scholarly journals “A Stepping Stone That Just Pushed Me Further Into Wanting to Go to University”: Student Perspectives on ‘What Works’ for Effective Outreach Strategies for Indigenous Students

2021 ◽  
Vol 12 (2) ◽  
pp. 8-17
Author(s):  
Katelyn Barney ◽  
Hayley Williams
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Evidence Base ◽  
University Student ◽  
School Students ◽  
Indigenous Students ◽  
Outreach Programs ◽  
Student Equity ◽  
What Works ◽  
National Centre

In Australia, there are numerous outreach initiatives run by universities for Indigenous high school students that attempt to elevate aspirations of Indigenous students to go to university. The theoretical case for these initiatives is strong as much data exists surrounding the barriers Indigenous students face in entering university. However, the research and evidence base for these equity programs remains largely underdeveloped and limited (Bennett et al., 2015). Drawing on findings from interviews with Indigenous university students as part of a National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellowship, this paper identifies what works and what areas to strengthen in Indigenous specific outreach programs. The paper concludes by discussing the development of strategies and resources to build the evidence base of effective outreach activities for Indigenous students.

New Digital Technologies: Educational Opportunities for Australian Indigenous Learners

2013 ◽  
Vol 42 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Shalini Watson
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Learning Styles ◽  
Indigenous People ◽  
Digital Technologies ◽  
Digital Learning ◽  
School Students ◽  
Indigenous Students ◽  
National Priority ◽  
Indigenous Learners

This article presents a number of possibilities that digital technologies can offer to increase access for Indigenous people to higher education in Australia. Such technologies can assist Indigenous high school students acquire the knowledge and skills they require to be accepted into higher education courses. They can also assist Indigenous students to be more successful in their higher education studies. While this article is contextualised to the Australian higher education setting specifically, the principles derived within may be applied to other disadvantaged groups worldwide. It may be concluded that the despite the barriers to the uptake of digital technologies, the potential offered holds much promise for such groups. In Australia, Indigenous people are the most severely under-represented in higher education, with access rates that have been declining over the past 6 years. Therefore, this issue has been classified as a matter of the highest national priority (Bradley, Noonan, Nugent, & Scales, 2008, p. 16). Concurrently, evidence is mounting that digital learning environments are able to produce positive learning outcomes for Indigenous students, albeit with a number of barriers to their uptake. This literature review explores: current trends in digital technologies and tertiary instructional practices, barriers to the uptake of digital technologies for Indigenous learners in Australia, and the potential of digital technologies for accommodating Indigenous learning styles. A number of implications for practice are discussed, based on the review of the literature.

Indigenous Higher Education Student Equity: Focusing on What Works

2009 ◽  
Vol 38 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Marcia Devlin
Keyword(s):  
Higher Education ◽  
Education Student ◽  
Indigenous Students ◽  
Higher Education Access ◽  
Education Access ◽  
Indigenous Student ◽  
Student Equity ◽  
What Works ◽  
Independent Evaluation ◽  
Systemic Problems

AbstractThe rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The “success-focused” approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.

scholarly journals Doