereby Indigenous Centres were initially set up to provide Indigenous

Student Support. It was from this starting point that they have attempted to develop into

academic schools.

As noted in Section 4, in 2008 Badanami had the status of a quasi school. In February 2011, it

was proposed that Badanami become a “formal ‘School’ within the College of Arts for

governance purposes” (Minutes of Meeting 8th February 2011, College of Arts EAPC). At the

time of writing this report, this matter relating to the academic structure of Badanami has not

been resolved.

• Workload of the IGA Team

IASM promotion

As a result of the invisibility of IAS Major/Sub-Major(s) units within the system, Badanami

contracted the services of UWS Marketing and embarked on a major promotional campaign.

The IGA Team collaborated with Marketing to produce the IAS Major/IGA website

http://studyias.com and Homepage Banner. The website and the accompanying banner which

headed the website homepage were completed and went live in late 2010. However, the

website banner was only operational for a short time and subsequently the website was

archived. The result was that the website produced at Badanami’s great effort and expense

was no longer useful because it was inaccessible to students and staff. The promotional

material for the IAS website was then transferred to Badanami Centre’s website, which did

http://studyias.com/�


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not serve the purpose for which it was intended – that is, to promote the IAS units to students

across the university. A flyer was then produced and has been distributed widely throughout

the university. The flyer is attached at Appendix 11.

In an additional effort to promote the IAS Major effort, the IGA Team participated in all

UWS Open Day and Course Decision Day forums. The IGA Team Coordinator also

participated in a number of forums e.g. College EAPC and Heads of Programs meetings and

addressed several large student cohorts to promote the IASM in an effort to create greater

awareness of the IASM units.

Despite the IGA Team’s every effort to promote the IASM within the university, student

enrolments have been consistently low over the past year, except for Summer School, due to

Summer School being advertised outside of the regular university timetabling arrangement

and therefore more visible to students.

The positioning of Badanami on the margins has a major impact on the workload of the IGA

academic team.

As well as developing, delivering and promoting the IAS Major units, the IGA Team also

developed and/or delivered other units, as well as collaborating with Colleges/Schools as part

of the IGA working parties.

College IGA Working Parties

The IGA Team became members of the College of Business IGA Working Party, which met

between July and December 2009. This forum brought together a number of key academics to

discuss and determine how they would embed Indigenous content to meet the needs of the

IGA. It also provided a model for the development of Working Parties for the other two

Colleges.

In January 2010, the IGA Team Coordinator met with a School of Economics and Finance


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senior academic to discuss embedding Indigenous content in the core unit 200540

Globalisation and Australia. In November 2011, the School increased the proportion of

Indigenous content from fifteen to thirty percent in the unit. This was approved at the College

of Business EAPC in November 2011 to be offered in Spring 2012.

In November 2010, the IGA Team Coordinator facilitated the first meeting of the College of

Health & Science - Science, Technology, Engineering & Mathematics (STEM) IGA Working

Party. This was an important meeting because it highlighted to the IGA Team Coordinator the

need for academic staff development on how to include Indigenous content/perspectives

across curriculum.

In late 2011, at the invitation of the School of Computing & Mathematics (SoCM) Head, the

Badanami IGA Team Coordinator and a non-Indigenous academic participated in a one (1)

day staff forum. SoCM staff were provided with an overview of the IGA and how

Indigenous perspectives might be embedded within the curricula. While some staff were

enthusiastic about implementing the IGA, others struggled to understand the relevance of the

IGA to SoCM. It was evident from discussions that further support would be beneficial.

The IGA Team Coordinator recommended to the College of Arts that they establish an IGA

Working Party. This particular Working Party met twice in the first half of 2011.

Unfortunately, Badanami IGA Team Coordinator was unable to attend the meetings due to

other work commitments. The Dean, Badanami Centre, attended the meetings held.

Development and/or delivery of units

101577 Classrooms Without Borders From late 2009 to April 2010, following an approach by the School of Education, the IGA

Team developed 8 hours of Indigenous online content for this unit. The IGA Team was

challenged by the request from the School for the development of online content as it required

additional learning by the Team. This involved one team member undertaking training on the

technical aspects of managing online material and another team member working on content

development online. To support this additional work Badanami contracted a non-Indigenous


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academic who had experience in online content development. Since mid-Autumn Semester

2010, the School of Education has had carriage of the unit.

400866 Culture, Diversity & Health In early February 2010, the School of Biomedical Health & Science developed this core unit

as a strategy to implement the IGA. The IGA Team collaborated with the School to pilot the

unit on one campus in Autumn 2010. This collaboration involved co-teaching between School

staff and Badanami staff. Between December 2010 and February 2011 the School Unit

Coordinator and the Badanami non-Indigenous academic revised the unit in collaboration

with the IGA Project Coordinator. In Autumn 2011, the unit was co-delivered by the School

and Badanami staff on 2 campuses to 865 fulltime students.

The logistics of teaching such a large student cohort proved rewarding, yet, at the same time,

challenging and many lessons were learned (see Section 6.3 & 6.5).

101878 Indigenous Landscapes This unit was originally developed as a core unit for students enrolled in the Conservation

Management degree program as a strategy to implement the IGA. In preparing to teach it in

Autumn 2011, the School of Natural Science experienced difficulty contracting an academic

to deliver the unit and IGA Team took responsibility for delivery of the unit on one campus

that semester. In December 2011 it was approved to be added to Badanami’s IAS Major pool

of units. Since then it has been delivered by the IGA Team.

Units taught within the Bachelor of Community and Social Development (BCSD) Degree Program In 2011, the IGA Team developed and delivered 4 units in the BCSD program. In Autumn,

the Team delivered 101751 Contextualising Indigenous Australia and 101762 ‘Who do you

think you are?’, and in Spring, 101753 Revaluing Indigenous Economics and 101754 From

Corroborees to Curtain Raisers.


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While 101751, 101753 and 101754 had already been developed for fulltime students,

additional work was required to make them relevant for BCSD students as both the delivery

mode and the audience differed from the units’ original development - intended

predominantly for a non-Indigenous student audience studying in fulltime mode.

The chart below indicates the teaching workload of the IGA Team in 2011. IASM Unit Date of

delivery Delivery Mode

Student cohort Degree Program




Mixed




BSCD

101762 ‘Who do you think you are?’



BCSD



Non-Indigenous Fulltime students

Mixed

101878 Indigenous Landscapes


Non-Indigenous Fulltime students

Mixed


Spring 2011 Face to face Intensive weekend


Mixed




Mixed




BCSD




Mixed




BCSD


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Summer School 2011-2012

Face to face Summer School


Mixed

In summary, the structural issues associated with both the positioning of Badanami outside of

the university’s school structure and Badanami being unsupported by the normal school

computer and technology systems, created many challenges for the IGA Team and led to

dispersal of energies and increased workloads.71

The comment made within the report above regarding the positioning of Badanami on the

margins of the university’s academic structure is an important one. Badanami Centre’s status

as a ‘quasi’ school means it is not positioned within the academic structures of the university.

This has led to the invisibility of the IAS Major and IAS promotional website. The

resourcing of the development of the website was to provide increased awareness of the

IGA/IAS Major to university students at the time of choosing either their

electives/majors/sub-majors/units.

It is recommended that the university considers the position of Badanami Centre within its

academic structure by providing it with the legitimate academic status of a school.

6. 10 Resourcing Indigenous Academics

A vital part of the Learning and Teaching Framework is human resources, particularly, the

need for Indigenous and non-Indigenous academics with capacity to develop and deliver

Indigenous curricula. The issue of building capacity of non-Indigenous academics is referred

to in Section 6.2. Here, the issues discussed relate to increasing the number and mentoring of

Indigenous academics.

Across the sector there are few Indigenous academics employed. This creates a significant

potential problem viv a vis the implementation of the IGA or the Indigenous Cultural

71 Dr Wendy Holland – Coordinator for the IGA Implementation Project, Badanami Centre for Indigenous Education.


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Competency initiative. To increase the number of Indigenous academics, there is a need to

employ early-career academics and provide the resources to mentor and develop their

academic capacity. For this to be effective there is a need to sustain current experienced

Indigenous academics and employ more higher level Indigenous academic staff.

Within the context of the IGA Team and the implementation of the IGA across the university,

the 3 Indigenous academics had complex and repetitive workloads, teaching both within and

without Badanami Centre, teaching Indigenous only student cohorts, mixed cohorts, and non-

Indigenous student cohorts. As noted in Section 6.9, Contextualising Indigenous Australia,

the core unit of the IAS Major, needed to be repeated twice each semester with an additional

offering in the 2011-2012 Summer-School due to structural problems and the inability for

schools to cross-list units from other schools including from Badanami. This repetition was

required because the core unit is a pre-requisite for other units in the IAS Major, therefore the

numbers of students needed to be sufficient to continue with the remaining units of the major

or minor. Needing to repeat the same content many times can have a negative impact on staff

morale, particularly when the content involves discussion of what is sometimes confronting

information. Such repetition can also have implications for the emotional safety of staff, a

point that needs careful consideration, as mentioned in Table 7 under the heading “Quality

Management”. Hence it is vital that adequate numbers of Indigenous academics are available

to be recruited and/or mentored in order to share the load.

It is recommended that the university consider how it will financially resource the

continuation of Indigenous academics both within Badanami and the Schools to continue to

implement the IGA and fulfil the commitment of the university to implement the Indigenous

cultural competency initiative.

72

72 See Appendix 2 regarding an example of challenges related to recruitment of Indigenous academics.


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SECTION 7

Concluding remarks73

Professor Michael McDaniel’s strategic leadership at UWS as the previous Dean, Indigenous

Education and Director, Badanami Centre from 2006 to late 2008 was instrumental in re-

establishing Indigenous education at UWS, thus laying the foundation to achieve the

substantive outcomes to date.

74

As noted in Section 2, Associate Professor Berice Anning was employed to develop and

implement the IGA at UWS in 2007. An external audit of thirty-six Australian universities

conducted through a broad desktop analysis was undertaken by Anning and identified

institutions with inclusive Indigenous content in either courses, programs, units or learning

and teaching plans. As noted earlier, eleven universities were initially chosen. However,

when a review of the 2007 external audit was undertaken in 2009, the number of universities

chosen because of their inclusion of Indigenous content reduced to nine.

75

The $900,000 funding for the project Embedding an Indigenous Graduate Attribute, obtained

from the Commonwealth Department of Education, Employment and Workplace Relations

through the Diversity and Structural Adjustment Fund Grant, has ensured UWS’s sustained

commitment for Badanami Centre to lead the project.

This audit

informed the development of the IGA. From 2009 to the present, the development of an IGA

into UWS courses has been led by Associate Professor Berice Anning, Dean, Indigenous

Education and Director, Badanami Centre for Indigenous Education.

The funds allowed Badanami Centre to resource the coordination and implementation of the

stated activities of the overall Project which in turn assisted UWS academics to develop

Indigenous content.

73 This Section comprises concluding remarks by Associate Professor Berice Anning, Dean, Badanami Centre for Indigenous Education, UWS. 74 Anning, Berice. “Embedding an Indigenous Graduate Attribute into University Western Sydney’s (UWS) Courses” Australian Journal of Indigenous Education. 39 Supplement, 2010, 40-52. 75 Ibid. 41.


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The across university approach to develop and implement the IGA enabled the emergence of

a consultative and collaborative framework, which was instrumental for Badanami Centre and

Indigenous staff to engage within UWS. This engagement was: at the governance and policy

levels of UWS; with UWS academic committees; and within the College/School structures.

A collaborative model, as noted by Anning,76

The IGA is now everyone’s business at UWS as the IGA has been endorsed as one of five

UWS graduate attributes developed to enable UWS graduates attain the knowledge and skills

as proposed for each attribute. Importantly, it was noted at UWS meetings related to the IGA

that Badanami Centre, or Indigenous Centres/entities in general, are important contributors to

consulting and collaborating across the university structures. However, the Indigenous

entities should not be seen to be the sole owners of the commitment to embed an Indigenous

Graduate Attribute; develop Indigenous content; teach Indigenous units and content.

is successful in building the capacity of the

university to achieve the development and implementation of an IGA. Consultation is a key

action and strategy within the collaborative model. As can be seen from the timeline of the

Project, even before the funding was received, consultation that included negotiation,

cooperation and networking took time – 2007 to 2012 and it is ongoing. Badanami staff have

sat and listened; given and received advice; and responded to ideas, whilst at the same time

influencing the Project activities to achieve the stated outcomes. The instrumental role of

Badanami Centre and Indigenous staff in the Project has also been important to maintain the

focus of embedding an Indigenous Graduate Attribute in UWS courses.

The Indigenous Graduate Attribute Project provides UWS with a foundational Teaching and

Learning Framework to support teaching and learning strategies for student outcomes where

Indigenous perspectives are developed and embedded into curricula. It also enables UWS

staff and students to develop professional skills and knowledge to become more culturally

competent.

It was recognised, before the Project funding was received, that a ‘one model fits all’

approach would not be successful. That is, one core Indigenous unit included in every UWS

course was not feasible. This was also evident from the student and staff survey results that 76 Anning, Berice. “Project one: Phase two. Developing and incorporating Indigenous graduate attributes in academic and research programs at the University of Western Sydney”. Unpublished report to Badanami Centre, University of Western Sydney. 2007, 43.


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noted the importance of ‘relevance’ of Indigenous content to a discipline, as noted in Sections

6.3 & 6.4. The considerations of the varied options for developing IGA content was an

important strategy during the early consultations and led to the development of IGA content

at the discipline level within Schools.

The IAS Major units which were approved for offering in June 2011 into the six Bachelor of

Arts courses are at present only electives. Yet even though the IASM / units are electives

within these courses, students were unable to choose them due to the invisibility of Badanami

Centre within the College / School structure. The structural invisibility of Badanami units

was an identified key reason given by students as to why they were not aware of the units or

even that they had the option to enrol in the IAS Major or an IAS unit. This was discussed at

Section 6.9. Thus, within the pending Review of Indigenous Education at UWS during 2012,

consideration of the positioning of Badanami Centre as an academic unit within the formal

academic structure will be necessary.

The IGA team were responsible for: developing, implementing and promoting the IAS Major

units; consulting with UWS/College/School staff; along with co-development and co-delivery

of specific School IGA units. This work enabled Badanami Centre to establish a financial

model for the continued resourcing of salaries and on-costs of academic staff after the Project

ceases. This arrangement should continue. This will enable the continuation of the

embedding of an Indigenous Graduate Attribute into UWS courses.

The continuation of the activities of the Project is increasingly important with the

endorsement of the “Best Practice Framework for Indigenous Cultural Competency in Higher

Education” by members of Universities Australia (UA) on 8 November 2011 at Plenary and

Board Meetings.77

77 Universities Australia, Bulletin 2011, “Key Decisions of the Universities Australia Plenary and Board Meetings, Plenary Meeting: Tuesday 8 November 2011 hosted by La Trobe University”.

UWS is a member of UA with the Vice Chancellor as its representative

member. UA members noted that the recommendations in the “Framework” were not

prescriptive to universities and that the intention is for respective universities to adopt/amend

the recommendations to fit individual environments, foci and the differing styles of operation.

UA members agreed at the 8 November 2011 meeting to develop responses to the Principles


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and Recommendations of the “Framework”78

and to sponsor a forum to review the

implementation of the Framework. UWS has been invited to participate in the forum which

will occur on 9 May 2012.

7.1 The UWS Badanami Centre response to the Guiding Principles of the Indigenous Cultural Competency Framework in Australian Universities.

In late 2011, the Dean, Badanami Centre was asked by UWS to respond to the Guiding Principles of Indigenous Cultural Competency Framework (ICCF). The five guiding principles outlined in the Framework document relate to the following themes:

• University Governance

• Teaching and Learning

• Indigenous Research

• Human Resources

• Community Engagement

To varying degrees, the Principles are being practised in all Australian universities, having

been developed in universities over a long period of time.79

This has/is mainly happening through the Indigenous Centres/Units which have key

Indigenous leadership and senior management positions, particularly where universities have

created these positions. However, all five principles and 32 recommendations are not

incorporated in their entirety into any one university’s structures that would evidence a high

degree of acceptance and support by executives, senior managers, academic and other staff.

This can be seen to have led to a less cohesive/inconsistent development and implementation

of embedding Indigenous cultural competency into a university’s structures.

The thirty-two recommendations

incorporated across the five guiding principles are also occurring to some degree in each

university.

80

78 Universities Australia, Guiding Principles for the Development of Indigenous Cultural Competency in Australian Universities, 2011.

The main

issue, as perceived by Indigenous leaders and staff in universities, is that the process is

‘adhoc’ and only when major evaluations/audits/ government policy and guidelines with tied

funding grants, direct a university to develop an area of Indigenous education, only then, does

79 Ibid. 2. 80 Ibid. 3.


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Indigenous Education get a guernsey and some momentum is gained at the governance and

management levels.

For overall consistency in achieving the guiding principles and subsequent recommendations,

however, the following points are noted. These points are informed by working in the

Indigenous higher education sector for more than a decade.

First, in line with the Guiding Principles of the ICC Framework, each university’s Vice-

Chancellor (VC) would have to provide greater endorsement of Indigenous education in their

university to ensure that implementation and actioning of the recommendations occur. Even

when implementation is delegated to the varied levels of management at the corporate;

strategic; academic, research, governance or professional level, the VC would need to

maintain vigilance to the university’s commitment, as evidence of the overall importance of

Indigenous education. Hence, commitment is required at the highest level.

Second, it is essential that funding tied to policy and guidelines is aligned to the

implementation of the ICC Framework and its guiding principles. This will be the key to the

overall success, consistency and cohesiveness of the management and academic structures

within each University. Without adequate resourcing, the guiding principles and

recommendations will not be achieved.

Only with resourcing will the ultimate aim of embedding an Indigenous Cultural Competency

Framework be achieved, within a shorter timeframe, and with a critical mass of institutions

committed to the outcomes.

Third, while the ICC Framework project has developed five thematic guiding principles, a

guide to developing, implementing, evaluating and redesigning Indigenous education in each

of the five areas is also required. University staff should be enabled, not only to understand

the importance of the Best Practice Framework, but also to know how to develop actions that

can be implemented on the ground and at the student and staff level. Otherwise a strong

implementation plan will not be developed.

For those individual universities already developing their own Indigenous Graduate

Framework/ Cultural Competency Framework, along with guiding principles, it is expected

that lessons learned about good practice can be shared.


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Non-Indigenous academics will find this particularly helpful as one of the issues reported in

this Final IGA Report for DEEWR is the importance of building capacity of non-Indigenous

academics to enable them to effectively develop curricula, deliver and assess IGA skills and

knowledge.

It is important to recognise that the ICC Best Practice Framework is not a new paradigm shift

that brings new concepts to the table to be discussed and implemented. Rather, it should be

recognised that there have been attempts and gains made in this area by a number of

universities, although not consistently. Hence, a consistent, planned and resourced approach

is required. It is also important that the monitoring and evaluation of the implementation of

the ICC Framework is an essential reporting aspect of each university.

Finally, the Indigenous Cultural Competency Framework and Guiding Principles are

important from a theoretical point of view. However, university staff, particularly academics,

want to know what to do to develop and

The development of the Indigenous education policy and the embedding of an IGA into UWS

courses has been a whole of university approach since 2008. Because of this, UWS is able to

provide training on the actual ‘doing’ of the processes involved in implementing the

Indigenous Education Policy/Strategy and the IGA, in order to achieve the outcomes and

milestones of strategic and operational plans.

implement these principles and recommendations

into their areas of operation, particularly in the teaching and learning area. This UWS Final

Report on Embedding an Indigenous Graduate Attribute provides invaluable information to

the higher education sector on the implementation of the activities of the Project and the

outcomes achieved, along with lessons learned and key recommendations. These will assist

UA members to look at UWS’s best practices in implementing: Indigenous education;

governance and decision-making; an Indigenous graduate attribute framework; a teaching and

learning framework for developing and implementing an IGA; Indigenous staff appointments;

and community engagement.

The UWS IGA Learning and Teaching Framework, developed as part of the DEEWR

funding, includes seven elements which can be mapped onto the five principles of the ICC

Framework to varying degrees. The Table below maps UWS IGA implementation against


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the Five Guiding Principles of the Universities Australia (UA) Best Practice Framework for

Indigenous Cultural Competency.

Table 11 Mapping UWS IGA implementation against the Five Guiding Principles and Recommendations of the UA Best Practice Framework for Indigenous Cultural Competency

Recommendations for: 1. Governance and Management – Indigenous involvement

UWS Action that meets Recommendation/s

UWS Date of Implemen-tation

1 Embed the Guiding Principles of the National Best Practice Framework for Indigenous Cultural Competency in Australian Universities

Developed an Indigenous Education Policy and Indigenous Education Strategy Actioned the Indigenous Education Strategy through the UWS Learning and Teaching Action Plan (2009-2001)

2008 2009 – 2011

2 Make Indigenous appointments at Senior Executive, Director and Managerial levels to lead Indigenous education

Established senior management positions and recruited Indigenous staff: Dean, Indigenous Education / Director, Badanami Centre Associate Director (Academic) Associate Director (Administration & Student Services) Director, Indigenous Employment Manager, Indigenous Outreach Elder-in-Residence

2006 – 2008 - all positions remain current

3 Provide for Indigenous representation on university governing bodies, including Council, Academic Senate, Faculty Board(s) and Committees

Indigenous Advisory Council, reports to the Board of Trustees; Dean, IE has membership on: Academic Senate and the majority of its standing Committees of; Senior Quality Committee; UWS Senior Management Committee; Indigenous Advisory Council; Indigenous Employment and Engagement Board

2008 – 2009

4 Establish protocols and procedures for seeking

Re-established the Indigenous Advisory Council and

2007 –


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Indigenous representation on university governing bodies, Boards and Committees

Indigenous Employment and Engagement Board

2008 –

5 Create a framework for regular and robust reporting of Indigenous staff and student outcomes

To be actioned at whole of UWS level – reporting is undertaken by the Indigenous Centre and senior managers with regards to their portfolios and respective areas of supervision Annual Indigenous Education Statement evidences the programs and services for Indigenous staff and student outcomes Office of Quality and Strategy report on Indigenous outcomes

Ongoing with establishment of senior Indigenous management positions. Ongoing as per DEEWR funding requirements Ongoing as per funding requirements

6 Include Indigenous student and staff outcomes in the Key Performance Indicators of University organisational units and senior staff

Indigenous Students’ KPIs for senior staff Indigenous Staff KPIs still to be actioned at Unit and School level

2009 – Ongoing –

7 Create Strategies and Plans to address and enable the university’s Indigenous Education Strategy, and Mission Statements and Corporate documents which are inclusive of Indigenous Australian peoples and cultures

Integration of Indigenous Education in some UWS Strategies and Plans: Learning and Teaching Action Plan (2009-2011) Indigenous Education Policy (IEP) Badanami Centre Strategic Plan UWS Mission Statement UWS Reconciliation Statement

From 2007 – 2011 2009 – 2011 2008 – 2008 – 2008 – 2007 –

Recommendations for: 2. Teaching and Learning 1 Include Indigenous

knowledges and perspectives in all curricula to provide students with the knowledge, skills and understandings which form the foundations of Indigenous cultural competency

UWS in collaboration with Badanami Centre has been developing Indigenous content into core units of courses Development of the Indigenous Graduate Attribute assists and informs academics to develop Indigenous content; learning outcomes and assessment Indigenous perspectives are integrated across/in courses and disciplines

2007 – 2008 2007 –


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2 Embed Indigenous cultural competency as a formal Graduate Attribute or Quality

UWS Badanami Centre developed the Indigenous Graduate Attribute (IGA) – through the IGA Project UWS academics mapped courses: to identify where Indigenous content can be developed / integrated in units, and to inform the development of Indigenous core units at the course level

Endorsed in 2008 2009 – 2011 and ongoing as reported in this, the Final IGA Report

3 Incorporate Indigenous Australian knowledges and perspectives into programs according to a culturally competent pedagogical framework

Teaching and Learning Framework to implement the IGA was established/underpinned by 12 key pedagogical principles to inform teaching and curricula; includes strategies to support learning and teaching UWS Student Feedback on IGA Units undertaken This IGA Report evidences courses and units across disciplines that have developed Indigenous content into the curricula to achieve the IGA Badanami Centre developed the IAS Major units as a key strategy as per the IGA implementation process

Developed in 2010 – reviewed in 2011 2009 to 2011 2008 – 2011 2009 approved 2010 – development of content and delivery of units

4 Train teaching staff in Indigenous pedagogy for teaching Indigenous Studies and students effectively, including developing appropriate content and learning resources, teaching strategies and assessment methods

Advising staff on development and implementation of Indigenous pedagogy/curriculum in teaching and learning – this has occurred through the period 2007- current time IGA is currently included in UWS Foundations of University Learning and Teaching Program (3-4 hours) UWS is working on developing a Certificate in Higher Education with one unit focussed on curricula design and assessment to assist staff to plan and develop IGA content into a unit

2007 – 2011 – 2011 –


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5 Create reporting mechanisms and standards which provide quality assurance and accountability of Indigenous Studies curricula

Occurring at College EAPC levels, when new courses are developed/varied and are seeking approval, all forms must identify on them if they achieve the IGA at the course/unit levels An annual review process occurs which will assist with identifying a School’s Accountability – through evaluating the IGA Framework, a recommendation is for the Indigenous Graduate Attribute to be specifically included in the Terms of References for the School/Course Reviews

2009 – 2011 – recommend-ation in IGA Report

Recommendations for: 3. Indigenous Research 1 Create an adequately funded

Indigenous Research Strategy to build Indigenous research capacity

Collaborative Indigenous Research Strategy developed and presented to Academic Senate Research Committee – Funding of Strategy still to be actioned

2009 –

2 Appoint an Indigenous senior executive or Professorial level position to lead and coordinate Indigenous research

Recommended Still to be actioned

2008 2011

3 Identify Indigenous issues as key research themes within the university

To be actioned as part of / when the Research Strategy is resourced

4 Create mechanisms, guidelines and protocols to ensure that Indigenous research and research with Indigenous participants is culturally safe and methodologically sound

Dependent on implementation of the Collaborative Indigenous Research Strategy

Recommendations for: 4. Human Resources 1 Develop an Indigenous

Employment Strategy which contains Key Performance Indicators and strategies and programs to target the recruitment and appointment of Indigenous staff across the university to achieve parity,

Established within each UWS Staff Agreement 2009-2012

2009 –


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both in number and level of classification

2 Appoint an Indigenous Employment Coordinator to lead and coordinate Indigenous employment

Director, Indigenous Employment and Engagement appointed

2008 –

3 Identify programs that target recruitment of Indigenous staff across all levels and classifications

Focus is on indigenising the Indigenous Centre but not at whole of university level Discussions occur regarding training and mentoring Indigenous academics but still to be resourced and implemented

2009 – 2008 –

4 Establish programs for the career development of Indigenous staff

Some programs beginning to be developed for professional staff

2009 –

5 Develop processes to encourage promising Indigenous students and staff into research training

Occurring in a few areas of UWS but is not consistent for all disciplines or for Badanami Centre It is difficult to achieve greater research training for Badanami academic staff when Indigenous staff numbers are small and the release of staff, particularly academic, to complete postgraduate qualifications impacts the operations of Indigenous units where extra resources are not available to employ extra staff

Centres for Educational Research and Cultural Research Centre Badanami Centre for Indigenous Education

6 Develop induction processes which include Indigenous cultural competency training for all new staff

Discussions occurring between Badanami Centre and Teaching Development Unit for academics and it is noted, the IGA is currently included in the UWS Foundations of University Learning and Teaching Program (3-4 hours) Progress towards the development of a cultural awareness program for all UWS staff

2009 – 2010 – 2011 –

7 Provide professional development opportunities for university staff in advanced Indigenous cultural competency

Refer pt. 6 above Refer to Rec. 2 pt. 4 above Co- teaching with Indigenous staff Opportunity is included in the Staff Agreements for staff training

2010 – 2011 2009 – 2012 UWS Staff Agreements


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8 Train senior management to support and work effectively with Indigenous staff and trainees

Some evidence of training/mentoring supervisory staff of Indigenous trainees at the general staff level

2009 –

9 Create Indigenous staff awards which celebrate and reward the achievements and contributions of Indigenous academic and general staff

Occurs to some degree – eg. the VC Indigenous Staff Scholarship

Ongoing

Recommendations for: 5. Community Engagement 1 Create a Reconciliation

Statement and/or a Reconciliation Action Plan which reflects the university’s Indigenous Education Strategy and commitment to meaningful engagement with local Indigenous communities and organisations

Reconciliation Statement developed as is the Indigenous Education Policy

2007 – 2008

2 Establish mechanisms, cultural protocols and codes of conduct to guide the University in its engagement with Indigenous peoples and communities

Not consistent across the university – mainly established within the Badanami Centre for Indigenous Education

3 Create formal structures, such as an Indigenous Advisory Committee, to obtain the views of local Indigenous communities on an on-going and regular basis

UWS has established the Indigenous Advisory Council (IAC) and the Indigenous Employment and Engagement Board

2007 – ongoing 2008 – ongoing

4 Establish procedures and protocols to ensure the inclusion of Indigenous Elders and community members in formal and ceremonial university occasions

Established protocols / Acknowledgement and Welcome to Country; Elders functions; Elder-in-Residence position in Badanami Centre; Elders on Campus

2006 – 2007

5 Create campus environments which are culturally welcoming and inclusive of Indigenous cultures, such as prominent displays of Indigenous art and language and the

Occurs at different times around significant events / times of year eg: Reconciliation Week; NAIDOC; Art displays; Flags on poles on each UWS campus

2006 – ongoing


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establishment of on-campus community events

6 Display an “Acknowledgement of Country” in a prominent location on major university documents and marketing materials and university websites

Displayed on UWS website and in marketing materials Verbalised Welcomes to Country or Acknowledgements of Country at significant events by Elders or senior staff in opening events

2006 – Ongoing

7 Create a centralised university website for information and Indigenous activities undertaken by the university that is easily accessible, well presented and regularly updated

Badanami Centre website established and maintained Website for Indigenous Employment developed

2007 – 2009 –

Badanami Centre acknowledges UWS’s commitment to achieving the stated goals and

principles of its Indigenous Education Policy; to the continued development of the IGA into

UWS courses through endorsement of the ICCF; to embedding Indigenous Education into

UWS courses through the Strategic Learning and Teaching Plan; to the employment of key

Indigenous senior managers and academics; and to the provision of an adequate resource base

to achieve stated outcomes.

The continuation of UWS’s commitment to the IGA implementation and to an ICC

Framework will ensure UWS achieves not only the embedding of an IGA into all UWS

courses, but also the UA Recommendations under the five Guiding Principles of the ICC

Framework.

It is recommended that the Academic Senate Education Committee take the findings of this

Report and the recommendations to develop an action plan and implementation timeline to

continue implementing the IGA in conjunction with the Guiding Principles for the

Development of Indigenous Cultural Competency in Australian Universities.


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SECTION 8

Recommendations

• Relating to IGA Academic Survey Findings

It is recommended that an awareness campaign be conducted to improve overall levels of awareness of the IGA across the university Q1.

It is recommended that the level of employment category be analysed in greater depth Q1b.

It is recommended that the survey be taken again for the next three years to evaluate whether the number of academic staff aware of the IGA increases as it needs to, if implementation is to be successful Q2.

It is recommended that mechanisms are put in place in order that the remainder of staff become aware of and understand the importance and relevance of the IGA Q4.

It is recommended that all schools ensure that knowledge about the approach taken by the school is disseminated and discussed within school fora at regular intervals Q5.

It is recommended that better dissemination of information about the school’s processes for implementation and assessment of the IGA is required Q7.

It is recommended that greater attention is given to ensuring that all academic staff are aware of the IGA knowledge and skills and exactly how they are embedded within units and how they are being assessed Q8b.

It is recommended that the data is reconstructed in order to provide a better picture of where each school is placed with regard to its implementation responsibilities, and where the most support is required Q8b2.

It is recommended that a mechanism is put in place at the school level to bring together those interested in the process of implementation Q8c.

It is recommended that a mechanism be found so that all academic staff directly involved in implementing the IGA can communicate with each other across different schools, in order to share experiences, information and techniques Q8c.

It is recommended that resources are obtained for staff development in order to increase teacher confidence levels Q9.


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It is recommended that information about the IGA needs to be disseminated more widely and more often than it is at present in order to increase the number of people involved in the process Q9a.

It is recommended that mechanisms are found in order to make the Graduate Attributes more visible at the unit level Q9a.

It is recommended that more effort be put into staff development Q10.

It is recommended that financial resources are obtained to increase teaching confidence related to IGA implementation Q10.

It is recommended that mechanisms be put in place for discussion within schools about the approach taken to implement the IGA Q11.

It is recommended that mechanisms be put in place to continuously monitor the effectiveness of the approach Q11.

It is recommended that further research on the survey dataset take place to identify the three respondents who perceive implementation of the IGA to be very effective. It might then be possible to understand why effectiveness has been enhanced in these cases Q11.

It is recommended that the dataset be re-constructed in order to find out what modes of delivery worked best in which contexts Q12.

• Relating to IGA Review process It is recommended that the school review process, itself, is reviewed to consider whether a more appropriate placement for discussion about the IGA can be found. Currently, it is discussed within the context of ‘Priority student cohorts’. It is difficult to see how such placement can ensure detailed discussion about IGA implementation efforts which are meant to address mainly non-Indigenous students (Section 4.4.7).

• Relating to overall report

It is recommended that the university consider provision of adequate financial resourcing to schools and to the Indigenous centre to embed Indigenous content within the curricula.

It is recommended that Badanami Centre is resourced under an EFTSL funding model for the continued development and/or co-development and/or delivery and/or co-delivery of Indigenous content.


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It is recommended that the university considers providing internal funds consistent with the LTAP model to Schools and Badanami Centre in order to implement and evaluate the Learning and Teaching IGA Framework.

It is recommended that the university ensure provision of financial resourcing to employ Indigenous and non-Indigenous academics and administrative staff to support the teaching and administrative needs for future IGA implementation.

It is recommended that the university supports and mentors early career Indigenous academic staff through adequate financial resourcing.

It is recommended that the university consider how it will financially resource the continuation of Indigenous academics both within Badanami and the Schools to continue to implement the IGA and fulfil the commitment of the university to implement the Indigenous cultural competency initiative.

It is recommended that the university consider provision of financial resources to provide academic staff with workshops/educational sessions where Indigenous knowledge and skills can be acquired, along with options for implementing the IGA.

It is recommended that the university consider provision of adequate financial resources to schools to ensure that workloads of academic staff incorporate attendance at workshops/educational sessions where Indigenous knowledge and skills can be acquired, along with options for implementing the IGA.

It is recommended that all new units incorporate IGA generic skills within the development stage.

It is recommended that Student Feedback Unit surveys consider adding a direct question about the IGA.

It is recommended that Student Course Entry and Exit surveys consider adding a question about the IGA (Section 5).

It is recommended that the university considers a research project to evaluate the perceptions of current and past Indigenous students in relation to the amount of Indigenous content that was delivered within their degree program and how they feel about the content in terms of it being appropriate and relevant from an Indigenous perspective.

It is recommended that the university considers a research study to evaluate the perceptions of Indigenous peoples in the GWS region about professional service delivery by UWS graduates both before and after implementation of the IGA.


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It is recommended that if the attainment of the generic skills and knowledge of the IGA are to be assessed, they need to be addressed specifically in unit assessment tasks directly related to learning outcomes (Section 4.3.6).

It is recommended that if the IGA is the vehicle through which improved professional service delivery to Indigenous Australians is to be achieved, then vigilance and continual review of progress is required (Section 4.3.6)

It is recommended that the university considers the position of Badanami Centre within its academic structure by providing it with the legitimate academic status of a school.

It is recommended that the UWS Academic Senate Education Committee take the findings of this Report and the recommendations to develop an action plan and implementation timeline to continue implementing the IGA in conjunction with the Guiding Principles for the Development of Indigenous Cultural Competency in Australian Universities.


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SECTION 9

Financial statement

A financial statement acknowledging the funds expended during the course of the Project

Embedding an Indigenous Graduate Attribute (2009-2011), can be found below.


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Bibliography:

Anning, Berice. “Embedding an Indigenous Graduate Attribute into University Western

Sydney’s (UWS) Courses.” Paper presented at the Indigenous Studies Indigenous

Knowledge Conference 2009.

Anning, Berice. “Embedding an Indigenous Graduate Attribute into University Western

Sydney’s (UWS) Courses” Australian Journal of Indigenous Education. 39

Supplement, 2010, 40-52.

Anning, Berice. “Project one: Phase two. Developing and incorporating Indigenous graduate

attributes in academic and research programs at the University of Western Sydney”.

Unpublished report to Badanami Centre, University of Western Sydney. 2007.

Australian Universities Quality Agency (AUQA). Report of an Audit of University of Western

Sydney, January 2007.

ABS Demography Unit Canberra, estimate from unpublished data as at 30 June 2006 based

on the 2006 census cited in

http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.

pdf (accessed November 4, 2011).

Diversity and Structural Adjustment Fund: “UWS Embedding an Indigenous Graduate

Attribute, 1 January 2009 to 30 September 2009 Progress Report”.

Diversity and Structural Adjustment Fund: “UWS Embedding an Indigenous Graduate

Attribute, 1 October 2009 to 30 September 2010 Progress Report 2”.

Grote, Ellen. Principles and practices of cultural competency: A review of the literature.

Report to the Indigenous Higher Education Advisory Council. Canberra, Australia,

2008, 21-23.

McDaniel, Michael, “The UWS Indigenous Graduate Attribute - Progress Report”, dated 28

October 2009. Distributed to the Indigenous Advisory Council 4 November 2009.

McDaniel, Michael, Berice Anning, Stuart Campbell and Geoff Scott. “Introduction of a

UWS Indigenous Graduate Attribute: A discussion paper”. April 2008.

McDaniel, Michael, Berice Anning, Stuart Campbell and Geoff Scott. “Introduction of a

UWS Indigenous Graduate Attribute: A discussion paper”. Final amended paper from 5

May 2008 meeting of Education Committee of Academic Senate, 2. Revised May 2008.

McDaniel, Michael and Berice Anning. “Advisory Paper on the Implementation of the UWS

Indigenous Graduate Attribute”, dated 6 July 2009. Endorsed by Professor Stuart




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Campbell, Pro Vice Chancellor (Learning and Teaching) and Professor Geoff Scott Pro

Vice Chancellor (Quality).

McDaniel, Michael. “Graduate Attributes/E-Portfolios - Advisory Paper on the

Implementation of the UWS Indigenous Graduate Attribute”. 28 October 2009.

McDaniel, Michael, and Jacquie Widin. Audit of UWS Indigenous Related Activities April-

July 2007. A UWS Learning and Teaching Action Plan (LTAP) 2006-2008 Project.

LTAP project no: P7100.

Population distribution of Aboriginal and Torres Strait Islander Australians, 2006 ABS Cat.

No. 4705.0 cited in

http://www.daa.nsw.gov.au/publications/2ways_indicators_pdf/Chapter_Three_240408.

pdf (accessed November 4, 2011).

Schedule to Conditions of Grant, Embedding an Indigenous Graduate Attribute, Diversity

and Structural Adjustment Fund, DEEWR, 2008.

Universities Australia, Bulletin 2011, “Key Decisions of the Universities Australia Plenary

and Board Meetings, Plenary Meeting: Tuesday 8 November 2011 hosted by La Trobe

University”.

Universities Australia, Guiding Principles for the Development of Indigenous Cultural

Competency in Australian Universities, 2011.

UWS Indigenous Education Policy. http://policies.uws.edu.au/view.current.php?id=00229

A Report prepared by Badanami Centre for Indigenous Education for the

Department of Education, Employment and Workplace Relations in relation to

Embedding an Indigenous Graduate Attribute




Final Report: Embedding an Indigenous Graduate Attribute 2012

APPENDIX 1:

UWS INDIGENOUS GRADUATE ATTRIBUTE LEARNING & TEACHING FRAMEWORK (EARLY VERSION 2010).

For current version of the UWS IGA Learning & Teaching Framework please see the main report p. 60.


Appendix 1

UWS INDIGENOUS GRADUATE ATTRIBUTE

LEARNING & TEACHING FRAMEWORK (early version 2010)

(Source: “1 October 2009 to 30 September 2010 Progress Report 2

Diversity and structural adjustment fund:

UWS Embedding an Indigenous Graduate Attribute”)

Indigenous Graduate Attribute Framework

Framework

Identifier

Action Accountability Team

1 Commitment Identify the embedding of an Indigenous

Graduate Attribute into UWS Policies and

UWS Strategic Plans.

Endorsement of the Indigenous Graduate

Attribute by UWS Academic Senate and

Board of Trustees.

UWS Executive and Senior staff;

Key UWS committees

Committee members;

Senior Academic Managers;

Dean, Indigenous Education

2 Structure Identify relevant Academic Governance

Committees and

include Badanami Centre staff as members of

these UWS academic committees;

Include the levels of achievement of the

Indigenous Graduate Attribute in all School

Reviews.

UWS Senior Academic staff;

Chairs of Academic Governance Committees for

SACs;

College EAPCs;

APCAC;

and Academic Senate.

Badanami Centre’s Indigenous

Graduate Attribute team;

UWS academics;

School Review Committees.


3 Collaboration Identify courses and units where Indigenous

content can be developed.

Consult on teaching and learning strategies

that identify Indigenous content; resources;

delivery modes and models; assessment and

review including student feedback.

Badanami Centre staff to attend and consult

with UWS academic governance committees

and each College Indigenous Graduate

Attribute Working Parties.

Chairs of College Indigenous Graduate Attribute

Working Parties;


SACs;

College EAPCs;

APCAC;

Academic Senate;

Dean, Indigenous Education.

Heads of Schools;

Heads of Programs; Associate

Deans Academic;

Unit Coordinators;


Graduate Attribute team.

4 Pedagogy Develop teaching and learning strategies that

identify Indigenous content; resources;

delivery modes and models; assessment and

reviews including student feedback.


Working Parties;


SACs;

College EAPCs;

APCAC;

Academic Senate;


Heads of School;

Heads of Program; Associate

Deans Academic;

Unit Coordinators;



Students.

5 Guiding Principles Identify principles relevant to teaching and

learning that will develop cultural

competency and professional capacity.


Working Parties;

Dean, Indigenous Education;

PVC-Learning and Teaching.

Heads of Schools;


Deans Academic;

Unit Coordinators;




Students.

6 Implementation Establish College Indigenous Graduate

Attribute Working Parties to audit / assess

level and number of Indigenous specific units

and Indigenous content.

Develop and approve units that achieve the

Indigenous Graduate Attribute.


Working Parties;


SACs;

College EAPCs;

APCAC;

Academic Senate;


Heads of Schools;


Deans Academic;

Unit Coordinators;



Students.

7 Review Identify review of Indigenous Graduate

Attribute achievement in Terms of Reference

for School and Course / Unit reviews.

Assess / evaluate all School’s Indigenous

content, resources; delivery modes;

assessment; student satisfaction of

Indigenous content.


Working Parties;


SACs;

College EAPCs; APCAC;

Academic Senate;

Dean, Indigenous Education;

Chairs of School Review Committees.

Heads of Schools;


Deans Academic;

Unit Coordinators;



Students.


2012

APPENDIX 2:

UWS SCHOOL OF NURSING AND MIDWIFERY IGA REPORT 2012

1

Appendix 2

The School of Nursing and Midwifery IGA Report

The School of Nursing and Midwifery’s current Bachelor of Nursing (BN) program (4642) was implemented in

2007. The curriculum included a discrete core unit specifically dedicated to investigating and discussing health

issues related to Aboriginal and Torres Strait Islander peoples. The unit, known as Family Health Care: Health

Issues and Australian Indigenous People (400756), was implemented in 2008 as part of the second year of the

degree. This unit has also been undertaken since 2008 by students in the Bachelor of Nursing Graduate Entry

(BNGE) (100 students/year). The unit delivers 3 contact hours of learning per week across the semester and

directly contributes to meeting the University’s Indigenous Graduate Attribute (IGA). Annually, 700-800

undergraduate nursing students study this unit. In the four year period since implementation (2008-2011), 2800

– 3200 students have been exposed to the learning outcomes of this unit and graduate with the knowledge and

skills to provide informed care and service delivery to Aboriginal and Torres Strait Islander peoples.

A Bachelor of Nursing Advanced (BNAdv.) program is also offered for students who achieve an ATAR above

90. These students undertake a core unit Family Health Care: Health Issues and Australian Indigenous People

Advanced (400854) in their program schedule. The unit is an extension of the 400756 unit in the BN 4642

program. Essentially it provides these students with a clinical placement in an Aboriginal and Torres Strait

Islander service, not offered to the other undergraduate student cohorts.

Many other core units within the BN, BNGE & BNAdv. programs also contribute indirectly to meeting the IGA

through content and case studies reflective of the national health priorities. For example, the unit Family Health

Care: Child and Adolescent Nursing (400760) delivers content area on Aboriginal and Torres Strait Islander

peri-natal health issues. The National Health Priorities regularly guide the selection of content and case studies

to reflect contemporary practice in the above units.

In 2013, the School will implement a Bachelor of Midwifery (BM) (50 students) program for the first time and a

revised Bachelor of Nursing program [4691] (around 900 students). The School also offers a Bachelor of

Nursing Graduate Entry program [4692] (100 students) and a Bachelor of Nursing (Advanced) program [4693]

(15 students). Conceptually the curriculum design of each of these programs reflects a more integrated approach

in meeting the University’s IGA than previously. Thus rather than separate Indigenous content into one discrete

unit, there is an integration of the history, culture, social and economic conditions for Aboriginal and Torres

Strait Islander peoples across the three year program. This reflects each of the programs’ primary health care

approach to improving the health of Indigenous communities through a comprehensive understanding of the

determinants of health. The School engaged in extensive consultation via the Course External Advisory

committee and the Council of Aboriginal and Torres Strait Islander Nurses (CATSIN) representative, together

with the Director of the UWS Badanami Centre for Indigenous Education, to ensure that appropriate content

was located and addressed across the curriculum. This approach was also informed by the National Health

Priorities and relevant reports on the health status of Aboriginal and Torres Strait Islander peoples.

Students from each of these programs will participate in a shared unit known as Health in a Culturally Diverse

Community (401009). This unit will be implemented in 2014 for the first time as part of the unit schedule for

second year of the undergraduate programs. Approximately 50 midwifery and 900 undergraduate nursing

students will participate in this shared, core unit. This unit, while acknowledging the culturally diverse

community of the Greater Western Sydney region, also places a significant emphasis on content and case studies

related to Aboriginal and Torres Strait Islander peoples. In the BN, BNGE and BN (Adv), this unit is supported

by other units which directly contribute and consolidate the students’ knowledge and skills to deliver care and

services to Aboriginal and Torres Strait Islander peoples through major content and case studies. These units

are: Primary Health Care in Action (401001); Professional Practice Experience 1 (401000); Professional

Communication (401003); Professional Practice Experience 3 (401008); Health Variations 1 (401010); Health

Variations 5 (401019) and Professional Practice Experience 5(401016). In the BM the core unit Health in a

Culturally Diverse Community (401009) is directly supported by further shared units with the BN - Primary

Health Care in Action (401001); Bioscience 1 (401002) , Professional Practice Experience 1(401000), Human

2

Relationships & Life Transition (401005); Being a Professional Nurse or Midwife (401021). and the midwifery

specific units Midwifery Practice Experience 1-4 (401033, 401035, 401038, 401042); Midwifery Knowledge 1

(401030); Midwifery Knowledge 2 (401032); Midwifery Knowledge 3 (401034); Complex Care 1(401036);

Complex Care 2 (401039); Collaborative Care (401040); Midwifery Practice – Models of Care (401043).

Challenges

The School has experienced a number of challenges in recruiting appropriately qualified Aboriginal and Torres

Strait Islander people to lead the development and implementation of the discrete unit 400756 for the current

undergraduate nursing programs (BN, BNGE, BNAdv). To-date we have not been able to stabilise this situation

with a consistent appointment. Sourcing of appropriate tutors to support delivery of the unit is also problematic

in terms of sufficient available for delivery across 3 campuses to service the number of tutorial sessions we have

to offer to accommodate student numbers. This remains an ongoing challenge. Further, appropriate resources to

support implementation may not always be available or known to the school. For example the Palliative Care

Curriculum for Undergraduate project (PCC4U) has released interactive resources inclusive of vignettes related

to care of Aboriginal and Torres Strait Islander people who are dying. Such a resource will enable a culturally

appropriate approach and sensitive delivery of this topic to be undertaken by the School.


2012

APPENDIX 3:

UWS SCHOOL OF MEDICINE IGA REPORT 2012

Appendix 3

School of Medicine IGA Report 2012

Name of Degree

program/s

Bachelor of Medicine, Bachelor of Surgery

Name of unit/s in which

the IGA (Indigenous

content) knowledge and

skills are embedded

Indigenous content knowledge and skills are developed throughout the

five years of the MBBS program.

Foundations of Medicine 1

Foundations of Medicine 2

Integrated Clinical Rotations 1



This starts with an experiential cultural day at Tharawal Aboriginal

Medical Service (our first Indigenous Health partner) in the first

semester of the program, and knowledge is embedded throughout the

components of the course as the students progress through the

program. This includes integration of content in lectures and problem

based learning tutorials in Foundations of Medicine 1 and 2.

In Integrated Clinical Rotations 1, during the Medicine-in-Context

component of the program, students undertake a workshop on

Indigenous Health to support their awareness of the role of Aboriginal

Community Controlled Health Services and their relationship to other

health and community services.

Each of these components builds to the Indigenous Health Attachment.

For student who undertake 12 months of training in a rural location

(Bathurst or Lismore), their Indigenous Health placement is undertaken

in a longitudinal pattern with Orange Aboriginal Medical Service, and

multiple services in the Northern Rivers region.

The majority of students undertake a 5 week block placement, with the

majority of students undertaking placement in rural NSW.

Across each of the Integrated Clinical Rotations 1, 2 and 3 – students

undertake online learning modules – Scientific Streams, 15 in total. Each

include a clinical case or question that relates to Indigenous health or

an Indigenous patient.

Which year/s offered to

students

The MBBS program is highly structured, and all students undertake key

components.

No. of students taught

In 2012, there are 520 students in the MBBS program across the five

years of the course.

Whether the IGA

(Indigenous content)

knowledge and skills have

been directly assessed

The Indigenous Health Attachment is a core assessable component of

the Integrated Clinical Rotations 3, in relation to both knowledge and

skills. The assessment includes a 360 feedback from patients and staff

at the services where students undertake their placements.

The knowledge components are also assessed progressively throughout

the course.

Clinical placement –

geographical areas and

content areas covered i

In 2011, students undertook block placements at Bourke, Coonamble,

Dubbo, Moree, Tamworth, Walgett, Wellington as well as Tharawal

(Airds, Campbelltown) and Western Sydney (Mount Druitt).

In 2012, the network has been expanded to other Aboriginal

Community Controlled Health Services across NSW.

Partnerships and

Agreements established

with Indigenous

communities and

organisations

The School of Medicine has established partnerships with each of the

services in which it places students.

Any general comment and

/ or challenges including

staffing

The School has been fortunate in having a strong Indigenous Program

Officer to forge relationships with services, in conjunction with our

Rural Program Manager. Academic support has been provided in

collaboration with key AMS’s with Jamie Newman, CEO of Orange

Aboriginal Medical Service being appointed as fractional senior

lecturer, and arrangements through Tharawal Aboriginal Medical

Service working with Dr Tim Senior, GP and Medical Advisor for the

National Faculty of Aboriginal and Torres Strait Islander Health within

the Royal Australian College of General Practitioners.

The School is now also moving to appoint a number of recently qualified

Indigenous doctors to provide mentoring to Indigenous medical

students and continue to develop the Indigenous Health curriculum.

Any reports/published

papers to be included as

references and as

attachments in the

Report.

Application for a LIMElight award – awarded to the School of Medicine

for community engagement in November 2011. (attached)

Resources developed –

students; library;

community resources

Indigenous Health Attachment Handbook (attached)

The School receives funding from the Australian Government

Department of Health and Ageing to support its rural clinical school

program, which include rural Indigenous Health placements.

The School has also been successful in being awarded funds from

Health Workforce Australia that has enabled it to provide medical and

teaching equipment to support services in hosting MBBS students.


School of Medicine

Year 5 Indigenous Health Attachment

Handbook 2012

For Supervisors and Students In ACCHO’s & AMS’s

SoM Indigenous Program

5th Year Coordinator Indigenous Program Officer Rural Programs Manger

Professor Brad Frankum Christine Carriage Jenny Akers

University of Western Sydney School of Medicine

Supervisors and Services Guide - 5th Year Indigenous Health Attachment

Guide for Aboriginal Community Controlled Organisation

Overview of the 5th Year Indigenous Health Attachment teaching

program

Welcome and thank you for participating in the University Of Western Sydney School Of Medicine

5th Year Indigenous health Attachments (IHA) teaching program. We appreciate the time and effort

that community members put into making medical students welcome. We are certain that this will

benefit communities in the future, as the next generation of doctors learns how to work effectively

with Aboriginal people and communities.

The Year 5 Indigenous Health attachment has been developed with the underlying principle of

engagement of students with the Aboriginal Community and to integrate cultural immersion and

medical education. This program puts students in the heart of the Aboriginal community to

experience Aboriginal health in urban, rural and remote settings and provides a practical experience

in consulting with Aboriginal and Torres Strait Islander patients in a culturally safe environment. This

also provides a unique opportunity for students to observe the complex roles of Aboriginal Health

Workers and to see multi-disciplinary health care in action.

The initial reason for the UWS SoM to undertake Indigenous Health attachments is to play an active

role in addressing the health inequities in the Aboriginal community and to identify and assist in

workforce development in rural and remote communities.

The indigenous Health attachment for Year 5 MBBS students is delivered in 5 week blocks, which

give the MBBS student an opportunity to internalise the SoM Indigenous curriculum by firsthand

experience learning through immersion, observing direct patient care delivered from the ground

root services and working in and with Aboriginal communities. Students are introduced to the

complexity of health care of families, communities and gain insight into patient-centred primary

health care. Students can begin to appreciate the community and social supports available to

Indigenous people, as well as the barriers and difficulties in accessing other health services

Our ACCHO/AMS partners’ contribution is invaluable to this program and has been crucial to the

development, delivery and advancements of the 5th Year Indigenous Health Attachment program.

To date there have been positive responses from all our partners and students, and the experiences

have been beneficial and enlightening. The SoM is currently partnered with a number of AMS’s

across NSW.

Program Aim

The 5th Year IHA is to give a broad understanding of primary health care and the many roles of

Aboriginal Medical Services and the importance of community control that contribution to health

care delivery and services. Graduates should be able to:

• Apply a sound understanding of the role social and economic factors play in Aboriginal peoples’ experiences of health, disease, historical factors and the contributions made by Aboriginal community organisations to the care of patients.

• To work collegially in inter-disciplinary settings to experience well coordinated, integrated, holistic health care delivery.

The learning objectives for this attachment are:

At the end of this attachment, the student will:

1. Understand how to work effectively with Aboriginal people. 2. Understand the concept of Aboriginal community control and self determination. 3. Comprehend the range of services offered in an ACCHO and how it all connects.

The students have already learnt about diseases and treatments. Whilst this knowledge will be

useful, the most important thing during their Indigenous health attachment is for them to learn to

apply this knowledge and to work effectively with the community. Students will need to use their

skills in listening, developing rapport and trust and allowing people to make and discuss decisions for

themselves.

Most student training is based in hospital or mainstream general practice, so the model they have

seen up to now is based around doctors being in charge. They may be expecting your service to be

like a “normal” practice whose main workload is Aboriginal people, and so this is a great opportunity

for them to learn and experience the importance of community control in a health service. This is an

opportunity for you to give students a taste of an ACCHO as an employment option for the future.

All communities and services are different, so the School of Medicine will not lay down exactly what

should happen for the student in the service. The most important thing is that the students get to

chat with as many staff and community members as possible, and are navigated around the service,

the community and the culture. This guide contains a menu of activities for the student, from which

you can pick and choose as appropriate, or use them to do something different that fits in with what

you do in your service. We know your community will make the students feel welcome

If you have any questions about the attachment or the students, or if you have any concerns, then

please contact? Cris Carriage [email protected] School of Medicine.

Learning Activities in Community:

1. Participate in as many of the programs as possible

The student will benefit from being attached to all the programs your service runs, from health promotion programs, to men’s groups/women’s groups, to Link Up services Social and Emotional Well-Being programs. Students will benefit from speaking to those running the programs and speaking to community members using the programs. The wide variety of community programs run in ACCHOs which positively contribute to people’s health is important for medical students to understand that there are many important things that will have a beneficial effect on people’s health other than the medications that they are learning to prescribe.

2. Spend time in the Medical Clinic

Time spent with the doctor/GP will be important, perhaps even with some time blocked out between patients for debriefing if that is at all possible. Once again, the key observation for the medical students is how the doctor works with and engages people in the community. Another important observation is about how the doctor fits in with the rest of the team in the ACCHO. Indeed, your service will be one of the most important School of Medicine attachments where

mailto:[email protected]

they can learn this. With this in mind, it will be good for the medical student to spend time working with the Aboriginal Health Workers, the nursing staff, and to spend time on reception and get a feel for the atmosphere in the waiting room.

3. Participate in Clinical Activities

Medical students appreciate becoming involved in the care of people, and this is great learning for understanding the perspective of their Aboriginal patients in the future. Activities they may do in the service include:

Take clinical measurements, like BP, pulse, height, weight, urine dipsticks, visual acuity etc.

Take a history – this could be a complete history, or concentrate on one or two particular sections. It is also important that the student understands the importance of hearing someone’s story, rather than just seeking the answers to the student’s pre-determined medical questions.

Practice asking in a sensitive way about social and emotional health, drug and alcohol history, sexual health.

Examine the patient in the light of the history to find relevant clinical signs

Perform all or part of a Health Assessment

Perform all or part of a GP Management Plan +/- Team Care Arrangement or a Mental Health Management Plan– particularly helpful would be allowing the student to agree goals with the patient, if possible, as this goes to the heart of working with someone, rather than doing things to them.

4. Practice using some common questionnaire

Allowing the student to practice using particular questionnaires sensitively. Eg, K-10, AUSDIAB risk score, Mini-mental test.

5. Work with visiting specialists or allied health specialists visiting clinic

It might even be possible to follow a single patient or family through multiple appointments in the service.

6. Working with the GP out of hours, or in VMO work at the hospital

Allows the student to see the broad range of work done by a GP in the community, particularly a rural community.

7. Do home visits with Aboriginal Health Worker, Nursing or Medical staff if available

This is an ideal opportunity, and privilege to be invited in to someone’s home. As always, the patient must consent to the student attending beforehand.

8. Link with other local services that you use, and spend time with these

Allowing the student to see the range of services that can be called on to help people, and how important all the social and cultural factors are in determining health outcomes.

Supervisor Roles

1. Orientation

For students to gain a full experience of the ACCHO and the community that you serve, we

recommend that students be treated as a staff member of your organisation:

The first day or two of the attachment should be spent orientating the students to the service

and community.

• Exchange contact details while students are in town for safety. • Introduction of student to the service, community and township • Introduce to all staff • Establish who their supervisor is and arrange regular meetings. • Sign in and out process and service hours of operation (sign in and out can be submitted as

part of attendance records) • Discuss student’s timetable for the next 5 weeks, projects and any meetings that they should

attend. • Orientation to facilities, the kitchen/staff room, dress code and should they bring their own

lunch? Where should students buy groceries, the local sporting groups, pools, clubs, best cafe etc

2. Cultural Immersion

• For students to experience cultural immersion they will need to get an idea of the local community, the local Aboriginal history, the language groups, the local country and significant sites, traditional food etc.

• Community profile that make up the client base by the organisation, that could include challenges that related to their social, physical, and financial existence, as well as other information deemed to be relevant for students understanding the clients/patients of the AMS’s

3. Cultural Mentor

• A community member acts as a guide and a point of contact throughout the attachment, guiding the student on cultural knowledge and awareness in things they see happening.

4. Teaching sessions

• You might want to run particular teaching sessions for the student, on cultural aspects, or history, or based on particular topics (like depression, or the effect of the Stolen Generation) or on cases, either hypothetical or real people seen in the service.

5. Students working in the Organisation & Community

• Determine whether clients need to give consent for students to participate in attachment activities and if necessary, obtain such consent from the client;

• Have the right to terminate any student who is not participating satisfactorily or safely in this attachment;

• Provide other learning opportunities for students to become familiar with the range of activities undertaken by the agency

• Assist student to understand the structure of an AMS’s, such as, information about the agency’s policies, standards, regulations, operating manuals, strategic plans and other such information relevant to student engaging in the attachment

• History, structure, vision statement, funding of the agency and the policy or political process that supports its existence

• We invited supervisors to give evaluative feedback on their experience with UWS students

6. Students working with GP within the clinic

Note: The 5th year Medical Students working within the clinic will need to have supervision by a

doctor when performing clinical procedures or assessment of patients as for part of the

placements and overall immersion experience it is suggested that

• Provide access and orientation to all aspects of the practice and clinic • Guide and facilitate learning and supervise contact with patients and staff • Within the bounds of the practice facilities, provide opportunities to be directly involved in

patient care • Provide opportunistic clinical teaching, and where possible teaching sessions, on relevant

topics • We invited AMS Doctors to give evaluative feedback on their experience with UWS students.

7. Student Attendance requirements

• The School of Medicine has decided there will be NO leave granted from any Indigenous Health attachments in 5th Year. The only exception will be for emergency sick leave for a serious illness.

• All students are expected to comply with your staff practices and required to do 35 hours per week.

• All student absences from attachment should be negotiated with supervisor at the services convenience.

• It is very important that student interact with community partners for the full 5 week period. As this is an immersion program into Aboriginal Medical Service and Community.

• The grading from this is an overall grading of this attachment. To pass this component, the student must have attended all the components of their attachment.

• If the student have missed any activities, for example, through illness, they should have communicated this as early as possible and make arrangements to make up this time at some point in their attachments.

8. Students Project - To be up loaded to drop box on vUWS.

Students are required to complete a project, which will be of use to the service. The importance

of this is for the student’s ability in working collaboratively with the community and staff and not

just the production of a document. You may have projects already available, some student will

have an idea on a project or a project can present itself out of necessity or need. Services may

wish to form a library of potential projects for the student to do. Small projects are better, so

they can be completed during the attachment.

Student will need to keep a copy of the resource so that they can write up the process. However,

discuss with the service any issues around ownership of the data, as the document may need to

be returned to the service when it has been assessed.

9. 360 degree appraisal by total of 5 or more community members & staff. – To be up loaded

to drop box on vUWS.

As part of the Indigenous health curriculum, we want medical students to become effective at

working with Aboriginal communities. The only way of assessing this, is to ask members of the

community and staff of the health service on how well the students did this. Therefore we would

be grateful for 5 or more staff/community to fill in the attached questionnaires. Students will

need to give their supervisor copies of the 360 degree appraisal forms (minimum of 5)

• Working with Community and Patients (see attached) • Working with Colleagues and Staff (see attached)

If Supervisor could hand these forms out to 5 or more community and staff who have worked

with the student and ask them to fill in the form (please see attached). Forms will need to be

collected by the supervisor and feedback to the student; forms will need to be handed back to

the students who will complete a self reflection on the 360 degree appraisal.

We are very grateful for your help in teaching the doctors of tomorrow (Adapted from 360

Degree appraisal for GP Registrars from London Deanery, UK).

Student responsibilities

What you gain will be in direct proportion to what you put in the 5th Year IHA. You will need to work

with your supervisors to identify and build on the learning opportunities related to your placements.

All students in Year 5 (both domestic and international) are required to spend 5 weeks in an

Indigenous Service. We have a large cohort of students and only two Aboriginal Medical Services in

the Greater West of Sydney so we have sought & gained placements all over NSW. Some are located

in Sydney but most are located in rural and remote areas of NSW. Students who have chosen to

spend 12 months in a rural location will do their IH attachment during that time.

Each Aboriginal Community and organisation is different; when you are in your placement you will

have a supervisor to orientate you and will inform you about the community that you are working in.

Our experience so far has been that students really enjoy talking with Aboriginal people and find

working in an Aboriginal Services challenging and exciting as most have not had that opportunity

before.

1. In the week before you begin

You must contact each of your supervisors in your designated Aboriginal Organisation. You will

need to confirm the day and time for your first day at the practice/organisation, and ask them:

Where the organisation is located and the best way to get there (e.g. train stations, parking);

Your will need to exchange mobile contact details if you are travelling rural for safety;

Who to contact when you arrive;

The required standard of dress (remembering that this may change depending on circumstances);

Any identification you need to bring with you;

Whether there is anything else that you need to do before arriving (eg vaccinations, criminal record check, immunisation card, working with Children Check).

2. Before the start of your attachment, also make sure you:

Orientate yourself with the organisation and community which you have been assigned. If you are unsure, please contact Cris Carriage or Jenny Akers;

Have read the Learning Guide ;

Have appropriate clothing and footwear;

Arrange suitable transport;

Consider your learning needs for the attachment;

Provide your emergency contact details to Debbie Condon

3. On your first day

Begin with an open mind and a willingness to understand. Your attachment is an opportunity for

you to experience firsthand the work of an Aboriginal Community and Health Service and to

work out why Aboriginal community controls are so important in Aboriginal Health and

Community.

In all probability the clients/patients you meet will present you with new perspectives on ways

of doing and thinking how to communicate or deliver services. You may find this inspirational or

a challenge. In either case, take this opportunity to learn about the health and wellbeing of

Aboriginal people and community.

Be punctual and respectful – to clients, patients and staff

Arrange a time to meet with your Supervisor to discuss your attachment learning goals and plan strategies to address these goals

Show your supervisors that you can be trusted to see their patients/clients

Actively participate in your orientation to the site by introducing yourself to all staff members and understanding their roles

Ask about your partner’s networks and see if there are places that you can visit that will enhance your learning

4. Culturally/Community Mindfulness

Respect and sensitivity is very important in every social structure in Aboriginal Communities, Elders and Kinship and the relationship to land in important

Always address your patients as Mr and Mrs unless invited to address them as Aunty, Uncle or by first name

Keep an open mind and open body language as sometimes it can be misinterpreted as closed off and not friendly

Use clear uncomplicated language

Do not use jargon

Be mindful of potential language barriers

Consult with Aboriginal staff within the service if unsure

Do not continually ask a person to repeat themselves

Be sensitive to offering assistance with reading and writing especially with elders

Attend community open days and wherever possible attend functions in communities that you have been invited to

Contact groups in the community to get to know the local Aboriginal community and gain some basic knowledge of the wider community you are engaging in.

Become involved in supporting local events and functions, If possible be part of organising activities in the community

5. During your attachments

Seek out activities and ask questions. Your level of engagement in the attachment is not simply ‘doing as requested’.

Introduce yourself to clients/patients and be willing to participate in the work of the organisation.

Be critically involved in the work. Be alert to the underlying meanings of the events and situations you witness. What do they tell you about the health system or society more broadly? Identify the things that are working well, and analyse those aspects that you believe could be improved.

6. Attendance requirements

The School of Medicine has decided there will be NO leave granted from any Indigenous

Health attachments in 5th Year. The only exception will be for emergency sick leave for a

serious illness.

It is very important that you interact with our community partners for the full 5 week period.

As you are expected to immerse yourself with the Aboriginal Medical Service and Community,

role up your sleeves and work with staff and community of the AMS.

Potential activities have been described on the previous page, and it is expected that the

student will participate in all the activities organised for them. A form documenting their

attendance is attached. We would appreciate your completing this form in consultation with a

GP with whom the student has spent some time.

Assessment

The 5th Year IHA is now online through vUWS, all materials can be down loaded and completed

online and all completed assessment will need to be uploaded and submitted to the drop box

within two weeks of finishing your attachment. Students are assessed on the following:

1. Punctual attendance (attendance sheet) at the service– to be up loaded to drop box vUWS

Attendance should be signed off by your supervisor from the service on each day or if you

are signing in out as part of the staff you may submit these records as part of an assessable

item at the end of your attachment it will need to be submitted as part of your grading.

2. Opening reflection on Aboriginal Health and Community – to be completed online on vUWS

To write down your knowledge and views of Aboriginal Health, what you’re expecting to

encounter, what you would like to get out of this attachment.

3. Reflective Journal to be completed weekly – to be completed online on vUWS

In your Reflective Journal you will write notes about what you see happening during your

attachment or a program that you have participated in. Record of your experiences,

thoughts, feelings and reflections on how this has affected or influenced you and what you

have learnt - is it relevant to you and how you will use the new

information/knowledge/skill/technique in the future.

4. Completion of a service project – to be up loaded to drop box on vUWS

During your time in the community you are required to complete a project, which will be

useful to the service. The importance of this is in working collaboratively with the staff and

community, not just the production of a document.

5. 360 degree appraisal by total of 5 or more community members & staff. – To be up loaded to drop box through vUWS.

As part of the indigenous health curriculum, we want medical students to become effective

at working with Aboriginal communities. The only way of assessing this, is to ask members of

the community and staff of the health service on how well the students did this. Therefore

we would be grateful for 5 or more staff/community to fill in the attached questionnaires.

Students will need to give their supervisor copies 360 degree appraisal forms (minimum of 5)

• Working with Community and Patients (see attached) • Working with Colleagues and Staff (see attached)

If Supervisor could hand these forms out to 5 or more community and staff who have

worked with the student and ask them fill in the form (please see attached). Forms will need

to be collected by the supervisor and feedback to the student and forms handed back to the

students or will complete a self reflection on the 360 degree appraisal.

Students should score accordingly and a mark will be determined on their effectiveness in

communication with community and safety of the Aboriginal Health Services:

An Excellent student will score 8 or 9 on each assessment

A Satisfactory student will score 3 or higher on all 5 assessments

A Borderline student will score 1-2 on 2 assessments and 3 or more on 3 assessments

An Unsatisfactory student will score 1 or 2 on all 5 assessments

1. 3600 Self Reflection – to be completed online vUWS

The following questions may help in providing the feedback to the student, and help you

think about how you can maintain and improve your performance in this area, however

good your feedback was. If a student is receiving negative (though constructive) feedback in

this area, it is likely that they are already aware of needing to improve in their engagement

with people, and this will give them a real opportunity to improve. Please provide copies of

the feedback to the medical school.

In providing feedback to the student, you might want to ask questions like:

What are you expecting this feedback to say?

What areas do you do well?

What do you think you need to improve?

Are you surprised by any of this feedback?

What areas do you think you need to work on now?

How might you do this?

N.B. It is also worth noting that different people will score students differently, so it is not

possible to compare scores across students or over time. The numbers will give an indication

of how well an individual community member thinks a particular student worked with the

community in their experience. The strength of this tool is in providing feedback for the

student to improve their performance. The nature of these rating scales is that people will

tend to be nice about students. Therefore, if someone does score a low score, this is worth

investigating further, and should be drawn to the attention of the medical school.

6. Closing reflections on Aboriginal Health and Community - to be completed online on vUWS

At the end of the attachment, look at your opening reflections, notes and reflect on your

challenges, surprises, difficulties and advice you would give yourself after completing this

attachment.

7. The Project

During your time in the community students are required to complete a project, which will

be of use to the service. The importance of this is your ability in working collaboratively with

the community and staff within the services, not just the production of a document.

Many services have some projects that they would like to do, but no-one with time to do

them; students may well be able to assist with this. Services may wish to form a library of

potential projects for the student to do. Small projects are better, so they can be completed

during the attachment.

You will need to keep a copy of the resource as you will need to write up the process.

However, discuss with the service any issues around ownership of the data, as the document

may need to be returned to the service when it has been assessed.

Suitable ideas for a project might include:

Producing a community profile (See appendix for example) - Consult the community to produce a written description of your local community

Produce a local resource directory Consult the community to develop a directory of local services for the community

Perform an audit of a clinical treatment, to inform ways of improving care

Quality improvement activity – eg PDSA cycle: Work to improve a process in the service, using the cycle Plan, Do, Study, Act (If your service has participated in the Australian Primary Care Collaborative, this will be clear, otherwise do not worry too much about this methodology!)

Educational intervention for staff/community: Develop an educational resource for staff or patients on an issue identified with the service

Chronic disease management: Work to develop an aspect of chronic disease management in the service, such as a disease register, recall systems or information management. Often the aspects of organising care over time, rather than thinking about an individual consultation, is a new concept for medical students.

Criteria for Marking

The 5th Year Indigenous Health Attachment is now online through vUWS, students are assessed on

the following:

Check List

Attendance record – uploaded to drop box vUWS

Opening reflection on Aboriginal Health and Community - to be completed online vUWS

Closing Reflection on Aboriginal Health and Community - to be completed online vUWS

Reflective Journal to be completed weekly – to be completed online vUWS

Completion and write up of process of Project – uploaded to drop box vUWS

360 degree appraisal by total of 5 or more community members & staff - uploaded to drop box

vUWS

360 degrees self reflection – to be completed online vUWS

The criteria for marking all assessment will be against the learning objectives of this attachment

and will be assessed by staff from the School of Medicine including, conjoint staff from

Aboriginal Community Controlled Health Services.

This will be identified through their statements, the students demonstrate a capacity to observe,

engage and reflect on working with Aboriginal people and the organisation.

Excellent students will demonstrate an ability to view the service from the perspective of

Aboriginal people using the service and see how their own behaviour influences the way people

engage with a service.

Unsatisfactory students will be judgmental about how people engage with the service and will

not demonstrate any reflection on their own behaviour.

Assessing Projects:

Excellent projects will state the reason this project was chosen and have a clear objective. The

benefit to the community will be clearly described and the methods used to engage the

community will be clearly described. The methods, results and outcomes, will be clearly

described.

Unsatisfactory projects will have no clear goal or reason for being done, and will have been done

without reference to the community. The methodology and/or results will be unclear with no

clear outcome as a result of the project.

The student will need to submit a copy of the project to drop box on vUWS. Consider issues

around ownership of the data, and discuss this with the student, with an explanation, as this will

be an important learning point for the student.

All assessment materials will need to be submitted on vUWS two weeks

after your attachment ends

Appendix

Working with Community and Patients

To be uploaded to drop box on vUWS


Aboriginal Community Controlled Health Service Attachment

360 Degree Assessment

As part of the indigenous health curriculum, we want medical students to become effective at


community themselves how well the students did this. Therefore we would be grateful if 5 or more

community members who have spent some time with the student would complete these questions,

and hand it back to the supervisor of the attachment. We are very grateful for your help in teaching

the doctors of tomorrow. (Adapted from 360 Degree appraisal for GP Registrars from London

Deanery, UK)

Student name Supervisor

Your name

Your position

Date

Please circle the appropriate level of performance

Working with Community and Patients 1 2 3 4 5 6 7 8 9

• Discourteous, Inconsiderate of patients views, dignity & privacy. Unable to reassure, subject of repeated complaints.

Courteous & polite, communicates well with patients, shows appropriate level of emotional involvement in the patient and family. Respects privacy & dignity. Community and patients participate in decision making.

Excellent manner, able to anticipate patient’s emotional and physical needs and plans to meet them. Explains clearly and checks understanding. Full involvement of community and/or patient in decisions.

Please add any other comments or feedback you wish to make below.

Working with Colleagues and Staff

To be uploaded to drop box on vUWS


Aboriginal Community Controlled Health Service Attachment

360 Degree Assessment

As part of the indigenous health curriculum, we want medical students to become effective at


community themselves how well the students did this. Therefore we would be grateful if 5 or more

community members who have spent some time with the student would complete these questions,

and hand it back to the supervisor of the attachment. We are very grateful for your help in teaching

the doctors of tomorrow (Adapted from 360 Degree appraisal for GP Registrars from London

Deanery, UK).

Student name Supervisor

Your name

Your position

Date

Please circle the appropriate level of performance

Working with colleagues and staff 1 2 3 4 5 6 7 8 9

Unable / refuses to communicate with colleagues. Can’t work to common goal, argues.

Listens to colleagues– accepts the views of others. Flexible– ability to change in the face of valid argument. Respects different roles in service.

Able to bring together views for a common goal. Team goal is put before personal agenda. Contributes to service.

Please add any other comments or feedback you wish to make below.

Appendix

Community Assessment – 360 Degree Reflective Feedback

The main focus in this attachment is on working well with people in Aboriginal and Torres Strait

Islander Communities. The only people who are able to judge this are the community members

themselves. Therefore, as part of your assessment, we are asking at least 5 community members or

staff to give feedback on the form on the next page about how well you interacted. This should be

done by week 6 of your 8 week attachment. These will be collated by the supervisor and your

supervisors will feedback a summary to you.

When you get the feedback complete the reflections over the page.

Was there anything in the feedback that surprised you?

What did you do well? How can you keep doing this?

What might you need to change to improve the way you work with Aboriginal people and communities? How might you do this?

Please submit a copy of this page together with the 360 degree appraisal forms to

To be completed on vUWS

Student Name_________________ Service______________________ Supervisor_______________

Opening Reflections – to be completed online in vUWS

Before you start your attachment, answer the following questions

Write down what you already know about Aboriginal Health. What are you expecting to encounter during this attachment?

Write down what you’d like to get out of this attachment. What enthusiasms do you have that might influence your choice of project, or time in the service and community?

Reflective Journal – This is to be completed online in vUWS

This is to be completed weekly

Reflective Journal – Week from______ to__________ Attended_________________________ Signature of service representative

What activities did you take part in?

What have you observed? What surprised you?

What did you get out of this activity?

What strategies did you see being used to engage people?

What will you try to do differently as a result of what you saw?

Closing Reflections - This is to be completed online in vUWS

At the end of the attachment, look back at your opening reflections and your notes during the term.

Was there anything in your opening reflections that has been challenged? Did anything surprise you?

What was the most difficult part? How could you manage similar situations in the future?

What advice would you give yourself now you have completed the attachment?

Student Name_________________ Service______________________ Supervisor_______________

Attendance Record

Date Activity Present Comments

2011 LIMELIGHT AWARDS

NOMINATION FORM

LIME CONNECTION IV

Medical Education for Indigenous Health: Building the Evidence Base

29 November – 1 December 2011

Auckland, Aotearoa/New Zealand

KEY DATES

LIMElight Applications will close on 26 August 2011

Winners will be announced on 30 November 2011

at the LIME Connection IV Dinner

LIME OVERVIEW

The Leaders in Indigenous Medical Education (LIME) Network is a Medical Deans Australia and New

Zealand (MDANZ) Project hosted by the Onemda VicHealth Koori Health Unit within the Melbourne

School of Population Health at the University of Melbourne, sponsored by the Australian

Government Department of Health and Ageing.

The LIME Network is a dynamic network dedicated to the development, delivery and evaluation of

high quality and effective Indigenous health content in medical education.

The project encourages and supports collaboration within and between medical schools in

Australian and New Zealand. It seeks to build multi-disciplinary and multi-sectoral linkages and

provide quality review, professional development, capacity-building and advocacy functions. LIME

also furthers best practice in the recruitment and retention of Indigenous medical students.

The LIME Network recognises and supports the primacy of Indigenous leadership and knowledge.

CONNECTION INFORMATION

The fourth biennial LIMECONNECTION will be held in Auckland, Aotearoa/ New Zealand from 29

November – 1 December 2011.

This year’s Connection will focus on Medical Education for Indigenous Health: Building the Evidence

Base. Specifically, the Connection will address leading approaches to the inclusion of Indigenous

health into medical education and will showcase the growing body of evidence that illustrates the

relationship between medical education and Indigenous health outcomes.

The Connection will provide an opportunity to discuss and critique current practices and explore

emerging tools and techniques to drive improvement in outcomes for Indigenous health and aims to

encourage information sharing, professional development, capacity-building and networking

amongst peers.

The LIMECONNECTION seeks to support collaboration between medical schools and to build

linkages with those from other health disciplines. The LIMElight Awards, which acknowledge and

celebrate the many successes in the field, will be presented at LIMECONNECTION.

Keynote speakers include experts in Indigenous health and medical education from Australia, New

Zealand and Hawai’i. The target audience includes Indigenous and non-Indigenous medical

educators, Indigenous health specialists, medical specialists, policy makers, students and community

members.

LIMECONNECTION IV is being hosted by the University of Auckland and the University of Otago and

is held under the auspices of Medical Deans Australia and New Zealand, the Australian Indigenous

Doctors’ Association and Te Ohu Rata O Aotearoa (Te ORA) Māori Medical Practitioners Association

of Aotearoa.

2011 LIMELIGHT AWARDS NOMINATION FORM

The LIMElight Awards are given in recognition of the significant and outstanding work staff, students

and medical schools undertake in the teaching and learning of Indigenous health in medical

education, as well as Indigenous student recruitment. These awards acknowledge an innovative

programme or initiative which addresses critical issues, brings people together collaboratively and

implements an innovative solution.

The Awards are held in conjunction with LIME Connection IV – the Leaders in Indigenous Medical

Education (LIME) biennial conference. The award winners will be announced at the LIME Connection

Dinner on 30 November, in Auckland, Aotearoa/New Zealand.

Nominations close Friday 26 August 2011

Email your submission to: [email protected]

Award Categories

Nominations for each category may be for an individual or organisation, apart from the Leadership and Student award, which are awarded to an individual.

1. Leading innovation in curriculum implementation By nomination or application 2. Leading innovation in Indigenous student recruitment, support and graduation By nomination or application 3. Leading innovation in community engagement* By nomination or application 4. ‘LIMElight Leadership Award' for outstanding leadership by an individual** By nomination only 5. Student Award** By nomination only

* The Leading Innovation in Community Engagement award application must include a statement/ letter of support from the community named, or involve the co-nomination of an involved community member. **The Leadership and Student awards applications must be nominated and seconded, be supported by a CV and include a submission on why this person is an outstanding leader.

Please complete one form per category. The awards will be judged by an independent panel. For further details please visit http://www.limenetwork.net.au/content/lime-connection-iv.


http://www.limenetwork.net.au/content/lime-connection-iv

Nominee / Applicant Details

Name: Indigenous Health Attachment Year 5 University/Organisation: University Of Western Sydney Address: UWS School of Medicine Locked Bag 1797 Penrith South NSW 1797 Email: [email protected] Phone: (02) 46 203 600 Award Category: Leading Innovation in Community Engagement

Nominator (1A) Contact Details:

Name: Christine Carriage Position: Indigenous Program Officer University/Organisation: University of Western Sydney – School of Medicine Email: [email protected] Phone: 0414017374

Nominator (1B) Contact Details:

Name: Jenny Akers Position: Rural Program Manager University/Organisation: University of Western Sydney Email: [email protected] Phone: 0405 193 703

Nominator (2) (‘seconder’) Contact Details:

Name: Professor Brad Frankum Position: Professor of Clinical Education & Acting Deputy Dean University/Organisation: University of Western Sydney Email: [email protected] Phone: (02) 46203600

Details of reasons for nomination / application (approx. 200 words per

criteria)

How has the nominee contributed to Aboriginal & Torres Strait Islander or Māori Medical

Education?

The Year 5 Indigenous Health attachment has been developed with the underlying principle of

engagement of students with the Aboriginal Community and to integrate cultural immersion and

medical education. This program puts students in the heart of the Aboriginal community to

experience Aboriginal health in urban, rural and remote settings and provides a practical experience

in consulting with Aboriginal and Torres Strait Islander patients in a culturally safe environment. This

also provides a unique opportunity for students to observe the complex roles of Aboriginal Health

Workers and to see multi-disciplinary health care in action. This whole program would not have

been possible without the truly generous response from the Aboriginal Medical Services.



UWS School of Medicine (SoM) has made a decision to strive to ensure that all of our medical

graduates will be well trained in Indigenous Health.

What particular circumstances differentiate the winning nominee from others?

The initial reason for the UWS SoM to undertake Indigenous Health attachments is to play an active

role in addressing the health inequities in the Aboriginal community and to identify and assist in

workforce development in rural and remote communities.

The indigenous Health attachment for Year 5 MBBS students is delivered in 5 week blocks, which

give the MBBS student an opportunity to internalise the SoM Indigenous curriculum by firsthand

experience learning through immersion, observing direct patient care delivered from the ground

root services and working in and with Aboriginal communities. Students are introduced to the

complexity of health care of families, communities and gain insight into patient-centred primary

health care. Students can begin to appreciate the community and social supports available to

Indigenous people, as well as the barriers and difficulties in accessing other health services

Our ACCHO partners’ contribution is invaluable to this program and has been crucial to the

development, delivery and advancements of the 5th Year Indigenous Health Attachment program.

To date there have been positive responses from all our partners and students, and the experiences

have been beneficial and enlightening. The SoM is currently partnered with 9 AMS’ across NSW. In

2011 a total of 86 students were placed, in 2012 our total number of students will be 104 and this

will increase to 129 in 2013. This represents all students in our MBBS course. We are currently

negotiating to increase the number of our AMS partners to a maximum of 20.

Outline the nominee’s demonstrated interest and experience in Aboriginal & Torres Strait Islander

or Māori health.

The design of the Year 5 Indigenous Health Attachment has been supported by the Dean of the SoM,

Professor of Clinical Education and the School of Medicine Indigenous Committee. The practical

rollout of the placements is driven by the Indigenous Programs Officer, the Acting Rural Program

Manager, a GP academic working in partnership with the local AMS, with substantial advice from

CEOs and Practice Managers in our partner AMS’s.

Assessments for the attachment are designed to be useful for both the service and student.

Students are assessed on attendance, Pre and Post reflection on Aboriginal health and Community,

Journals entries, 3600 appraisal and their project. Practice Managers and CEO design a plan for the 5

week placements that includes cultural and community orientation and the day to day activities

during the attachment.

The project is assessed on its usefulness to the service and the extent of collaboration with the

community, not just the production of a document. Projects will state the reason for the project

and have a clear objective and outline the benefits to the community. Both the aims and the

methods used to engage the community will be clearly described. A number of highly useful projects

such as identifying patients at risk of osteoporosis have already been instigated.

Describe the nominee’s commitment to improving Aboriginal & Torres Strait Islander or Māori

health in the future.

The School of Medicine has a long term commitment to our ACCHO partners and has invested into

further partnership development, Aboriginal communities and health and will provide experience

and expertise of staff and students to expand our understanding so that we can further build strong,

viable relationships with our ACCHO partners, and their local communities. The SoM encourage

AMSs to have Memorandum of Understanding with us, and provide a back to base support for both

supervisor and students for strengthening our commitment. Organisations may call in anytime, with

most contact during teaching sessions.

We are open to ACCHOS needs and suggestions; we will always look for opportunities to assist with

professional support and development, we will assist in service delivery and identify and address

issues that affect the health and wellbeing of Aboriginal and Torres Strait Islander peoples and

communities.

This is also an opportunity for our ACCHO partners to encourage and nurture students, who might

consider future working in Aboriginal and Torres Strait Islander health, which could in turn assist in

building the ACCHO workforce further.

Why is this nominee an outstanding leader?

(Only to be completed for Leadership and Student Awards nominations)

N/A

FOR FURTHER INFORMATION AND SUBMISSION OF THIS FORM:

LIME Project Team

4/207 Bouverie Street, University of Melbourne, VIC, 3000.

Email: [email protected]

Phone: +61 3 8344 0828

Fax: +61 3 8344 0824

Web: www.limenetwork.net.au

Nominations & Applications for the LIMElight Awards close COB Friday 26 August 2011.

http://www.limenetwork.net.au/


APPENDIX 4:

UWS COLLEGE OF ARTS WORKING PARTY REPORT 2010

1

Appendix 4

College of Arts

Indigenous Graduate Attribute Mapping

As outlined in the Advice to Schools, Schools in the former College of Arts are in the process of implementing the Indigenous Graduate

Attribute through varying strategies

1. Development of an Indigenous Studies major. It is anticipated that this will comprise a series of units developed and delivered by

Badanami and located within a College of Arts (CoA) course or other UWS courses where students choose units or sets of units to

complete their degrees. Other Indigenous units across the University may also count towards a student‟s completion of an Indigenous

Studies major.

The Indigenous Australian Studies Major and Sub-major were identified as available as electives for students studying in all major

undergraduate degrees in the College of Arts. Availability statements were included in the 2011 and subsequent years Handbook entries, UAC

Undergraduate entries and in each related UWS Area of Study brochure ie for Bachelor of Arts, Bachelor of Social Science, Bachelor of

Community Welfare, Bachelor of Tourism Management, Bachelor of Policing, Bachelor of Communication, Bachelor of Design (Visual

Communication), Bachelor of Music, Bachelor of Psychology.

In 2011, the Indigenous Australian Studies Major and Sub-major were included as identified majors in the Bachelor of Arts.

2. Development of School owned Indigenous units which are professionally focussed units.

The School of Humanities and Communication Arts has three units:

101685 Indigenous Australian History

101872 Australian Indigenous History from Federation to Reconciliation

101409 Indigeneous Cultural Texts

2

The School of Social Sciences has:

101600 Indigenous Cultures and Tourism: A Global Perspective

The School of Education developed an

Indigenous Studies module in 101577 Classrooms Without Borders

3. In addition to dedicated units Schools and courses will be asked to identify areas in which Indigenous content can be scaffolded into

other units. This may involve a combination of guest lectures, case studies, reference material, field-visits, assignments, learning through

community service, etc.

Schools in the College of Arts completed a mapping of Undergraduate (UG) units in which Indigenous content and/or resources exist. This was

completed in March / April 2010 – see attached.

A further mapping of the type of content was completed for one core unit in each major undergraduate degree in October 2010.

3

College of Arts

Indigenous Graduate Attribute: Core Units

October 2010

SCHOOL: Humanities and Languages

Program

Evidence Type

Knowledge Base

Communication

Social and

Cultural

Leadership and

Partnership (List type of

evidence ie Outcome,

Content, Learning

Experience or

Assessment Task

(lecture, tutorial,

reading, activity)

Appreciate the

culture, experiences

and achievements of

Indigenous

Australians, thereby

encouraging an

Australian identity

inclusive of

Indigenous

Australians

Communicate

ethically and

effectively within

Indigenous

Australian contexts

Understand and

engage effectively

with the culturally

and socially diverse

world in which

they live and will

work

Understand the

circumstances and

needs of Indigenous


encouraging

responsibility in

raising the standard

of professional

service delivery to

Indigenous

Australians; possess

a capacity to engage

and partner with

Indigenous

Australians

Contemporary Society

(100960)

Outcome in Learning

Guide (LG):

Students will:

Develop their ability

to analyse social

structures, the

cultural practices

and discourses;

Embedded elements of

Indigenous issues and

culture in cross section

of topics rather than a

stand alone topic.

Lectures and reading identify Indigenous

leaders‟ writing about

cultural issues relevant

to issues within our

contemporary society.

This unit:

Provides students

with a range of

perspectives we

can use to

understand the

world around us as

well as human

The subject focuses on

the social construction of

racism, class and

prejudice: the role of

media and historical

texts in marginalizing

groups of people

including Indigenous

4

Develop a variety of

ways of analysing

social problems;

Develop the

capacity to apply

general methods of

analysis & key

concepts to real-life

issues;

Enhance their

learning and

communication

skills; and

Develop skills in the

critical analysis of

academic and

popular texts that

interpret our world.

Learning Experience:

Lectures (1 hr/wk)

Tutorial (1 hr/wk)

Assessment Task:

Lectures and

readings on race,

racism, power,

environment, social

movements and

nation-hood have

embedded

Indigenous element

Essay (2010) on

issues of race and

nationhood in

behaviour;

Provides a

theoretical

grounding in the

central concepts

and methods of

social theory; and

Enables students

to reflect on

everyday issues

they are likely to

encounter and

apply social theory

and research

methods directly

to these practical

problems.

The aim is to

contextualise

contemporary issues

Australians is discussed.

Students are given an

array of tools to confront

these issues

5

Australia.

Australia and the

World (100958)

Students will

demonstrate:

understanding of

Australia as part of

a worldwide

process of

European settler

colonisation,

struggles of space

and land on the

Australian

continent,

how Australia has

been populated and

debates over

migration policy,

command of

multiple skills

especially through

the development of

literacy and

research skills,

demonstrate

comprehensive,

coherent and

connected

knowledge of both

the origins of

Australian society

Embedded elements of

indigenous issues and

culture in a cross

section of topics rather

than a stand alone topic

This unit provides

students with a range

of perspectives on the

historical development

of Australia, its

political system and

place in the world.

The unit highlights the

technologically

advanced nature and

daring of Australian

Aborigines when

“colonisers” arrived in

Australia. It deals with a

range of issues

associated with racism in

Australia, including the

Indigenous experience.

Thus it undercuts

negative stereotypes and

raises awareness of

Indigenous

circumstances and needs

and equips students to

participate in tackling

them.

6

and Australia‟s

international

relations

Learning Experiences

- Lectures (1 hr/wk)

- Tutorial (1 hr/wk)

Assessment task

- Lectures and readings

on the peopling of

Australia before

European settlement

have embedded

indigenous elements

- Essay on racist

discourse in Australia

7

SCHOOL: Psychology

Program Evidence Type Knowledge Base Communication

Social and

Cultural

Leadership and

Partnership

(List type of evidence ie

Outcome, Content, Learning

Experience or Assessment

Task (lecture, tutorial,

reading, activity))

Appreciate the


and achievements of

Indigenous


encouraging an

Australian identity

inclusive of

Indigenous

Australians

Communicate

ethically and

effectively within

Indigenous

Australian

contexts

Understand and

engage effectively

with the culturally


world in which

they live and will

work

Understand the

circumstances and

needs of Indigenous


encouraging

responsibility in

raising the standard of

professional service

delivery to Indigenous

Australians; possess a

capacity to engage and

partner with

Indigenous Australians

Bachelor of

Arts

(Psychology);

Bachelor of

Psychology,

Graduate

Diploma of

Psychology

101184:

Psychology

Human

Behaviour

Outcome (as in LG):

* Recognise the key theoretical

concepts and major empirical

findings in the domains of

psychology covered in the unit:

[including] Indigenous and cultural

psychology...

* Identify issues of Indigenous and

intercultural diversity associated

with mental health.


Lectures (4 hrs): delivered by

lecturer with experience and

expertise working with

indigenous communities

Tutorial activity (1 hr)

Learning outcomes and associated content

emphasise importance

of Indigenous culture

(past and present)

within psychology, not

just emphasising

negative psychological

issues within each topic

Lecture provides

background about

cultural issues and

challenges myths

Essay topic emphasises

cultural sensitivity in

psychological practice

Lectures and

reading identify

Indigenous contexts

relevant to

psychology and

cultural issues

relevant to

communicating with

members of

Indigenous

communities (eg

ethical ways of

conducting research

with Indigenous

communities)

Essay topic

emphasises cultural

sensitivity in

psychological practice

and an appreciation of

diverse

understandings of

“intelligence” across

cultures, with a focus

on Indigenous cultures

Lectures explore

cultural competence,

Indigenous contexts in

psychology, and the

application of

psychological

Lectures review how

cultural contexts influence

psychological needs of


and possible ways of

addressing these, and

covers ethical ways of

collaborating with

Indigenous communities

(eg in conducting

research)

8

Assessment Task:

Essay (2010) on cultural bias

in intelligence testing with

Indigenous Australians;

readings associated with this

topic are provided

Multiple choice exam includes

relevant questions

and an appreciation of

diverse views of

“intelligence” across

cultures, with a focus on


Exam assesses relevant

knowledge base

delivered in lectures

principles with

Indigenous

communities

Tutorial activity focuses on

stereotyping and

ways of reducing

prejudice

101681:

Abnormal

Psychology

Bachelor of

Arts

(Psychology);

Bachelor of

Psychology,

Graduate

Diploma of

Psychology

Outcome (as in LG):

* “Acquire an understanding of

Indigenous issues related to

abnormal psychology”


Lectures: individual topics

include reference to Indigenous

Australian contexts where

relevant

Readings: Assigned textbook

(Australian edition) includes

coverage of issues relating to

Indigenous Australians and

mental health

Exam: Multiple choice exam

includes relevant questions

Lecture information

provides context for

mental health issues

where relevant

Readings cover

relevant mental health

issues such as issues

associated with aging,

psychosocial issues,

alcohol use


knowledge base


Readings outline

psychosocial

challenges associated

with cultural contexts

of mental health, such

as those with

Indigenous Australian

communities

Readings and lecture

material covers

challenges associated with

appropriate mental health

assessment of Indigenous

Australians

Unit: 101682

Developmental

Psychology

Bachelor of

Arts

(Psychology);

Bachelor of

Psychology,

Graduate

Diploma of

Outcome (as in LG):

* Appreciate an understanding of

matters related to child protection,

Indigenous and cross-cultural

issues in psychology [in the

context of developmental

psychology]

* Handbook: “An understanding of

Indigenous development is

integrated into the unit alongside

an appreciation of richness in

Learning outcomes and related curriculum

content emphasises

current research and

major theoretical

frameworks including

cross-cultural and

indigenous issues.

Lecture: Covers

cultural competence in

working with

Lectures and

readings outline

appropriate means of

communicating

within an Indigenous

Australian context

(eg consulting elders)

and ethical issues in

research

Exam: covers

relevant issues

Lectures: specifically

cover diversity across

Indigenous

communities, as well

as Australian cultural

diversity inclusive of

Indigenous

communities.

Coverage of personal

beliefs and

assumptions and

Lectures introduce how to

work collaboratively and

respectfully with

Indigenous Australians (eg

consultation, permission

from elders) as well as

key ideas for service

delivery in a professional

context

9

Psychology diversity within various cultural

contexts”.


Lecture (1 hr): delivered by

lecturer with experience and

expertise working with

Indigenous communities

Tutorial activity (1 hr):

developed in consultation with

Indigenous psychologist

Assessment Task:

Investigative studies: option

includes reflective aspects with

regard to Indigenous

Australian culture and

development (assessment

developed in consultation with

Badanami staff)

Multiple choice exam includes

relevant questions

Set readings: Relevant assigned

readings on Indigenous children

indigenous communities

Tutorial: Video

presentation of

experience of

Indigenous ways of

living. Discussion

around impact of

relevant cultural issues

on psychological

development.

Investigative studies:

topics emphasise

cultural sensitivity in

understanding

Indigenous issues in a

developmental context


knowledge base


regarding

communication

impact of these on

working with

Indigenous

communities.

Tutorial activity:

appreciation of key

aspects of traditional


society, creative

activity to

demonstrate

understanding of and

promote cultural

aspects. Discussion of

impact of stereotypes

and prejudice on

development

Investigative studies:

appreciation of

Indigenous contexts

with respect to

children‟s literature

10

SCHOOL: Communication Arts



Experience or Assessment Task

(lecture, tutorial, reading,

activity))

Appreciate the


and achievements of

Indigenous


encouraging an

Australian identity

inclusive of Indigenous

Australians

Communicate

ethically and

effectively within

Indigenous

Australian contexts

Understand and

engage effectively

with the culturally


world in which they

live and will work

Understand the


of Indigenous


encouraging

responsibility in raising

the standard of





partner with Indigenous

Australians

Bachelor of

Communication

(1613)/Bachelor

of

Communication

Studies (1614)

Learning Experience Recommended reading

and/or Assessment tasks

(varies according to unit

and student)

Readings and

selection of areas

within assessment

tasks

Readings: Students in

the Journalism major

are expected to

respect the various

industry Codes of

Ethics and Codes of

Practice, some of

which contain specific

guidelines on the

coverage of

Indigenous issues.

Assessment: Many of

the assessment tasks

in the practice-based

units in the

Communication

majors allow students

to select their own

topic for a journalistic

story, video, campaign

Some media organisations,

including the ABC and

SBS, have specific

internships and training

positions for Indigenous

candidates. An ABC

executive gives a guest

lecture to Journalism

students each year and

covers this.

Indigenous students are

made aware of these

opportunities and directed

towards them.

11

etc. Some students

select topics with an

Indigenous focus. We

have no data on this

beyond anecdotal.

Internship: Students

select their own

placements in the 3rd

year Internship unit

and some undertake

placements at

Indigenous

organisations or

organisations with an

Indigenous focus.

Again, we have only

anecdotal data here.

12

SCHOOL: Social Science



Experience or Assessment Task

(lecture, tutorial, reading,

activity))

Appreciate the culture,

experiences and

achievements of

Indigenous


encouraging an

Australian identity

inclusive of Indigenous

Australians

Communicate

ethically and

effectively within

Indigenous

Australian contexts

Understand and

engage effectively

with the culturally


world in which they

live and will work

Understand the


of Indigenous


encouraging

responsibility in raising

the standard of





partner with Indigenous

Australians

BSocSc – Core

Unit –

Geographies of

Social

Difference

101556

Lecture and reading Indigenous and invasion

geographies (Waitt et al,

157 – 199) on

Indigenous and invasion

geographies of Australia

and Aotearoa/New

Zealand

To be conversant

with Indigenous

welcome protocols.

Indigenous

knowledges and

perspectives on the

land. Post-colonial

takes on Australia

Welcome to, and

acknowledgement of,

country by Uncle Greg

Sims and Auntie Margaret

Gonez

Lecture and reading Reading social

difference in the

landscape (Winchester,

et al (2003) Landscapes:

ways of imagining the

world Ch 2.

Methods for reading

the landscape for

Indigenous presence

To be able to

demonstrate that

Indigenous

Geographies are a

core layer in the

landscape, and that

this can remain

perceptible today

Lecture Australia‟s migration

story: flows and migrant

fortunes

To acknowledge that

the first migration to

Australia was

Australia‟s

Indigenous people at

To see Indigenous

culture as a core

component of

Australia‟s cultural

history

Respect for Indigenous

Australians as first nations

people

13

least 40000 BP

Tutorial and reading Re-making Redfern /

Waterloo: stakeholder

perspectives. Shaw,

W.S. (2000) “Ways of

Whiteness: Harlemising

Sydney‟s Aboriginal

Redfern”, Australian

Geographical Studies,

38, pp 291-305.

To acknowledge the

persistence of

Indigenous and

invasion geographies

Awareness of the

presence of

Indigenous issues and

people within the

contemporary city

(not just the bush)

Examination. Multiple choice and

open response

Knowledge of

Indigenous issues,

history, perspectives,

and also colonial

concepts (terra nullius)

and „white-washing‟.

14

The Individual in

Society

101557

Tutorial content includes: „self &

identity‟: „prejudice &

discrimination‟.

Assessment Task based on tutorial

content: Scholarly Learning

Journal.

Content includes different

perceptions of „self‟, including

„independent‟ and

„interdependent‟. Indigenous

„interdependence/collectivism‟ is

discussed.

Prejudice & Discrimination includes a reading on how „false

beliefs‟ about Indigenous

Australians promote prejudice.

Lecture on: Language,

communication and

culture.

Communicaiton,

language, non-

verbal

communication

Self, identity and

culture, social

processes and

cultural variations

This lecture includes

critical analysis of the

applicability of „western

social psychology‟ to

other cultures, including

those of Indigenous

Australians.

15

Bachelor of Social

Science/Bachelor

of Social

Work/Bachelor of

Community

Work/Bachelor of

Psychology

Core Unit –

Understanding

Society

101551.1

Outcome (as in LG): Demonstrate

knowledge and understanding of

key concepts and traditions in

sociology – this includes cultural

diversity – which includes



Lectures (2 x 2hr)

Tutorial activity (1hr)

Assessment Task:

On-line quiz – multiple choice

with relevant questions (4

questions)

Essay exam – questions (2

questions are listed in the exam

– in all there are 12 questions

listed and the student must

pick 4 to answer)

Lecture: This is

covered to a small

degree throughout

various lectures – but

there is not one lecture

dedicated to this. As

this is the case – this

aspect is not reflected in

assessments.

As this is a 1st year

1st semester topic –

we do not deal with

this issue. However,

the core units that

have been developed

by the School have

been developed to

include this later

within the student‟s

undergraduate career

Lectures – as stated

in 1st column –

lectures such as race

and ethnicity,

migration, class,

health, religion and

gender all highlight

the culturally and

socially diverse world

– both the global and

local are emphasized.

The lecture material

is then covered in

weekly on-line

quizzes, weekly

tutorials and reflected

in the essay questions

(the students pick one

of 9 questions) and

the final exam. The

experiences of the


is interwoven

throughout many if

not all of these

lectures.

Lectures – previous

column also relates to

this. This is also covered

in our Education week –

and to a certain extent our

week on health.

16

COLLEGE OF ARTS INDIGENOUS GRADUATE ATTRIBUTES - MARCH 2010

SCHOOL: COMMUNICATION ARTS

UG Units 101472

Music

Project

101054

Screen and

Sound

Concepts

100709

Television

Journalism

101051

Radio

Journalism

101548

Setting

the

Agenda

101243

Communication

Law and Ethics

101025

Australian

Design

100949 Interactive Design II

1613 Bachelor of Communication

1571 Bachelor of Design (Visual Communication)

1659 Bachelor of Music

17

PSYCHOLOGY

UG PROGRAMS

101193 Health

Psychology

101184 Psychology:

Human Behaviour

101681

Abnormal

Psychology

101682

Developmental

Psychology

1500.6 Bachelor of Psychology

1604.6 Bachelor of Arts

1630.1 Graduate Diploma of Psychological

Studies

1652.3 Bachelor of Arts (Pathway to Teaching

Secondary)

1651.1 Bachelor of Arts (Pathway to Teaching

Primary)

1655.2 Bachelor of Arts (Dean's Scholars)

4503.1 Bachelor of Social Science

1670.1 Bachelor of Education (Birth-5Years)

http://handbook.uws.edu.au/hbook/%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20course.aspx?course=1500.6








18

POST GRADUATE (PG)PROGRAMS

101213 Psychological

Interventions 1

101209 Core Skills:

Counselling and Ethical

Practice

1546.3 Master of Psychology (Clinical

Psychology)

1547.3 Master of Psychology (Forensic

Psychology)

1545.3 Master of Psychology (Educational and

Developmental)

19

COLLEGE OF ARTS INDIGENOUS GRADUATE ATTRIBUTE UNITS - MARCH 2010

SCHOOL OF EDUCATION

UG/PG

Units

101628

Global

Literacies

101630

Managing

Child &

Family

Services

101104

Maths

Science &

Technology

0-8

101105

Prosocial

Learning

Environments

101098

Curriculum

for Under

Threes

101106

Literacy

0-8

101625

Inclusive

Practices

101627

Connecting

Communities

in Early

Childhood

Education

(Community

Placement)

101647

Play

Develop

ment and

Learning

1672

Master

of

Teachin

g (Birth

- 5

Years)

UG/PG

Units

101099

Engaging

Children in

Curriculum

101113 Early

Intervention

& Prevention

in Early

Childhood

Contexts

101103

Fostering

Creativity in

Children's

Learning

101107 Early

Childhood

Professional

Experience 1

(Birth-2

Placement)

101108 Early

Childhood

Professional

Experience 2

(3-5

Placement)

101629

Healthy

Identities

20

1672

Master

of

Teachin

g (Birth

- 5

Years)

UG/PG

Units

100309

Contempora

ry

Perspectives

of

Childhoods

100321 Children

with Additional

Needs and their

Families

100056

Chinese

101

100085

Japanese 101

101112

Diversity

and

Difference

101690 Early

Mathematics

Science and

Technology

101551

Under

standing

Society

101428 Multi

literacies

101106

Literacy 0-

8

1673

Master

of

Teachin

g (Birth-

12

Years)

1673

Master

of

Teachin

g (Birth-

12

Years)

101682

Developmen

tal

Psychology

101620

Professional

Portfolio 1:

Pedagogy of

Relationships

101622

Profession

al Portfolio

2:

Curriculu

m

Connectio

ns

101624

Professional

Portfolio 3 :

Management

and

Leadership

101623

Ethical

Futures

101451 Second

Language

Acquisition

101113

Early

Interventio

n and

Prevention

in Early

Childhood

Contexts

101105

Prosocial

Learning

Environments

101098

Curriculu

m for

Under

Threes

21

UG/PG

Units

101579

Primary

English and

Literacy 1

101581 Learning

for Teaching

101582

Primary

Human

Society

and its

Environme

nt

101584

Primary

Mathematics

and

Numeracy 2

101587

Teaching

in New

Times

101613

Educational

Psychology for

Primary

Teaching

101578

Education

Knowledge

Society

and

Change

101580

Primary

Mathematics

and

Numeracy 1

101289

Profession

al Practice

1

1663

Master

of

Teachin

g

(Primar

y)

1663

Master

of

Teachin

g

(Primar

y)

101583

Primary

Science &

Technology

101583 Primary

Science &

Technology

101585

Primary

Creative

Arts

101286

Inclusive

Teaching for

Effective

Learning

101288

Professio

nal

Practice

II:

Engaging

in the

Professio

n

101576

Primary

Personal

Development,

Health &

Physical

Education

(PDHPE)

101577

Classroom

s Without

Borders

UG/PG

Units

101639

Introduction

to Teaching

and

Learning

100348

Secondary

Method 1A

100349

Secondary

Method 1B

100350

Secondary

Method 2A

100351

Secondar

y Method

2B

100984

Inclusive

Education:

Principles and

Practices

101641

Diversity,

Social

Justice and

Equity

100345

Professional

Experience 1

100346

Profession

al

Experience

II

1609

Master

of

Teachin

g

22

(Seconda

ry)

UG/PG

Units

100347

Professional

Experience

III

101642 Positive

Learning

Environments

101640

Pedagogies

in Practice

1609

Master

of

Teachin

g

(Seconda

ry)

23

SCHOOL OF HUMANITIES AND LANGUAGES BA 1604 Core Units contributing to Indigenous Graduate Attribute across CoA UG Programs

UG Programs 100958

Australia and the

World

100960

Contemporary

Society

101182

Behaviour and

Environment

100928

Linguistics

101449

Bilingualism &

Biculturalism

100965.2

Media and Visual

Cultures

BA1604

BA1651 Pathway to

Teaching Primary

BA1652 Pathway to

Teaching Secondary

BA1655 BA (Dean‟s

Scholars)

BA 1519 Interpreting and

Translation

BA 1692Interpreting and

Translation (Dean‟s

Scholars)

BA1658 Bachelor of

International Studies

B Education 1670 (Birth to

5 Years)

24

SCHOOL OF SOCIAL SCIENCES 1667 Bachelor of Social Science Core Units Contributing to Indigenous Graduate Attribute across CoA UG Programs

UG Programs 101553

Organisations,

Communities &

Communication

101551

Understanding Society

101556

Geographies of Social

Difference

101557

The Individual and

Society

101554

Contemporary Issues

in Social Science

1667 B Social Science

1664 B Tourism

Management

1665 B Community

Welfare

1662 B Policing

1666 B Social Work


Pathway to Urban Mgt and

Planning


Pathway to Early

Childhood Teaching

7011 Diploma of Social

Science (UWS College)

7012 Diploma of Social

Science Fast Tract (UWS

College)

B Education 1670 (Birth to

5 Years)

25

CoA Units available within Major Areas or available as Elective Contributing to the

Indigenous Graduate Attribute, 2010

UG Program Unit

1500.5 B Psychology 101184 Psychology: Human Behaviour

1604.6 BA 101685 Indigenous Australian History

101409 Indigenous Cultural Texts

100990 Cinema, Culture, Memory

100877 Multicultural Studies

100908 Race Politics

101650 Race in Literature

101007 Story Links and Indigenous Knowledge

G2006.1 Race, Community and National Identity

100025 Australian History – Cultures, Conflict and Conciliation

100986 Australian History 1860 – 1920

100995 Dangerous Visions

101008 Technologies of Racism

101009 The Body in Culture

101666 Race, Identify and Globalisation

63118 Contemporary Aboriginal Issues

G1004 Aboriginal Identity and Culture

G2004 Indigenous Cultural Texts


2012

APPENDIX 5:

UWS COLLEGE OF HEALTH & SCIENCE STEM WORKING PARTY REPORT 2011

A p p e n d i x 5 U N I V E R S I T Y O F W E S T E R N S Y D N E Y College of Health & Science C O L L E G E O F H E A L T H A N D S C I E N C E S T E M I N D I G E N O U S G R A D U A T E A T T R I B U T E S ( I G A ) W O R K I N G P A R T Y

Draft Minutes

For the meeting on Wednesday 27 July, at 2:00 pm, in XB305, Building X, Kingswood Campus. Present Gu Fang (Chair); Sasha Alexander; Berice Anning; Carmel Coady; Fidelis Mashiri; Charles Morris; Rosemary Nicholson; Vivian Tam; Apologies: Graeme Salter, Trevor Bailey, Betty Gill, Cindy Kersaitis, Wendy Holland

1. PROCEDURAL MATTERS 1.1 Welcome & Apologies

Gu Fang chaired the meeting and welcomed members for attending the meeting. 1.2 Other Business No other business was raised. 1.3 Minutes of previous meeting

The minutes of the last meeting (held on 11/11/2010) has been endorsed by members via email and has been forwarded to the College EAPC for record and action.

2. GENERAL BUSINESS 2.1 Desk audit result on units with IGA- related contents in CHS

In the last meeting, it was decided that a desk audit should be conducted to ascertain what exists in relation to the IGA in STEM arena. An audit has been completed and members have reported progress in the meeting.

School of Biomedical & Health Science (SBHS): As the representatives from SBHS sent their apologies, Berice gave a brief on what has happened in the school: The unit 400866 Culture, Diversity and Health is a core unit in all Health Science programs. This is a 1st year 1st semester unit. This year it was offered across 3 campuses. It is about cultural competency / communication with diverse groups of people. It also addresses Indigenous content (50%). It relates to other cultural groups as well. Students can also choose an Indigenous sub-major for their electives. The co-delivery model is working well – the unit is coordinated/administered by the School, but the academic development with 50% delivery etc are dealt with by

Badanami. It is recognised that good communication skill is important to all discipline areas

School of Computing and Mathematics (SCM): o The statistics units, 300700 Statistical Decision Making – common to all Computer

Science students, 200032 Statistics for Business, and 200263 Biometry – available to all Science students are looking to use data sets which reflect information about Indigenous communities, for analysis. Assoc Professor Wendy Holland from Badanami has been asked to help in finding these data sets. – Nothing has been done yet in these three units as no data sets have been received.

o The project-based units in SCM will also be endeavouring to find potential projects dealing with Indigenous communities and organizations. Potential projects in relation to IGA area. Quantitative project in math area – nothing happened either there. Further discussions are needed with unit coordinators and Badanami to find out where to source such projects.

Comments was made that by only introducing the project that contains Indigenous contents may not address IGA for all students as students will choose different projects. Therefore a more systemic approach should be introduced – maybe having some common classes for all project students where the Indigenous awareness issue can be included. o The unit 100483 Principles of Professional Communication 1 is a core unit within

all three computing courses. This unit is not taught by SCM. There have been preliminary discussions about replacing this unit with a unit directly related to the needs of computing students. In these discussions, it was suggested that Indigenous content be included – not sure of the progress in this area.

School of Engineering (SoE)

o There is a school wide common first year unit 300674 Engineering Design and Construction Practice with more than 700 students enrolled. This unit includes guest lectures that are coming from remote aboriginal areas. Students are required to do journal article research in relation to Indigenous perspective.

o In Industrial Design (ID) degree, case studies are used where Aboriginal designers were used in giving design educations.

o Sub-major may be chosen in Indigenous studies by SoE students. Comments were made that currently there is a large building construction project planned in Campbelltown area. This will be a good source to tap into if some projects can be setup in relation to this, as there are many issues in this construction project that are related to Indigenous community. o Construction and ID have more opportunity to include IGA related contents into the

courses. o Engineering may include Indigenous related issues into the Professional Practice and

maybe the new Risk and sustainability unit.

Comments were made that Badanami have two level 300 units – honours students may be able to use these from Badanami, they will be available in 2012-13:

o Learning through Indigenous Australian Community Service o Rethinking Research with Indigenous Australians: Independent Study Project

School of Natural Sciences (SNS) Science review has consumed most of the effort from the School. Therefore not much has happened since the desk audit was conducted. However, it is identified that more units have already contained Indigenous contents: • 300631 Indigenous Landscapes – this year it is run by Badanami staff. • 300632 Living in Country – it is going to be cancelled?? Not sure of its future.

http://studyias.com.au/the-IAS-units/Learning-Through-Indigenous-Australian-Community-Service

http://studyias.com.au/the-IAS-units/Rethinking-Research-With-Indigenous-Australians

• 300498 Food Science (embedded content in food context) • 300362 Environment and Health – only to environmental science students • 300626 Epidemiology – may have some example – 2nd year unit • Urban environment – 3rd year unit. • 300661 Integrated Science (on-line, UWS-wide) – but the Indigenous content is

currently empty • 300232 Introduction to Wildlife Studies (Hawkesbury)

2.2 Strategies to start implementing the IGA into each course School of Biomedical & Health Science (SBHS): As the representatives from SBHS sent their apologies, nothing was said for SBHS. School of Computing and Mathematics (SCM):

The representative from SCM will go back to School and follow on the three areas that were mentioned in the Desk Audit report to push for progression.

School of Engineering (SoE) Will keep looking into the possibilities of addressing IGA in the units identified in the audit report.

School of Natural Sciences (SNS) The SNS representatives have stated that the following units may be able to used to include the IGA contents: • 300232 Introduction to Earth Sciences (Parramatta) • Ecology – potentially having contents to address • Botany– 2nd level - maybe • Conservation Biology – 3rd level – maybe • Chemistry and Mathematics major has nothing at the moment – maybe a problem area. • Academic skills unit – 1st year unit, this can be used for communication skills.

General Strategy 1. In implementing IGA to the course, the level of competency should be kept in mind.

The UWS IGA contains four areas: a. Knowledge base; b. communication; c. social and cultural; d. leadership and partnership. Therefore, we should not have all units only addressing a single aspect of the IGA such as communication or knowledge base. We should aim to build students competency from lower base towards the ‘leadership’ level within the course structure. Clearly, it will be very difficult for some courses.

2. Badanami should be a resource in helping Schools in achieving the goal of embedding IGA into STEM courses. In particular, Badanami can be utilised in the following ways: o Provide expert advice in relation to unit structure and Indigenous experts in

discipline areas. o Provide guest lectures to the classes o Use units from Badanami Centre’s IASM: http://studyias.com.au/ o Provide training to staff in relation to indigenous issues.

3. Badanami is looking at consolidate all library resources available in Indigenous areas including developing a learning repository of Indigenous content (current project).

4. Make Indigenous major/sub-major more visible on the UWS webpage so that Head of Programs or Course Advisors can easily direct interested students to them.

2.3 Actions to be taken

http://studyias.com.au/

1. It is agreed that School should be moving more quickly in this area. It may be a good idea for the CEAPC to issue another request SACs to report on the progress in areas they have addressed in the Desk Audit Report.

2. The School representatives will work with their SACs to implement the strategies identified in the Desk Audit.

3. OTHER BUSINESS No other business 4. NEXT MEETING & CLOSE

A meeting will be called within the next 2 months.


2012

APPENDIX 6

UWS COLLEGE OF BUSINESS WORKING PARTY REPORT 2011

Appendix 6 Report from the College of Business IGA Working Party - 12 April 2011

As requested at the UWS Executive retreat in late February I am writing to report on progress

in COBL with respect to the implementation of the IGA.

The original plan was that the IGA would be incorporated into a core unit in each of the

following four COBL undergraduate degree programs:

2501 / 2502 Bachelor of Laws (LLB)

2504 Bachelor of Economics (B Ec.)

2727 Bachelor of Financial Advising

2739 Bachelor of Business and Commerce

2501 / 2502

The IGA has been fully incorporated into 2501 / 2502 LLB via the core units 200006

Introduction to Law and 200020 Professional Responsibilities and Legal Ethics. Unit

variations for both units reflecting the incorporation of the IGA were approved at the COBL

CEPAC in March and February 2010 respectively. A separate mapping document prepared

by the School of Law additionally details the incorporation of the IGA into the LLB core

units 200015 Criminal Procedure and Evidence and 200018 Law of Associations. The

mapping document also shows the course mapping of the IGA in the LLB.

2504

As at April 2010, A/Prof Brian Pinkstone in the School of Economics and Finance reports

that considerable progress has been made with incorporating the IGA into the B Ec. core unit

200540 Globalisation and Australia. A new unit template for 200540 is expected to be

presented to the COBL EAPC in the next 2-3 months.

2727

The IGA has been fully incorporated into the core unit 200184 Introduction to Business Law.

The unit variation for 200184 reflecting the incorporation of the IGA was approved at the

COBL CEPAC in April 2010.

As at April 2010, A/Prof Phil Ross in the School of Accounting reports that after considering

a number of alternatives the School is incorporating the IGA in the unit 200747 Professional

Relationships and Communication in Business. The unit considers the impact of individual

characteristics and culture on the communication process and also the client-advisor

relationship. Specific reference will be made in this part of the curriculum to communication

and client relationships with indigenous clients. No date line for the finalisation of the IGA in

200747 has been agreed with the School of Accounting.

2739

The IGA has been fully incorporated into the core unit 200184 Introduction to Business Law.

The unit variation for 200184 reflecting the incorporation of the IGA was approved at the

COBL CEPAC in April 2010.

As at April 2010, George Rosier in the School of Management reports that he is following up

the offer of teaching materials from Badanami Centre for Indigenous Education to assist in

incorporating the IGA in the unit 200571 Management Dynamics. No date line for the

finalisation of the IGA in 200571 has been agreed with the School of Management.

Associate Professor Craig Ellis

Acting Executive Dean

College of Business and Law


Locked Bag 1797

Penrith NSW 2751

Phone: +61 2 9685 9083

Fax: + 61 2 9685 9400


2012

APPENDIX 7:

UWS INDIGENOUS GRADUATE ATTRIBUTE ACADEMIC STAFF SURVEY 2011

1

Appendix 7

Report on the findings of the

UWS Indigenous Graduate Attribute

Academic Staff Survey

In 2008, UWS introduced an initiative to contribute to the National process of Reconciliation between

Indigenous and Non-Indigenous Australians. This unique initiative, influenced by the 2006 Australian

University Quality Agency (AUQA) audit of UWS, took the form of developing and implementing an

Indigenous Graduate Attribute (IGA).

To evaluate the implementation of the IGA a survey was conducted between 23 November and 9

December 2011 and was open to all UWS academic staff who held an active contract during that

period (approximately 13,000 academic staff).

Respondents were asked questions related to four major themes:

awareness of the IGA;

awareness of the process of implementation of the IGA by their School;

perceived capacity to effectively teach the IGA knowledge and generic skills;

insight of where the process of implementation went well and how it could be improved.

Limitations of the survey include the following considerations: some sessional/casual academic staff

whose contracts for the semester had finished by 23 November would not have had access to the

survey - thus the survey was not available to all academic staff who might have been aware of the

IGA and who might have had a role to play in its implementation; the survey was distributed at a busy

time of year just after the assessment period and just prior to Christmas; and the survey was optional

rather than compulsory - thus the sample was self-selecting. The findings therefore are not

representative, but rather a descriptive snapshot of the implementation of the IGA at UWS.

Below a description of the survey questions and findings can be found. This is followed by a

discussion and recommendations.

2

Demographic information

Of the approximately 13,000 academic staff on the distribution list, 132 responded to the survey.

Table X below reflects their location within the university.

Table X. Number of responses to the IGA survey and location of respondents within UWS

Q1a. With which UWS school/centre/institute are you affiliated?

Frequency

Badanami Centre for Indigenous Education 25

School of Accounting 2

School of Biomedical & Health Sciences 12

School of Communication Arts 5

School of Computing & Mathematics 4

School of Economics & Finance 4

School of Education 10

School of Engineering 5

School of Humanities & Languages 13

School of Law 5

School of Management 8

School of Marketing 5

School of Medicine 2

School of Natural Sciences 5

School of Nursing & Midwifery 7

School of Psychology 5

School of Social Sciences 7

Hawkesbury Institute for the Environment (HIE) 1

Civionics Research Centre 1

MARCS Auditory Laboratories 2

Centre for Complementary Medicine Research (CompleMED) 1

Centre for Educational Research 2

Other (College of Business and Law) 1

TOTAL 132

Theme One: Awareness of the Indigenous Graduate Attribute (IGA).

Question 1 of the survey sought to gauge the general level of IGA awareness of respondents.

Table 1. Rating the level of IGA awareness amongst respondents

Q1. How would you rate the level of your awareness of the IGA?

Please rate this on a scale of 1-5

Frequency Percent

1 = unaware 35 26.5

2 24 18.2

3 25 18.9

4 12 9.1

5= highly aware 36 27.3

TOTAL 132 100.0

3

As evident in Table 1, 35 of the 132 respondents were unaware of the IGA. This cohort (n=35) was

thanked for their participation at this stage of the survey and the remaining questions were open only

to the 97 respondents who had some level of awareness of the IGA. Thus the following descriptive

analyses relate only to this ‘IGA aware’ cohort (n=97).

Question 2 relates to the year during which respondents became aware of the IGA. The rationale

supporting the question was that it was important to know whether the number of aware academic

staff increased over the period within which the IGA was developed and implemented. The

development phase occurred from 2006 following the Australian Universities Quality Agency Audit

of UWS that year. The IGA was endorsed in 2008 and implementation began from 2009.

Table 2: The year during which respondents (n=97) became aware of the IGA.

Q2. When did you become aware of the IGA?

Frequency Percent

2006 3 3.1

2007 7 7.2

2008 14 14.4

2009 21 21.6

2010 24 24.7

2011 28 28.9

Total 97 100.0

Question 3 sought to assess the mechanisms through which knowledge about the IGA was

disseminated within the university, as it was important to gauge how academic staff was becoming

aware. Table 3 below indicates the different channels of communication through which their

awareness might have been facilitated. Respondents were offered these options, along with an ‘other’

category and a text box to capture other means of communication.

Table 3: How knowledge about the IGA was disseminated within UWS.

Q3. How did you become aware of the IGA?

Please tick as many responses as you see relevant.

Frequency

Senior staff forum 6

Executive meeting 9

School meeting 21

Advice from Head of Program 10

Information from Badanami 26

Informally, e.g. From conversation with a colleague 38

Other 26

Total 136

Table 3a below elaborates on the ‘other’ category of Q3 and shows the wide array of responses

provided by respondents.

4

Table 3a: How knowledge about the IGA was disseminated: Elaborating the ‘Other’ category.

Q3. ‘Other’ category

Frequency

As Head of Program 1

AUQA 1 1

Badanami Colleagues at Yarramundi Annual lecture 1

As Chair of IGA implementation committee in my college 1

Brochures about New U/G course and also NAIDOC event 1

Curriculum review discussed IGA within Law curriculum 1

Head of Program forum 1

Can’t recall 1

Indigenous advisory member 1

Indigenous staff 1

Course/unit proposals 1

Knowledge about Graduate Attributes on WEB 1

Own investigation of UWS Graduate attributes 1

General information sent by various uni initiatives 1

Reading Graduate Attributes 1

Reading the AUQA final audit report 1

Recommended from the 2005-6 Indigenous education review 1

School of Law developed it within curriculum 1

Searched new Indigenous program 1

Senate Education committee 1

Student 1

New course development process 1

University staff email 1

University website 2

Working with curriculum 1

Total 26

When responses from Tables 3 and 3a are taken together and then grouped within the following

categories, the total number of responses for each are as indicated in brackets below:

F = via formal means (50);

I = via informal means (38);

B = via Badanami (31);

R = via own reading (8);

C = via curriculum development (5) ;

U = via university initiated material (2);

S = via a student (1);

D = don’t know (1).

1 Australian Universities Quality Agency Audit of UWS in 2006

5

Question 4 related to awareness of the rationale for the development of an IGA at UWS, as it was

thought important to know if staff knew the rationale. The underlying assumption being that if we

know why we are doing something, we are more likely to achieve the expected outcome.

Table 4: Awareness of rationale for IGA development amongst respondents.

Q4. Are you aware of why UWS established the IGA?

Frequency

YES 58

NO 39

Total 97

The 58 respondents who answered ‘yes’ to Q4 were then asked to complete the following question:

‘UWS established the IGA because ...’. Respondents were invited to submit more than one reason

for establishing the IGA, if that is how they perceived the situation. This question elicited the

following responses, which have been grouped dependent upon the responses:

To assist reconciliation (n=24)

Due to Indigenous Education policy or because it’s important to learn about Indigenous

knowledge (n=10).

Due to the Australian Universities Quality Agency Audit of UWS in 2006 (n=10)

Due to the Indigenous Population of Greater Western Sydney (n=6)

To ensure an inclusive National identity (n=6)

To improve service delivery to the Indigenous population (n=5)

To appreciate the contribution of Indigenous people to Australian life (n=5)

It is important to acknowledge the past (n=4)

Due to a feeling of guilt (n=1).

Theme Two: Awareness of the process of IGA implementation within a

School.

Question 5 asked respondents to indicate whether they were aware of how their school approached

implementation of the IGA.

Table 5: Awareness levels of school approach to IGA implementation

Q5. Are you aware of how your school approached the implementation of the IGA?

Count

YES 53

NO 44

Total 97

6

Question 6 provided the 53 respondents who answered ‘Yes’ to the above question with the

opportunity to provide detail about the approach taken by their school. Respondents could choose

from the options listed in Table 6 below.

Table 6: Ways in which schools approached IGA implementation

Q6. How has your school approached the implementation of the IGA generic skills?

Please tick all relevant boxes

Count

The IGA generic skills were addressed within a number of units

throughout the course

25

The generic skills were addressed in a stand-alone unit 21

Other 19

Total 65

The responses listed below are those given by respondents who elaborated the ‘Other’ category for

Q6. The responses have been arranged here in three groupings: one consisting of comments with

specific detail (n=9); one where the detail provided is non-specific or where there is only an intention

expressed to implement the IGA (n=5); one consisting of comments that indicate support to

implement the IGA is needed (n=5).

Q6a: How has your school approached the implementation of the IGA generic skills? Elaborating the

’Other’ category.

generic skills were addressed in a number of dedicated pilot units

IGA matters were addressed in two specific units, besides other less directly. those units are:

Indigenous Landscapes and Living in Country.

included in another unit that deals with cross-cultural issues

overseeing the development and implementation of the IGA.

the IGA generic skills have so far been included in one unit but the intention is to also include

them in a second unit

each discipline designed graduate attributes and music has Indigenous knowledge as one,

drawing on the UWS grad attributes

answer dependent on particular course. My school offers and contributes to a number of

different courses. in some cases skills spread through units within a course, in other courses

the majority of the IGA is addressed by a specific unit identified to ...

combination of the above [ a stand-alone unit and embedded across the course]

development of the university-wide Indigenous Australian Studies major as a key strategy in

the implementation of the UWS IGA.

new LLB alternate unit and core units to incorporate Indigenous content

it is integrated in our course

p/g is different from u/g

our research program has a lot to do with such skills

school has had a discussion about the possibility of implementation of IGA in various units

we are still working on it

with little interest at a formal level

addressing IGA has lapsed

my school has at best paid lip service. Nothing substantive has been done2.

2 This respondent indicated that ‘... the one unit that was designed to meet the IGA skills was

cancelled’. Whether this was due to the fact that the unit did not specifically address the generic IGA

skills and knowledge is unclear.

7

nothing at all at school level!

Question 7 sought to assess whether the 53 respondents who were aware of how their school

approached the implementation of the IGA were also aware of whether the IGA generic skills had

been measured/assessed directly by their school.

Q7: Have the IGA generic skills been assessed by your school?

Frequency

Yes 18

No 15

Don’t know 20

Total 53

The 18 respondents who answered ‘yes’ to question 7 were then asked to provide detail about how the

school had measured the IGA generic skills. The sixteen responses provided appear in the table

below.

Table 7a: How IGA generic skills have been assessed within schools

Q 7a: Please describe how the school has measured the IGA generic skills3

1. Knowledge base: appreciate the culture, experiences and achievements of Indigenous Australians,

thereby encouraging an Australian identity inclusive of Indigenous Australians.

2. Communication: communicate ethically and effectively within Indigenous Australian contexts.

3. Social and cultural: understand and engage effectively with the culturally and socially diverse world

in which they live and will work.

4. Leadership and partnership: understand the circumstances and needs of Indigenous Australians,

thereby encouraging responsibility in raising the standard of professional service delivery to Indigenous

Australians; possess a capacity to engage and partner with Indigenous Australians.

Curriculum review to provide Indigenous content across LLB; LTAP; addition of new LLB alternate

unit

Formal assessment in a unit

I was not in the school at this time, am following this up now

Learning outcomes mapped in assessment

Mid-semester tests and/or other assessment tasks aligned with the relevant Indigenous unit learning

outcome

Students all attend attachment [to] an AMS [Aboriginal Medical Service] and are assessed in multiple

ways during this time.

Survey & responses in meetings, information gathered for AUQA, school review processes, questions

asked...

The BBC [Bachelor of Business & Commerce] includes a unit to assure IGA and many of the majors

include an aspect of the IGA in selected units. At p/g level the implementation of the IGA has been

more patchy however some now include specific consideration of the IGA.

The curriculum review involved embedding all graduate attributes, including the Indigenous attribute,

across the law curriculum.

An example involves teaching Indigenous legal tradition and perspectives in Introduction to Law,

which students discuss and write about.

The School of Law developed its own law Indigenous graduate attribute in 2007 which captures some

of the elements of the IGA skills: knowledge of Indigenous Australian law and impact of Australian

laws on this; awareness of impact of Australian laws on Indigenous Australians

3 The comments in Table 7a are listed as in the survey database and are not in any particular disciplinary order.

8

The students are assessed on their capacity to understand the history and culture of Aboriginal and

Torres Strait islander people from pre invasion to today.

The link between the determinants of health and the impact of colonisation are assessed.

The tutorials employ a discussion and critical analytical framework to understand the reason that

Aboriginal and Torres strait islander people have a higher level of health breakdown, than the non-

Indigenous population.

Communication appropriately, as a health professional is applied through case studies and students

deconstruct these case studies. Students are assessed on clinical placement and they have many patients

who identify as Aboriginal or Torres Strait islanders.

To my knowledge, compulsory unit in the p/g program has IGA content optionally examined via a

presentation assessment and via two questions in the final exam. Class discussion activities, three

compulsory readings and a video for the basis of lessons.

Tried to introduce IGA in additional units

Via assessment task - exam or essay

Via formal assessment related to the IGA

Question 8 was designed to assess whether respondents who were aware of the IGA generally felt that

they had had a role to play in the process of implementing the IGA.

Table 8: Respondents’ perception of whether they had played a role in implementing the IGA

within their school.

Q8: Do you feel that you have had a role to play in the process of implementing the IGA?

Frequency Percent

Yes 56 57.7

No 41 42.3

Total 97 100

The 56 respondents who answered ‘yes’ to Q8 were then provided with a question about the degree to

which they thought they had played a role (Q8a).

Table 8a: Respondents’ perceptions of the degree to which they had played a role in

implementing the IGA within their school (n=56).

Q8a: Please assess to what degree you have contributed to implementing the IGA in your

school or unit/s. Please rate this on a scale of 1-5 (1 = very little, 5 = a great deal)

Frequency Percent

1 = very little 11 19.6

2 6 10.7

3 23 41.1

4 6 10.7

5 = a great deal 10 17.9

Total 56 100.0

Following Q8a respondents were provided with options of various roles that could be played,

including an ‘Other’ category. See Table 8b below.

9

Table 8b: Ways in which respondents (n=56) were involved in implementing the IGA within

their school.

Q8b: In what capacity were you involved? Please indicate all that are relevant.

Count % of responses % of cases

College Education, Assessment and

Progression Committee

14 11.3 (i.e. 14/124) 25.0 (i.e. 14/56)

Course committee 13 10.5 23.2

School committee 23 18.5 41.1

Unit development 17 13.7 30.4

Unit coordinator 16 12.9 28.6

Teaching in the classroom 28 22.6 50.0

Other 13 10.5 23.2

Total 124 100.0 221.5

In order to obtain further detail, text boxes were provided if respondents indicated that they were

involved in either: unit development; unit coordinator; teaching in the classroom, or; the ‘other’

category.

Table 8b1: Ways in which respondents were involved in Unit Development

Q8b1: In what capacity were you involved? – UNIT DEVELOPMENT

400760 FAMILY HEALTH CARE: CHILD AND ADOLESCENT NURSING

offered by School of Nursing

400866 CULTURE, DIVERSITY AND HEALTH

offered by School of Biomedical and Health Science

2 RESPONSES

200010 CRIMINAL LAW

offered by School of Law

200006 INTRODUCTION TO LAW

offered by School of Law

200540 GLOBALISATION AND AUSTRALIA

offered4 by School of Economics and Finance

101600 INDIGENOUS CULTURES AND TOURISM: A GLOBAL PERSPECTIVE

offered by School of Social Sciences

400870 POPULATION HEALTH & SOCIETY

offered by School of Biomedical and Health Science

300578 PROFESSIONAL DEVELOPMENT

to be offered in 2013 by School of Computing, Engineering and Mathematics

TEACHING INDIGENOUS CINEMA

To be offered in 2013 when IGA content integrated by School of Humanities and Languages

Have included Indigenous content in a new unit I will teach in 2013 (I am a new appointment, so am just

learning about the IGA)

Ensuring Indigenous content is integrated into unit [unit unspecified]

Advising on content

Feedback to school developers [of unit/s]

Responsible for the development of the [units of the] university-wide Indigenous Australian Studies

major.

4 GLOBALISATION AND AUSTRALIA taught to 137 students in 2011- Source: School of Economics and

Finance – 2011 Annual Report.

10

Table 8b2: Ways in which respondents were involved as Unit Coordinator

Q8b2: In what capacity were you involved? – UNIT COORDINATOR

100321; Children with Additional Needs and their Families

101648; Early Intervention and Prevention in Early Childhood Contexts

101099; Engaging Children in Curriculum

101655; Transformative Leadership [all within School of Education]

200540 GLOBALISATION AND AUSTRALIA [School of Economics and Finance]

200010 CRIMINAL LAW [School of Law]

200006 INTRODUCTION TO LAW [School of Law]

EQUITY AND TRUSTS AND CRIMINAL PROCEDURE AND EVIDENCE

400870 POPULATION HEALTH & SOCIETY [School of Biomedical and Health Science]

101530 MUSIC COMPOSITION: CONCEPTS AND CREATIVITY [School of Humanities and

Communication Arts]

101600 INDIGENOUS CULTURES AND TOURISM: A GLOBAL PERSPECTIVE [School of

Social Science]

SOCIAL PSYCHOLOGY [School of Social Science]

SECONDARY METHODS [School of Education]

Including a lecture on contemporary experience of racism by Dr Bodkin-Andrews

Working in Badanami

Teaching preparation

Development control [of units]

Ensuring appreciation of policy and approach is understood

P/g unit [unspecified unit]

Table 8b3: Ways in which respondents were involved in Teaching in the Classroom

Q8b3: In what capacity were you involved? – TEACHING IN THE CLASSROOM

101428: MULTILITERACIES

100321: CHILDREN WITH ADDITIONAL NEEDS AND THEIR FAMILIES

101648: EARLY INTERVENTION AND PREVENTION IN EARLY CHILDHOOD CONTEXTS

101099: ENGAGING CHILDREN IN CURRICULUM

101655: TRANSFORMATIVE LEADERSHIP [all within School of Education]

200540: GLOBALISATION AND AUSTRALIA

200010: CRIMINAL LAW (2 RESPONSES)

200006: INTRODUCTION TO LAW [2 RESPONSES]

400870: POPULATION, HEALTH & SOCIETY

101184 PSYCHOLOGY: HUMAN BEHAVIOUR [School of Psychology]

Tutoring on CULTURE, HEALTH AND DIVERSITY unit

Tutor in partnership with Badanami and the Biomedical School Health Sciences course

[CULTURE, HEALTH AND DIVERSITY unit]

PSYCHOLOGY

Including Indigenous content in my lectures when still a casual (I wasn't aware of the IGA at this

stage) [unspecified unit]

Songs from the heart, a dvd made by UWS of Indigenous music performers is used in one part of

my teaching into one unit.

In the course of tutorials [unspecified]

I include the IGA in our discussions of graduate attributes in general

Development control [of IGA units]

Creating & supporting an atmosphere of awareness, enquiry and welcome in the classroom

Consumer behaviour

Bring in Indigenous issues appropriately

As part of subject content

11

Teaching [unspecified unit]

Teaching tutorial groups and campus coordinating [unspecified unit]

Personal contact with the students

Lecturer [unspecified unit]

Responsible for the delivery of the university-wide Indigenous Australian Studies major.

Respondents were also asked whether there were ‘other’ ways in which they were involved in

implementing the IGA. Table 8 b 4 below lists these other ways, which in some cases were higher

level roles.

Table 8b4: Ways in which respondents were involved in implementing the IGA: Elaborating

the ‘other’

Q8b4: In what capacity were you involved? – ‘other’

Advising on development of content

Chair of IGA committee

Developing an academic literacy program for Indigenous students transitioning to study at UWS

Editorial committee of the UWS law review

Evaluation of the units ‘living in country’ and ‘Indigenous landscapes’

First year advisor

First year coordinator

Head of program

Managed development of Indigenous law unit

Research

Social justice unit lectures and tutorials

Student meetings

Picking up now on the ‘No’ responses to Q.8:‘Do you feel that you have had a role to play in the

process of implementing the IGA?’ - there were 41 responses. As a way of gauging untapped

capacity amongst academics, these respondents were given the opportunity to say whether they would

have liked to have played a role.

Table 8c: Untapped capacity for implementing the IGA

Q8c: If you were not involved, would you have liked to have played a role?

Frequency Percent

YES 31 75.6

NO 10 24.4

TOTAL 41 100.0

12

Theme three: Perceived capacity to effectively teach the IGA knowledge

and generic skills

Questions 9 and 10 of the survey were related to assessing academics’ self-perceptions of

confidence levels with regard to teaching IGA content

Table 9: Self-assessment of teacher confidence in IGA implementation

Q9: How confident are you in implementing the IGA knowledge and generic skills in your

teaching?

Frequency Percent

Very confident 16 16.5

Confident 19 19.6

Somewhat confident 26 26.8

Marginally confident 20 20.6

Not confident 16 16.5

Total 97 100.0

Respondents were invited to provide comments on this question. Many took up the invitation.

The responses are listed in Table 9a below and have been grouped together into the following

subthemes:

responses expressing confidence in teaching IGA

preferred delivery options for IGA skills and knowledge

suggestions for embedding IGA

assessment of IGA

greater awareness of the IGA within schools needed

need to highlight the relevance of IGA

need for more information and resources for IGA implementation

expressed frustration

lack of visibility of the IGA at the unit level

other comments

Table 9a: Academics’ comments related to confidence in teaching the IGA

Q9a: How confident are you in implementing the IGA knowledge and generic skills

in your teaching? Comments

RESPONSES EXPRESSING CONFIDENCE

I have a long background but much more to learn

I have taught in this area throughout my career and worked tirelessly for the last twenty years to

raise the profile of Indigenous scholarship within the academy.

I teach in units that address cultural competency

I would like to incorporate Indigenous ways of knowing in all my approaches to teaching as a matter

of course, no matter who is in the room

As a consequence of my own degree and professional experience prior to UWS

PREFERRED DELIVERY OPTIONS

I have the belief that all students need to develop skills with respect to a range of cultures and that

13

this can be enhanced through development of these skills within the context of the course the student

is pursuing rather than through large common units that are largely theoretical in nature.

Application within the major discipline of the student in community engagement type activities that

is really left out of our programs. Though we have involved some of our students in the heartbeat

initiative this is the exception rather than the rule.

I think IGAs are very important but should be concentrated on a small number of units. We should

also ensure that our graduates take at least one of those units.

I would like to see a combination of both stand alone units (with at least one focused on content and

awareness raising taught by aboriginal people and the other focused on teaching pedagogy for pre-

service teachers) as well as focused embedded learning opportunities within the course.

It works best in my view, when integrated with unit content. Also an opportunity to reach larger

groups than in electives? Although I haven't explored dedicated units in depth.... Thank you

SUGGESTIONS FOR EMBEDDING IGA

The elements of the IGA can be embodied into the composition course to bring about an introduction

to Indigenous musical engagement as part of a sensitive multi-cultural awareness that is part of the

unit's design.

The process of developing the unit Globalisation and Australia as a unit in the economics degree

which will provide students with a strong background in the political economy of the Indigenous

contribution to Australian economic development, along with the prospects and possibilities for

Indigenous economic development in the future has been a rewarding task that has greatly enhanced

the scope and relevance of the unit for both Indigenous and non-Indigenous students.

ASSESSMENT OF THE IGA

IGA implementation within Llb core and alternate units has not been externally assessed which may

be required for validity. Scholarship (Marsden’s law group) for Indigenous students was

problematic as Indigenous students do not self-identify and Badanami appeared reluctant to assist.

I think this an important attribute, but few schools; including school of law, seem to have

implemented measures to implement the full range of the generic IGA.

GREATER AWARENESS OF THE IGA WITHIN SCHOOLS NEEDED

Thank you for making me aware of this. I think it would be good if all the staff become aware of

such and contribute in some way or other. Regards,

I think one important question is missing from this survey, which is when the staff member did first

arrive at US? I was made aware of the IGA when I first arrived in 2010.

It sounds like a good idea, but I have been teaching at UWS for 6 years and have never heard of it. I

sure hope it isn't tokenism. If implemented well it would add a very healthy, worthwhile and unique

benefit and awareness to our students, university and society.

Just to clarify what might seem a contradiction in my answers about my school's implementation of

the IGA, my answer to the last question 'somewhat confident' reflects my general approach to

recognising Indigenous needs and experience. There has been no attempt by my school to have me

engage with the IGA.

I am a new appointment (full-time position began july 2011), so I am just catching up with this.

Thankyou.

NEED TO HIGHLIGHT RELEVANCE OF IGA

Relevance of the IGA to my teaching and research has not been made clear.

NEED FOR MORE INFORMATION AND RESOURCES TO IMPLEMENT THE IGA

I applaud this initiative and would like to see it implemented to a greater extent than what it has been

in my school. It’s critical that all staff are aware of this initiative and have received some suggestions

for implementation of strategies to achieve effective implementation of this initiative.

I feel that this important issue needs to include to raise the awareness of all staff in the university, in

particular teaching staff, so that there are real possibilities to integrate it in multiple units where

14

relevant, and not just as a ticking good will exercise

I would really like more information on the IGA initiative. Had I access to more information I would

certainly do all that I could to apply these principles within my units and through my teaching. I do

not know whether my lack of knowledge of the initiative is due to my own laxity in reading

everything which comes through my inbox, failure on the part of the school of law to make

information available to teaching staff of the school's role in implementing this as part of school

policy or a failure to publicise the initiative by the university powers that be. Whatever the reason,

the initiative itself is undoubtedly a step in the right direction, but unless there is more awareness of

the IGA amongst all members of the UWS community, there can be no progress.

It is objectively difficult to discuss IGA in the context of economics and finance particularly in light

of the state the dismal science is in. This would need resources in terms of staff time, but also of

input from Aboriginal people themselves. The new school of Business might provide an opportunity

to get some colleagues talking with each other, which could be used by Badanami and others

I worked with a member of Badanami in deciding how to approach the IGA. That was a great

experience. I would like greater opportunities for collaboration in ways that are sustainable.

Much more can, and should be done.

Music is interested in finding ways of including Indigenous knowledge into the units. We have

invited the head of Badanami to come and talk to staff at a cmc and while this hasn't been able to

occur yet, will ask in 2012. Music used to offer a unit of Aboriginal music in the 1990s but it was

then thought that this information should be taught by Indigenous musicians/scholars and there are

very few available in the music area.

Only have 'gut feel' and humanity to base my approach on

Still more needs to occur. One person in a single program cannot ensure the integrity or intent is

consistent.

Consultation for and scaffolding of both teaching in assessing of all GA has lapsed in the last few

years.

EXPRESSED FRUSTRATION

The school of education has been totally remiss in its responsibility for the IGA. This is largely due

to ignorance on the part of heads of program and low priority given to it at the school level.

This has been a complete waste of time. It serves no value and re-enforces existing stereotypes.

I feel that the Badanami has been remiss in responding to requests for support when it has been seen

appropriate to include Indigenous graduate attributes in unit content. Requests for support or advice

go largely unanswered and ignored and so individual staff members tend to lose interest in

supporting the implementation of IGA. Such has been the case in the first year unit which sought to

support the introduction of the IGA in the Bachelor of Business and Commerce. This unit regularly

has 1100 student each semester. I currently co-ordinate this unit however the previous unit co-

ordinator expressed the frustration that I have indicated above.

LACK OF VISIBILITY OF THE IGA AT THE UNIT LEVEL.

This is an important issue and the survey has been really useful in reminding me of the importance. I

do think though that the IGA also suffers from being a GA and what I mean by that is that I suspect

most academics in my school could not detail many of the GAs - we almost never talk about any

GA. The only thing that brought GAs to my attention was a stint as a Head of Program. I'm afraid

GAs just isn’t on the immediate horizon unless there's regular course and curriculum discussions.

GAs don't appear in unit outlines so staff who aren't involved in course/degree design have very little

institutional reason to think about the issues.

OTHER COMMENTS

An important academic /learning and teaching project recognising Indigenous Australian knowledge

as important for students to gain before they graduate as professional nurses; teachers; social

workers etc.

I believe that every educator and student have the capacity to integrate and utilise Indigenous

resources in their teaching, learning and study

15

As a nzer [New Zealander?] I am acutely aware of my lack of Indigenous knowledge. I have taken

opportunities to become more familiar with Indigenous Australian cultures and have had the

opportunity to change the textbook I co-author to include a wider Indigenous perspective (in

consultation with the UWS then dean of Indigenous studies).

Question 10 asked respondents to indicate what would help them to feel more confident in teaching

the IGA. The responses have been grouped in the following subthemes:

expressions of confidence

need for more human resources

need for more information and financial resources to implement the IGA

suggestions for increasing confidence

suggestions involving Badanami

need to highlight relevance of IGA

other responses

Table 10: Suggestions for increasing confidence levels related to teaching the IGA

Q10: What would help you feel more confident in teaching the IGA?

EXPRESSIONS OF CONFIDENCE

I am quite confident in teaching the IGA in my unit because of the support I have received from

Badanami and in particular from Professor Wendy Holland.

NEED FOR MORE HUMAN RESOURCES

The appointment of more qualified Indigenous academics and at the same time real support from the

university to employ and mentor 'young' Indigenous academics. The appointment of appropriately

qualified and culturally competent non-Indigenous academics to teach into Indigenous Australian

Studies ... Reconciliation is everyone's responsibility!

Indigenous colleagues

NEED FOR MORE INFORMATION AND FINANCIAL RESOURCES TO IMPLEMENT THE

IGA

A brief introduction to recommended strategies.

A clearer understanding of how it can be contextualised in my discipline area.

Clear guidelines and materials.

Clear understanding about what outcomes are trying to be achieved

Info kit

Information

It is hard to know how IGA can be incorporated easily and directly into my area of teaching

Knowing about it. Being trained in the concepts and teaching skills and processes that are relevant.

Knowing more about it

Knowing something about it.

Knowledge about the IGA

More information!!

More knowledge about how it currently fits in our program

Not an issue of confidence is of opportunity in busy program.

Professional development in their importance, how to include them in syllabus and how to assess

them. However, there is already too much professional development that has to be done in time not

included in workload.

Short video vignettes available for use in class, with Indigenous people speaking directly - it is not

feasible to have guest lecturers when we use small group teaching as we may have 20 different groups

in a given week and a guest cannot reach them all.

Some kind of education about IGA and how to implement their program in teaching

16

Suggestions of strategies to use.

Assistance in developing engagement opportunities for a greater number of students

SUGGESTIONS FOR INCREASING CONFIDENCE

A presentation to a school meeting about the IGA followed by discussion. Followed by the chance for

one-to-one discussion about implementing the IGA in specific units.

A process that included collegial auditing of my unit and then mentoring and coaching to embed

relevant experiences and learning in the unit. Guest lectures and co-teaching would also be helpful.

Article in school magazine or similar

Attending a meeting or educational session where IGA is discussed

Attending facilitated discussions on how the units I teach in could lend themselves to teaching IGA

Continuing discussion of the attributes and working on integrating them into more lectures which I

teach.

Effective in-servicing provided to all staff that ensures that there is a systematic and thorough

approach to including Aboriginal content across the education units.

External presentation to school meeting on topic.

Workshops

Open discussion within the school - perhaps a workshop for all academics

Some training and workshops

Specific workshops re Indigenous attitudes to this, especially how not to 'takeover' or coopt

Indigenous knowledge. This is a difficult area, as one can do nothing and so nothing will be done, but

to be sensitive towards Indigenous sensibilities is essential

To include basic understanding of Indigenous issues in the programs of professional development.

More time to learn myself and do some web based research

Train the trainer and teach beside opportunities (note I am not currently in a teaching role).

Training

Training briefing meeting

Use of some supporting teaching material such as videos that were created by IGA experts

Understanding where the availability of different pathways and resources that relate to Aboriginal

culture are to better utilise them that exist within uws resources and uws library system and externally

of uws.

Up to date information from Indigenous groups. Regular in-services tailored to our needs

Links to resources for further reading, contact centre to bounce ideas.

Maybe a collection of dedicated resources? Although, there is much in the library

Written information, peer mentoring in staff meetings and inclusion in staff evaluations

SUGGESTIONS INVOLVING BADANAMI

Greater collaboration with Badanami/networking between our students and community members.

Further education from the uws/Badanami centre for Indigenous education

More interaction with Badanami

Perhaps some consultation with members of staff from Badanami.

Support from the Badanami as was previously requested but largely ignored.

Discussion with someone from Badanami; resources; funds to invite Indigenous performers to uws;

resources.

NEED TO HIGHLIGHT RELEVANCE OF IGA

A feeling that this was relevant

OTHER RESPONSES

Please see answer to previous question.

Getting rid of it entirely.

I organise the time and space for the IGA but others (appropriately) do the teaching

17

Theme four: the process of implementation - what worked/what didn’t?

Questions 11 relates to respondents’ perceptions about the effectiveness of their schools approach in

fostering IGA skills in students.

Table 11: Respondents’ perceptions of effectiveness of the approach taken by their school

Q. 11: How effective was the approach taken by your school in fostering the IGA skills in

students? Please rate how you perceive the degree of effectiveness on a scale of 1-5 (1= not effective,

5= very effective). Alternatively, if you are unable to answer this questions please tick ‘Don’t know’.

Frequency Percent

1 = not effective 16 16.5

2 8 8.2

3 21 21.6

4 7 7.2

5 = Very effective 3 3.1

Don't know 42 43.3

Total 97 100.0

Question 12 asked respondents to comment on the best aspects of their schools’ approach with respect

to student learning. The responses have been grouped below in Table 12, using the following

subthemes:

doing okay

mode of delivery

philosophical underpinning

collaboration with Badanami

monitoring role

challenges

negative responses

other responses

Table 12: Respondents’ perceptions of the best aspects of the approach taken by their school

Q12: Please identify the best aspects in the approach taken by your school when fostering the

IGA in students

DOING OKAY

Commitment to the content understanding of the importance

Awareness of hte[?] issue

Developing partnerships between different academic schools to integrate teaching and learning

curriculum material, topics and issues relating to Aboriginal culture (both historical and

contemporary)

MODE OF DELIVERY

Stand alone unit

The best aspect was to introduce them in a core unit first year where all students in the common

program need to enrol

The learning is authentic and contextualised because it is embedded within several units. Students are

encouraged to consider implications in a range of experiences.

Trying to integrate the IGA generic skills across the three years of a course.

Integration across the 5 year program

Integrated with other topics, not presented as a stand-alone or add-on.

18

Direct incorporation into units to which it is most relevant.

A willingness to encourage aspects of this development within a specific unit.

Allowing us to explore and add relevant content ourselves. Could be helped perhaps with a school

visit by some of the Badanami people to one of our meetings?

Establishing the two units mentioned.

Excellent stand alone units. Strong plans for implementation at core unit level.

Used a unit that already had sizeable Indigenous content

Weaving the content into learning about students' future professional roles as well as using IGA as the

application for learning about diversity and cross-cultural communication.

Had to be embedded in some units as it also met institute of teachers requirements

PHILOSOPHICAL UNDERPINNING

The development of a new/fresh approach to Indigenous Australian Studies, which moves beyond a

binary oppositional politics

Placing the IGA skills within a unit that covers the historical contribution of Indigenous people to

past, present and future Australian economic development, with an emphasis on critical thinking and

applying the values of scholarly inquiry in both verbal and written forms of communication.

COLLABORATION WITH BADANAMI

Drawing on Indigenous expertise, including from Badanami

Collaboration with Badanami on unit development

MONITORING ROLE

Overseeing the implementation of the IGA at course and unit level; advising on the

content/Indigenous people and Indigenous resources.

CHALLENGES

New unit is excellent - as it is optional few students will be able to engage with the unit. See

Indigenous Australian and the Law - http://handbook.uws.edu.au/hbook/unit.aspx?unit=200741.1

more integration required for core LLB units for the IGA initiative to be relevant and meaningful

within the LLB.

Identifying the units that can naturally fit in IGA into the curriculum, rather than trying to artificially

enforce them to some units, which are not clearly applicable.

A few staff attempt to teach aspects of Aboriginal education. The approach is ad hoc and insufficient

to equip students with the requisite skills and cultural competency, particularly for teaching

Aboriginal students in schools.

We have a stand alone unit to educate students in Indigenous culture however this is not enough

We endeavoured to support the introduction of the IGA however this was largely ignored. Requests

went unanswered

Only has it been embraced in two units fully. In secondary method (history) which I am the

coordinator and deliverer of materials it is both examined in tasks but embraced as a perspective and

content area as a result of NSW curriculum requirements. The NSW Institute of Teachers requires a

Large amount of outcomes/experiences for teachers however it is uncertain that we really meet the

requirements in a real and purposeful way. More needs to be perhaps addressed in units but more as a

stand alone and not as what is being suggested ----an online one size fits all module.

There are examples of good practice in Business courses however we have a long way to go.

To develop and embed a law IGA in specified units with specified assessment tasks to ensure it

remains relevant and current. School of law has not developed/embedded all the generic IGA which

post-date the 2007 law curriculum review.

NEGATIVE RESPONSES

There were no [best] aspects to rank.

No approach as it was left up to individuals.

19

No efforts were made to my knowledge

Not aware

Only chatted about it

Unaware of any approaches taken by the school.

There has been no awareness raising of this to me, and I haven't picked up any particular competences

or awareness in my students beyond what is generally known in society in general.

N/a

I am not aware of any school discussion or action on this.

Don't know

As knowledge of attribute is limited this question can't be answered

It is something - a starting point though in my view a poor one

OTHER RESPONSES

I'm sorry, but the relatively short length of my appointment to date means I can't really answer this

with accuracy. Thank you.

The only aspect I know was my introduction of Archie Roach in my own teaching in a third year

class, but this was very small.

Question 13 asked respondents to comment on what most needs improvement in the approach taken

by their school with respect to student learning. The responses have been grouped below using the

following subthemes:

doing okay

suggestions for improvement

o information dissemination about relevance of IGA

o information dissemination about approach taken by school

o curriculum development issues

o human and financial resources

o need for staff education

o collaboration

challenges

don’t know

Table 13: Respondents’ perceptions of what most needs improvement in the approach taken by

their school regarding student learning

Q13: Please identify what most needs improvement in the approach taken by your school when

fostering IGA generic skills in students

DOING OKAY

I think the school does a pretty good job

I believe the school is doing what it can within the current constraints such as the timelines involved

in making course changes.

SUGGESTIONS FOR IMPROVEMENT

INFORMATION DISSEMINATION ABOUT RELEVANCE OF IGA

A reason to foster these skills

Better promotion across units of what we should work towards

Maybe buy- in from all staff and better awareness and understanding

Stronger program of awareness of the role that individual staff can have in introducing or

implementing material

Whole of school recognition and understanding would be a good start but the HOS and associate HOS

teaching and learning with the HOP[rogram] should take the lead.

20

INFORMATION DISSEMINATION ABOUT APPROACH TAKEN

A clear dissemination of information on the school's approach.

Need to put into the school agenda to discuss among staff.

CURRICULUM DEVELOPMENT ISSUES

Identifying the units that are suitable for the task

For them [IGAs] to be aligned with the outcomes wanted by the university and not just being

tokenism

Greater attention across all years of health programs. Better understanding by science students and

staff of where this fits with science degrees.

Identify these [IGAs] as learning objectives in each tutorial and integrate content

As previously commented the current approach is to imbed these skills in largely or totally

theoretically based common units. They need to be taught in discipline specific context with some

real application in working with real individuals within a discipline specific context so that students

can actually show that they can and do implement the theory

More awareness and consistent implementation of IGA across the units, and not just in one or two

units.

Embed all skills across law curriculum - though may not all be incorporated and assessed in

compulsory units - thus diluting its importance.

Could have some more practical applications through musical performance within the student cohort.

Expanding the use of the two units throughout the school.

More systematic implementation of IGA

It is my view that a core unit in all degrees should be related with Indigenous issues associated with

the program. For example in the degree of management there should be a unit on management of

Indigenous organisations and services

Still regarded as an add-on in some units - not fully integrated

Well constructed material. Don't try to shovel everything into one unit

See previous and refer to the NSW Institute of Teachers requirements. If mapping was to be

undertaken in a serious way most of the preservice teachers at best get 2 lectures and 2 tutorials to

cover all of the outlined NSWIT requirements. It’s a joke

HUMAN AND FINANCIAL RESOURCES

Human and financial resources and staff to help broker these relationships to integrate Aboriginal

resources and issues across more widely at UWS so it is just not the role of Badanami to develop a

more collaborative approach and nurture a community of practice amongst peers that is across

disciplines. More professional development in practical workshops for academic staff.

More resources

NEED FOR STAFF EDUCATION

By having a staff development workshop on IGA can best fit into our respective units. Share some

models and case studies on how others have done it

Communication, professional development

Consultation, training, communication

Better education/awareness

Awareness of all staff of the new attribute and strategies to implement this initiative.

Implementation of the IGA generally.

Information available to academics

More implementation

More knowledge

Techniques and knowledge; resources

To actually implement it, and to train us all. Even if I’m not teaching a unit in this I would like to be

trained and empowered so that my consciousness is raised and I am able to incorporate actions and

21

attitudes as relevant and applicable to my teaching.

COLLABORATION

Direct contact with Badanami people perhaps?

CHALLENGES

Thinking about the issues involved in IGA not just approaching it as something that needs to be

complied with.

It is dependent on the knowledge and motivation of staff to consider how relevant learning can be

fostered.

Attributes are at a course level not unit level therefore are easily lost in the scheme of things.

There has been little commitment to Indigenous scholarship within Badanami. The reason for this is

that there has been little time for Badanami academics to engage in any real dialogue around

academic issues due to the incredible pressures e.g. Supporting mainstream academics with their

unit/course development, attendance at so many meetings and having to do all our own

administration. The IGA team have had to be super human working from the fringes of the university.

What other academics in the mainstream take for granted we cannot. For Badanami Indigenous

academics to feel supported then we have to be relocated from working on the fringes to the centre of

the university i.e. Placed within schools. This would free Indigenous academics up to work more

effectively with colleagues to develop units and courses in implementing the IGA. I am tired of

struggling from the fringes without experiencing the same rights as other academics! In saying this, I

understand that with rights come responsibilities!

An interest to engage with those academics supportive of the introduction of IGA generic skills. Many

have become disillusioned and see it as a paper exercise that appears to waste their time once they

wish to start any implementation.

As previously indicated, there is a lack of awareness and competence. The Aboriginal academic in our

school who was employed to teach Aboriginal studies has been coopted into various teaching and

administrative responsibilities that have nothing to do with her portfolio. In addition she has been

subjected to racist attitudes and silencing when she has attempted to raise the issues. The unit she

taught, which was highly valued by students, was scrapped because the head of program believed it

unnecessary. This was done with the consent of the head of school and despite explicit requirements

for teaching degrees to include a significant component on Aboriginal education.

More time - there's 'content' pressure in compulsory units, because of accreditation pressures.

Everything [needs improvement].

It [the school] could make a start.

Discussions need to start.

Most staff think that this has nothing to do with them

DON’T KNOW

don't know

don't know

22

Discussion

Demographic data:

While the ten percent response rate might on the surface appear to be poor, it is positive that so many

academic staff responded to the survey given the busy time of year that it was sent to them and given

that only a small proportion of academic staff had had direct involvement in the implementation of the

IGA, be that in the form of curriculum development or teaching. Clearly, however, there is much

room for the effort of implementation to be more broadly distributed.

Theme One: Awareness of the Indigenous Graduate Attribute (IGA).

Q1. Rating the level of awareness of the IGA

Responses indicate that 35/132 respondents were unaware of the IGA, although this ‘unaware’ cohort

most probably have an interest in the IGA or they would not have taken part in the survey.

Alternatively, the ‘unaware’ cohort might have felt obligated to fill in the survey. It is not possible to

say.

It is recommended that an awareness campaign be conducted to improve overall levels of awareness

of the IGA across the university.

Q1b. Which category reflects your employment contract?

I have not included this data in the report to date, due to the fact that we would need to analyse it in

more depth before making any statements about it. As shown below, the greatest number of

respondents who were unaware of the IGA were sessional staff and level Bs. But this might just

reflect the fact that more of these categories actually conducted the survey. It is perhaps a concern that

only 4 level As conducted the survey.

Note: because of the timing of the survey, we are probably not capturing all sessional staff as many of

their contracts might have concluded by end November.

Frequency Percent

Unaware

of IGA Percent

Level A 4 3.0 1 2.9

Level B 48 36.4 12 34.3

Level C 25 18.9 5 14.3

Level D 19 14.4 3 8.6

Level E 3 2.3

Casual/Sessional 33 25.0 14 40.0

Total 132 100.0 35 100.0

It is recommended that the level of employment category be analysed in greater depth.

Q2. The year during which academics became aware of the IGA

It is a positive finding that the number of academic staff who responded to the survey and were aware

of the IGA increased each year between 2006 and 2011.

It is recommended that the survey be taken again for the next three years to evaluate whether the

number of academic staff aware of the IGA increases as it needs to, if implementation is to be

successful.

23

Q3. How knowledge about the IGA was disseminated within UWS

There were a wide variety of responses to this question.

F = via formal means (50);

I = via informal means (38);

B = via Badanami (31);

R = via own reading (8);

C = via curriculum development (5) ;

U = via university initiated material (2);

S = via a student (1);

D = don’t know (1).

However, it is clear from some of the responses to other questions that there is a great need for

dissemination of information about the IGA and how to implement it.

Q4. Awareness of the rationale for the IGA

Responses to this question indicate that the reasons for implementation of the IGA are accurate.

It is recommended that mechanisms are put in place in order that the remainder of staff become aware

of and understand the importance and relevance of the IGA.

Theme Two: Awareness of the process of IGA implementation within a

School.

Q5. Awareness of process of IGA implementation taken by school

Of the 97 respondents who were aware of the IGA generally, just under half of these (n-= 44) were

unaware of exactly how their school had approached implementing the IGA generic skills and

knowledge within the schools’ courses. Given that this cohort were not aware of the approach used, it

would tend to indicate that they would not necessarily have been able to contribute to achieving the

desired outcome.

It is recommended that all schools ensure that knowledge about the approach taken by the school is

disseminated and discussed within school fora at regular intervals.

Q6. How has your school approached the implementation of the IGA generic skills?

The 53 respondents who answered ‘yes’ to Q5 provided 65 responses when provided with 3 options to

choose from – each respondent could choose more than one option. The options were

Stand-alone unit (25)

Addressed within a number of units throughout the course (21)

‘other’ (19)

Some of the responses provided specific detail, while others were non-specific such as: ‘it is

integrated in our course’, or ‘p/g is different from u/g’.

24

Q7. Have the IGA generic skills been assessed by your school?

Of the 53 who were aware of the approach taken by their school (see Q5), 18 understood that their

school had assessed the IGA skills; 15 understood this not to be the case; and 20 did not know

whether the IGA skills had been assessed or not.

It is recommended that better dissemination of information about the school’s processes for

implementation and assessment of the IGA is required.

Q8b. In what capacity were you involved in implementing the IGA?

Responses indicate that half of the respondents who perceived that they had played a role in

implementing the IGA were involved through teaching in the classroom (28/56). It is interesting that

at least one respondent who was employed on a casual contract had commented that he/she had been

unaware of the IGA during this period. In answer to the question about their involvement in teaching

in the classroom this respondent noted that he/she had been:

‘Including Indigenous content in my lectures when still a casual (I wasn't aware of the IGA at

this stage) [unspecified unit]’.

This comment tends to indicate that the IGA knowledge and skills have not been explained to all

academic staff.

It is recommended that greater attention is given to ensuring that all academic staff are aware of the

IGA knowledge and skills and exactly how they are embedded within units and how they are being

assessed.

Q8b1. In what capacity were you involved in IGA implementation – unit development

Responses indicate that 7 units have been developed or are being taught with IGA content embedded,

and that 2 more units are being developed and will be offered in 2013.

Please note that the survey is not capturing all of the work that has been carried out within the

university in relation to the IGA implementation process. For example, a separate report obtained

from the School of Nursing indicates that IGA content has recently been scaffolded across the degree

programs and a core unit has been developed specifically with the IGA in mind; and yet this core unit

is not mentioned within the survey dataset, while a different unit is mentioned: Family Health Care:

Child And Adolescent Nursing, which only indirectly focuses on Indigenous content, according to the

school report.

Q8b2. In what capacity were you involved in IGA implementation – unit coordinator

Responses to this question indicate that there are 13 units being coordinated with IGA content. Some

of these units are in the process of development while others have been developed and offered to

students.

Please note that it is not possible to ascertain exactly from the survey dataset which units have

been offered, which are in the process of development, and which units are targeted for future

inclusion of IGA knowledge and skills. For this to become visible, the dataset would need to be

25

reconstructed, so that one person’s entire dataset could be read, rather than simply reading their

response to a particular question, along with all other responses to that question.

It is recommended that the data is reconstructed in order to provide a better picture of where each

school is placed with regard to its implementation responsibilities, and where the most support is

required.

Q8c. Tapping untapped capacity

There are at least 31 academics willing to be involved in implementing the IGA in some way, who are

not at present being given this opportunity. This represents an untapped capacity at UWS that could

well be utilised. Given that there were 1300 staff on the survey distribution list, and given that around

10% of academics responded to the survey, if we multiply the figure of 31 by 10, this might mean that

there are around 300 academics with skills and knowledge to contribute to the implementation of the

IGA. On the other hand, it might be the case that most of the academics with an active interest in the

IGA actually responded to the survey and thus it is not valid to surmise about the extent of the

untapped capacity. Nevertheless, it is valid to say that there are at least 31 academics who are willing

to contribute, who are not doing so at present.

It is recommended that a mechanism is put in place at the school level to bring together those

interested in the process of implementation.

It is recommended that a mechanism be found so that all academic staff directly involved in

implementing the IGA can communicate with each other across different schools, in order to share

experiences, information and techniques.

Theme three: Perceived capacity to effectively teach the IGA knowledge

and generic skills

Q9. Teacher confidence in implementing the IGA

Responses indicate that with regard to the confidence levels of academics related to their capacity to

teach IGA generic skills and knowledge, there was almost a normal distribution curve represented,

with the same number feeling ‘very confident’(n=16) as those feeling ‘not confident’(n=16), and

almost equal numbers around the central position of feeling ‘somewhat confident’. This indicates that

more support is required for those academics who are not feeling confident about their capacity to

teach Indigenous content, a point reflected also in the ‘comments’ section of Q9 (see below at Q9a).

It is recommended that resources are obtained for staff development in order to increase teacher

confidence levels.

Q9a. Academics’ comments related to confidence in teaching the IGA Responses indicate a need for more information dissemination about the importance and relevance of

the IGA. Also there is a need for resources and information about how to implement the IGA and for

more people to become involved. While there was some frustration recorded, there was also a

confidence expressed by some respondents and willingness to engage with the process by others. One

response indicated that Graduate Attributes need to be made visible at the UNIT level, rather than just

26

at the course level, in order for all academics to understand their relevance and importance (see also

Q13 under ‘challenges’ for similar sentiment).

It is recommended that information about the IGA needs to be disseminated more widely and more

often than it is at present in order to increase the number of people involved in the process.

It is recommended that mechanisms are found in order to make the Graduate Attributes more visible

at the unit level.

Q10. Suggestions for increasing confidence levels related to teaching the IGA

Responses indicate a great need for more staffing (Indigenous & non-Indigenous); more resources

(financial & material); and more education for academics about how to implement the IGA. Increased

collaboration with Badanami was also suggested.

It is recommended that more effort be put into staff development.

It is recommended that financial resources are obtained to increase teaching confidence related to IGA

implementation.

Theme four: the process of implementation - what worked/what didn’t?

Q11. Respondents’ perceptions of effectiveness of the approach taken by their school in

fostering IGA skills in students.

The response of most concern is that only 3/97 respondents indicated that the approach taken by their

school had been ‘very effective’. Equally concerning is that 42/97 did not know whether the approach

taken had been effective.

It is recommended that mechanisms be put in place for discussion within schools about the approach

taken to implement the IGA.

It is recommended that mechanisms be put in place to continuously monitor the effectiveness of the

approach.

It is recommended that further research on the survey dataset take place to identify the three

respondents who perceive implementation of the IGA to be very effective. It might then be possible to

understand why effectiveness has been enhanced in these cases.

Q12. Respondents’ perceptions of the best aspects of the approach taken by their school

regarding student learning

Many of the responses to this question discuss modes of delivery. From these it is apparent that

different modes of delivery have worked within different contexts. It would be necessary to conduct

further research on the dataset before understanding what has worked in which context. Two

respondents indicated that collaboration with Badanami was the best aspect. Nevertheless, responses

indicate that while the question asked for comments about what worked, many respondents provided

comments about challenges to the process of IGA implementation.

27

It is recommended that the dataset be re-constructed in order to find out what modes of delivery

worked best in which contexts.

Q13. Respondents’ perceptions of what most needs improvement in the approach taken by their

school regarding student learning

Responses indicate that there are many challenges present regarding the implementation of the IGA.

One telling comment is that

‘Most staff think that this has nothing to do with them’.

Yet as one respondent noted at Q10,

‘Reconciliation is everyone's responsibility!’.

Overall impression:

The responses to the IGA academic staff survey suggest that despite many challenges there is still

much goodwill and many suggestions about how to improve.

There is a great need for educative processes for academic staff a) about the relevance of the IGA for

the future lives of Indigenous people and b) about how to develop units with IGA content relevant for

students in varying disciplines. The latter will not be achieved without considerable time and effort on

the part of academics who will need to become familiar with elements of Australian histories and

cultures that impact on the lives of Indigenous people. This is required if effective teaching is to be

achieved. The challenge is how to engage more non-Indigenous academics to be a part of this process.

Following on from the findings of Q8c, it is clear that there are at least 31 academics who have

expressed an interest in becoming more engaged. Untapped capacity therefore is already available.

Information about the IGA could be better disseminated particularly at the School and unit level. It

would be useful to have fora where processes useful for implementation can be discussed. For

example, by putting the approach taken by the school on the agenda of school meetings where a

review of progress to date could take place.

Given that much of the teaching is carried out by Level A and sessional staff, there is a need to ensure

that information about the IGA is provided also to these members of staff, as they might not be a part

of meetings to the same extent as higher level academics.


APPENDIX 8:

UWS STUDENT FEEDBACK SURVEY (SFU) ANALYSIS OF THE

INDIGENOUS AUSTRALIAN STUDIES MAJOR (IASM) UNITS 2011

Appendix 8

Student Feedback on Units (SFU) Indigenous Australian Studies Major Units

2009 - 2012 (Summer School)

Key: Colour n.a

Average >= 4.0

3.5 to < 4.0

< 3.5 < 4 resp.

Unit ID

Unit Name Session Issued Returned Rate Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

101751 Contextualising Indigenous Australia 2011.Au 51 31 61% 4.42 4.45 4.35 4.35 3.65 4.13 4.39 4.48 4.29 4.48 4.55 4.45 4.60

101751 Contextualising Indigenous Australia 2011.Sp 11 9 82% 4.89 4.78 4.67 4.67 4.22 4.33 4.67 4.89 4.67 4.89 4.56 4.89 4.89

101751 Contextualising Indigenous Australia 2012.Su 75 50 67% 4.56 4.40 4.50 4.40 4.20 4.40 4.52 4.54 4.48 4.58 4.66 4.46 4.64

101753 Revaluing Indigenous Economics 2011.Sp 37 15 41% 4.53 4.27 4.53 4.67 4.47 4.53 4.53 4.60 4.47 4.67 4.53 4.60 4.60

101754 From Corroborees to Curtain Raisers 2011.Sp 40 21 53% 4.05 4.10 4.19 4.33 4.10 3.25 4.14 4.21 4.21 4.05 4.30 4.40 4.40

1

[Unit Content] - The unit covered what the unit outline said it would.

2 [Relevance] - I was able to see the relevance of this unit to my course. 3 [Learning Design] - The learning activities in this unit have helped my learning. 4 [Assessment Activities] - The assessments in this unit have helped me learn. 5 [Assessment Feedback] - I was able to learn from feedback I received in this unit. 6 [Assessment Guidelines] - There were clear guidelines for all assessment tasks in this unit. 7 [Learning Resources] - The learning resources provided for this unit helped me to engage in learning. 8 [Learning Flexibility] - The unit provided a reasonable amount of flexibility for study. 9 [Learning Spaces] - The teaching and learning spaces used for this unit were adequate. 10 [Workload] - The amount of work required in this unit was reasonable. 11 [Equity/Fairness] - In this unit, people treated each other fairly and with respect. 12 [Generic Skills] - This unit helped me develop my skills in critical thinking, analysing, problem solving and communicating. 13 [Overall Experience] - Overall, I've had a satisfactory learning experience in this unit.


Student Feedback on Unit

Autumn 2011

Best Aspects Needs Improvement

Field trip.

The content. Teaching..

The lecturers are fantastic.

Understanding Indigenous knowledge.

Very intensive but everything was excellent.

Enriching my education on Indigenous Australians.

Hearing from others experiences and learning from them.

The unit co-ordinators approach. The online content was

well done.

Learning about Aboriginal history, the truth and how we fit

into society.

All this unit has been outstanding and educational. Website

was excellent.

I thought the online site was good and provided great

information. Thank you.

It was great because I am Aboriginal, however, I learnt

things that I didn't know.

I enjoyed hearing the teachers stories. Also very much

enjoyed the performance teacher.

Canberra trip, black fellas in education. Chance to study our

history and collective futures.

Attending Jack teacher Versus the Crown. Lecturers were

very knowledgeable and willing to share culturally sensitive

information.

Readings and resources were extremely useful. Online

modules were very well thought out and encouraged

thinking about relevant topics.

The unit was very flexible. The unit has increased my

learning. The assessment tasks in this unit where very clear.

Help was there when needed.

Friendly atmosphere during tutorials and different sort of

information about Indigenous culture, peoples and their

relations in different fields.

The best aspects of the unit, tutorials were very helpful to

understand the subject. We found opportunity to ask

questions and understand subject.

Engaging with others in tutorials. Allowing creativity with

assignments.

Honest, respectful and freedom of sharing in class. Covered

a wide range of topics.

The best aspect were the teachers and lectures, they were

informative and supportive. The excursion was great and

gave us a taste of real Aboriginal talent.

The online learning resources. The viewing of the First

Australians.

The tutors stories of their upbringing. The freedom to speak

and he respected with you point of view.

The staff and fellow students were supportive. The

atmosphere of the class was always of a high energy and

covered thought provoking topics. I had a ball and learned a

lot.

I liked the modules on vUWS. They were convenient to

access and interactive. I also enjoyed the cultural

performance and I think that the assessments were good

learning tools.

Performance and linked assignment mode for a change from

usual essays, literature reviews and reports. Assignments in

general were great. Journal was good way to reflect on new

knowledge. Loved the unit. Learnt lots.

Learning about indigenous people from a different angle,

and really showing their view on what has happened.

Showing us better ways to communicate between cultural

and individual and organisation level fantastic teachers.

Not much.

Everything was good

Feedback was too slow.

More information on land rights.

The feedback from assessments, didn't get any.

Online learning would be very influential for students.

The unit needs to become more accessible for unit

registration.

Needs to be more accessible online and for more courses eg

education.

I think the references expected in some of the assessments

was a bit much.

Possibly getting Indigenous guest speakers from community

to share experiences.

More computers and improve virtual learning. Maybe give

us hard copies of what is on the net.

Needs to be easily accessible on registration / platform web.

Policing students should do this unit as a core.

Lecture time could be longer than one hour and tutorial time

could be shortened to one hour as there are online activities

that compliment the tutorial.

Being more creative during tutorials, ie. Activities, perhaps

acting out something. Little bit more feedback for

assignment. Clearer instructions for assessments.

I would have liked to have had the lectures recorded on

vUWS to listen to again. I would have liked to have

assessment marks back earlier so we know how we were

going.

Sometimes needed more structure in some tutorials. At times

as a class we were spoken to about things rather than

encouraged in a way that would increase class participation.

The online modules were good topics, although I think the

students they interviewed didint contribute much to the

topic. I think having more informed students to comment

would make it better.

I think everything needs to be in the learning guides in

relation to the journals. There was only one person in class

who was disruptive at times but I hope this changes for the

rest of semester.

For registrations it needs to be advertised more profilitically.

The journal responses could be posted online and

discussions following -would be a way to keep the dialogue

going on a weekly basis .

The timetable was complicated at first and I don't think the

tutorial should be a two full hours. Maybe a two hour lecture

and one hour tutorial. I would have liked to learn more facts

and history. I felt like most of the course was a debate on

ethics and who was right or wrong. I would have liked to

learn more of the positives instead of focusing mostly on the

negatives.

More structure in tutorials. Linked to readings and topics.

One hour tutorials; two hours was too long. Assignment

turnaround was poor.

We handed in our journals in week three to be checked we

were on the right track, however these were not returned

until week 12 and our performance review was not returned

by semester end. Some links to reading material in vUWS

was not available due to copyright issues.

Changes to unit outline were not followed through with.

We went to an Indigenous performance. It was enjoyable

and gave me a totally different perspective on modern

Indigenous culture. I liked the fact the assessments were

more like a journey. It really personalised the learning

process.

The online learning vUWS presentation is the best unit

coverage I have seen. Teacher, teacher and teacher are great

teachers and their personal life experiences helped me get

through my own mus guided experience. Great group of

people to share with.

It was more creative and personal. The online modules and

learning page were set out great! I loved going to a

performance and tying it in with what I was learning. I felt a

two hour tutorial was way too long and the lectures were not

needed. I would prefer the module and online material rather

than a lecture and a one hour tutorial to get through the

material and ask questions, feedback.



Spring 2011


The mode of delivery over four Saturdays.

The face to face sessions. The discussions.

Lecturer was outstanding. Content was engaging and

informative.

Personal stories and history.

Flexibility. Interactivity. Atmosphere. Diversity of teaching

aides.

Spectrum of the content.

The small class, giving everyone the ability to engage with

learning and have input to class topics.

The message was helpful. It was very interactive and

emotional. The lecturer was excellent in delivering the

message.

The whole educational experience. I loved vUWS, it was

interactive and informative and helped me write learning

journal. I liked and enjoyed being able to access the online

content via the front screen. It was lovely to watch the

videos over and over. The first Australians CDs were very

powerful and the knowledge gained was extensive. I also

enjoyed having the teachers that first day.

Emphasis on the Torres Strait Islanders. Feedback from past

students of units.

Assessment return for faster feedback. All readings made

more readily available.

The online modules need to be relabelled with the correct

week and session numbers.

Current events such as constitutional change, the

intervention.

Clearer learning guide. Assessment instructions.

For the University of Western Sydney to make it a

compulsory subject for all students. The video tapes need to

be upgraded to DVD.

Assessment three. Limit the amount of journal entries. This

will allow future students to develop and expand on new

knowledge gained.

All great for me. I loved the genealogy afternoon and the

wonderful stories. It was wonderful to go to different

locations in a group! The only think I was wanting, to see

the artwork at Blacktown but we were just too late! Maybe

next time.



Summer School 2012


Everything was great.

Everything was great.

Performance of I am EORA.

The stories that are told.

Teacher was very approachable.

Everything was very interesting.

One of the best units I have studied.

The content and the assessment tasks.

Attending the Indigenous performance.

Great tutors. Short and good unit. Easy.

The performance and the personal stories.

The DVDs, certain topics and information.

It showed me the less known side of the history.

Everything from teaching to assessments was great.

The first Australians DVD and all of the staff members.

Attending a performance as well as interesting lectures.

It is helpful and I now have knowledge about Aboriginals.

It covered everything it said it would and the classes were

engaging.

The teachers. It is another way to learn about Australian

Indigenous people.

Overall the amount of effort and commitment given by the

staff were excellent.

The diversity of topics covered in the unit, from colonisation

to present day.

The unit gave up to date and interesting information. I would

recommend this to others.

The I am eora performance. The range of learning sources

and videos. Simple assessments.

The visit to carriage works at Redfern, gave us a good

insight into Aboriginal drama and history.

The I am Eova performance and all the different videos we

watched.

Also all of the teachers were great.

The best aspects of this unit were SBS video, journal and

performance. Staff were very friendly and co-operative.

This was a wonderful unit to do as an elective. I can

definitely see the relevance of this unit for my career path.

I gained more learning about Indigenous Australian Culture

and became more aware of the nations history. I enjoyed this

unit.

The openness of the lecturer and the tutor. It was great to

hear about their own experiences in the present, not only in

the past.

I liked the summer school format. The content was well

thought out and presented in an easy well managed way that

made it fun to learn.

I have learnt so much that cannot be learnt from the

textbook. This unit provides a great opportunity to

understand the Indigenous Australian.

The teachers were positive and I enjoyed the performance. It

challenged my assumptions and gave me a better

understanding of indigenous australians.

Best aspects were group work, learning about different

cultures, videos of writing journals. Staff were helpful, co-

operative and very understanding.

The great attitude of the teachers and how they really could

all add a personal story of their own experience. One of the

best units I have done at uni.

That it was not just theory. We learnt about the everyday, the

things that are affecting our next door neighbours, by giving

us an insight into the lives of the aboriginal people.

Every single thing in this unit was good. I believe it should

Tutorial structure.

Make the unit run longer.

Slide notes to be provided.

More engaging tutorial sessions.

Larger word limits for assignments.

The slides could be posted on vUWS.

It could be longer and include more.

The tutorials need more of a structure.

Maybe having three assignments was a bit much.

Fix the references. A break before the lecture.

Five weeks is not enough for this unit, I felt we needed

more time.

Too many days per week. The unit should be gathered into

one day per week.

Perhaps work on making it more visible to students who

don't know about it.

Consider recording lectures and uploading to vUWS. Leave

time to discuss current events.

Coming from pure science background, I found it to be

difficult to write essays in an Arts format.

If we could have access to the lecture slides. It would be

helpful to have guidelines on how assessments should be

presented.

I think more detail needs to go into the oppression the

aboriginals face like learning history from an aboriginal

point of view.

Some students are new to this country so it is hard for them

to engage, especially in a discussion, if they do not know

about Aboriginal history.

The online resources weren't ready, like the reading links,

but I do understand the problems with technology and the

migration to the new E-Learning environment.

be compulsory. This unit taught us all a lot. The tutors are

the best and should have a complete 14 week unit running.

The realistic approach to learning about Indigenous people

was not only the best aspect but it brought along with it a

freshness and new information to be learnt and shared with

others.

The teaching was really enjoyable, as well as going to see

the performance. I felt the tutors were approachable and

listened to everyone's opinions without judgement. It was

very enjoyable.

The overall best aspects of contextualising indigenous

studies were the class discussions. All of the tutors coming

together and sharing their personal experiences was really

valuable lesson to lean.

The fact that Australian history is taught by Aboriginal

professors whom are able to critically assess the truth of our

past and teach Indigenous laws history, art and things that

would not be taught otherwise. I am now more culturally

aware.

Gaining an understanding of the Indigenous Australian

history. Also it was a very informative course which allowed

me to put into context my future career. The vUWS site

allowed it to be fun and exciting. All lectures were good,

well presented and easy to.

This unit was one of the most interesting and informative

and enjoyable subjects that I have completed. The course

was carefully and well thought through and the teaching

staff were excellent. It was thought provoking and

introduced many Aboriginal and in.

The intensity with which it was delivered. I also enjoyed

going to the performance and seeing things through a

different perspective as well as meeting with people. The

inline modules were great because I could watch and

complete them in my own time and m.

This unit was a long needed unit as it taught me a great deal

of the true Aboriginal history and English colonisation. This

unit I believe should be compulsory in the Bachelor of Arts

and Social Sciences degree. Indigenous people are this

countries history.


APPENDIX 9:

UWS STUDENT FEEDBACK SURVEY ANALYSIS OF THE INDIGENOUS AUSTRALIAN STUDIES MAJOR (IASM) UNITS AND THE

INDIGENOUS GRADUATE ATTRIBUTE (IGA) UNITS 2011

Appendix 9

Student Feedback on Units (SFU), Indigenous Graduate Attribute and

Indigenous Australian Studies Major Units,

2009 - 2012 (Summer School)

Key: Colour n.a

Average >= 4.0

3.5 to < 4.0

< 3.5

< 4 resp.

Unit ID

Unit Name Session Issued Returned Rate Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

101751 Contextualising Indigenous Australia 2011.Au 51 31 61% 4.42 4.45 4.35 4.35 3.65 4.13 4.39 4.48 4.29 4.48 4.55 4.45 4.60

101751 Contextualising Indigenous Australia 2011.Sp 11 9 82% 4.89 4.78 4.67 4.67 4.22 4.33 4.67 4.89 4.67 4.89 4.56 4.89 4.89

101751 Contextualising Indigenous Australia 2012.Su 75 50 67% 4.56 4.40 4.50 4.40 4.20 4.40 4.52 4.54 4.48 4.58 4.66 4.46 4.64

101753 Revaluing Indigenous Economics 2011.Sp 37 15 41% 4.53 4.27 4.53 4.67 4.47 4.53 4.53 4.60 4.47 4.67 4.53 4.60 4.60

101754 From Corroborees to Curtain Raisers 2011.Sp 40 21 53% 4.05 4.10 4.19 4.33 4.10 3.25 4.14 4.21 4.21 4.05 4.30 4.40 4.40

400756 Family Health Care: Health Issues and Australian Indigenous People

2009.1 874 696 80% 3.87 3.42 3.53 3.57 3.48 3.53 3.54 3.44 3.62 3.29 4.02 3.47 3.50


2010.Au 837 590 70% 3.73 3.37 3.40 3.55 3.19 3.48 3.39 3.54 3.67 3.66 3.93 3.35 3.39


2011.Au 892 669 75% 4.05 3.73 3.77 3.75 3.51 3.78 3.81 3.73 3.84 3.69 4.10 3.71 3.78

300631 Indigenous Landscape 2009.2 16 14 88% 4.36 4.43 4.43 4.43 3.64 4.00 4.00 4.43 4.50 4.50 4.43 4.36 4.57

300631 Indigenous Landscape 2011.Au 25 15 60% 3.80 3.67 3.67 4.13 3.67 3.73 3.60 4.33 4.07 4.33 4.40 4.00 4.07

300632 Living in Country 2010.Au 10 9 90% 4.22 4.67 4.44 4.00 4.11 4.00 4.00 4.67 4.44 4.56 4.78 4.56 4.67

200010 Criminal Law 2009.2 568 386 68% 4.26 4.47 4.14 4.14 3.76 4.07 3.92 3.89 4.00 3.98 4.21 4.10 4.21

200010 Criminal Law 2010.Sp 865 412 48% 4.33 4.41 4.07 4.12 3.73 4.02 3.97 3.93 4.07 4.03 4.18 4.17 4.16

200010 Criminal Law 2011.Sp 675 425 63% 4.44 4.62 4.32 4.30 4.07 4.11 4.16 3.89 4.18 4.08 4.39 4.27 4.35

200006 Introduction to Law 2009.1 534 257 48% 3.91 3.96 3.76 3.69 3.36 3.46 3.56 3.49 3.56 3.74 3.97 3.70 3.72

200006 Introduction to Law 2009.2 244 145 59% 4.23 4.24 4.11 4.03 3.78 3.83 3.92 3.78 3.99 3.92 4.19 4.02 4.13

200006 Introduction to Law 2010.Au 660 346 52% 4.02 4.06 3.86 3.74 3.40 3.61 3.74 3.85 3.94 3.99 4.15 3.83 3.90

200006 Introduction to Law 2010.Sp 240 115 48% 4.17 4.28 4.12 3.89 3.87 3.95 4.04 3.90 4.13 3.97 4.02 4.10 4.18

200006 Introduction to Law 2011.Au 740 332 45% 4.02 3.93 3.75 3.49 3.22 3.36 3.62 3.67 3.94 3.83 4.10 3.80 3.80

200006 Introduction to Law 2011.Sp 301 128 43% 3.87 3.92 3.84 3.64 3.60 3.65 3.61 3.79 3.94 3.81 4.10 3.83 3.76

400866 Culture, Diversity and Health 2010.Au 244 0 0% n.a n.a n.a n.a n.a n.a n.a n.a n.a n.a n.a n.a n.a

400866 Culture, Diversity and Health 2011.Au 875 598 68% 3.92 3.64 3.50 3.47 3.48 3.41 3.61 3.81 3.88 3.87 4.09 3.52 3.59

101577 Classrooms Without Borders 2010.Au 582 229 39% 3.78 3.82 3.50 3.40 3.00 3.42 3.52 4.03 3.74 3.74 4.26 3.77 3.64

101577 Classrooms Without Borders 2010.Sp 195 152 78% 3.62 3.68 3.34 3.26 3.05 3.13 3.22 3.65 3.61 3.66 3.95 3.58 3.34

101577 Classrooms Without Borders 2011.Au 360 311 86% 3.48 3.58 3.22 3.12 2.81 3.02 3.11 3.33 3.34 3.24 4.08 3.46 3.20

101577 Classrooms Without Borders 2011.Sp 274 197 72% 2.64 2.91 2.51 2.54 2.09 2.04 2.31 2.50 2.82 2.46 3.15 2.54 2.07

200540 Globalisation and Australia 2009.2 158 84 53% 4.07 3.83 3.88 3.85 3.70 4.06 3.86 3.70 3.89 3.51 4.11 3.93 3.93

200540 Globalisation and Australia 2010.Sp 130 81 62% 4.19 3.80 3.99 3.93 3.68 4.08 3.88 3.88 4.06 3.90 4.15 3.98 3.96

200540 Globalisation and Australia 2011.Sp 137 56 41% 4.20 4.05 3.93 3.98 3.72 4.14 3.93 3.98 4.13 4.09 4.25 4.18 4.04

200020 Professional Responsibility and Legal Ethics 2009.2 590 315 53% 4.14 4.31 3.98 4.01 3.81 3.88 3.84 3.81 4.02 3.71 4.24 4.04 4.03

200020 Professional Responsibility and Legal Ethics 2010.Sp 400 44 11% 4.12 4.33 3.98 3.86 3.88 4.02 3.79 4.07 4.00 3.95 4.21 3.93 3.98

200020 Professional Responsibility and Legal Ethics 2011.Au 505 260 51% 4.27 4.50 4.19 4.18 4.12 4.00 4.06 3.98 4.18 3.94 4.33 4.13 4.18

200015 Criminal Procedure and Evidence 2009.1 125 94 75% 4.49 4.60 4.18 3.77 3.95 4.14 4.22 4.08 4.26 4.06 4.50 4.38 4.47

200015 Criminal Procedure and Evidence 2009.2 135 66 49% 4.05 4.31 3.80 3.37 3.22 3.09 3.69 3.28 3.82 3.42 3.74 3.88 3.54

200015 Criminal Procedure and Evidence 2010.Au 150 88 59% 4.35 4.51 4.31 4.11 3.95 4.07 4.22 4.13 4.18 4.10 4.33 4.25 4.26

200015 Criminal Procedure and Evidence 2010.Sp 190 95 50% 4.37 4.54 4.19 3.93 3.31 3.85 4.10 4.00 4.11 4.01 4.36 4.17 4.16

200015 Criminal Procedure and Evidence 2011.Au 130 70 54% 4.47 4.61 4.50 4.41 4.37 4.24 4.36 4.29 4.43 4.33 4.47 4.46 4.53

200015 Criminal Procedure and Evidence 2011.Sp 210 75 36% 4.23 4.44 3.97 4.01 3.41 4.00 4.03 4.15 4.24 4.18 4.29 4.07 4.19

1 [Unit Content] - The unit covered what the unit outline said it would. 2 [Relevance] - I was able to see the relevance of this unit to my course. 3 [Learning Design] - The learning activities in this unit have helped my learning. 4 [Assessment Activities] - The assessments in this unit have helped me learn. 5 [Assessment Feedback] - I was able to learn from feedback I received in this unit. 6 [Assessment Guidelines] - There were clear guidelines for all assessment tasks in this unit. 7 [Learning Resources] - The learning resources provided for this unit helped me to engage in learning. 8 [Learning Flexibility] - The unit provided a reasonable amount of flexibility for study. 9 [Learning Spaces] - The teaching and learning spaces used for this unit were adequate. 10 [Workload] - The amount of work required in this unit was reasonable. 11 [Equity/Fairness] - In this unit, people treated each other fairly and with respect. 12 [Generic Skills] - This unit helped me develop my skills in critical thinking, analysing, problem solving and communicating. 13 [Overall Experience] - Overall, I've had a satisfactory learning experience in this unit.

NB. This chart is a living document and does not contain all UWS units that might have embedded Indigenous content.


2012

APPENDIX 10:

UWS INDIGENOUS GRADUATE ATTRIBUTE COMPETENCY TRAINING

SCHEDULE 2009

Appendix 10

Indigenous Graduate Attribute Competency Training

Day 1

1. Purpose and history and features of the UWS Indigenous graduate Attribute.

2. Australia’s Indigenous demography.

3. Indigenous identities and terminology.

4. Understanding Indigenous value systems

5. Classical Indigenous social structures and relationships to Country.

Required post-session reading and viewing:

Day 2

1. Overview of major themes and events in Indigenous/non-Indigenous Australian history.

2. Understanding the contemporary and mutual legacy of the past.

3. Significant major movements: Land Rights, Native Title, the “Bringing them Home” report and National Reconciliation.

4. Considerations and expectations concerning Indigenous content development and delivery:

Student and staff emotional safety,

Indigenous student in the classroom,

managing difficult questions,

maintaining appropriate levels of student discussion. Required pre-session reading and viewing:

Day 3

12 month later: Guided tour of the Art Gallery of NSW’s Indigenous collection in the Yirrabanna Gallery. This session would include a guest lecture from a prominent Indigenous person as well as A debrief of the previous year’s experiences and questions.

(written in 2009)


2012

APPENDIX 11:

UWS INDIGENOUS AUSTRALIAN STUDIES MAJOR PROMOTIONAL FLYER 2010

Appendix 11

Appendix 11

Documents

UWS Embedding An Indigenous Graduate Attribute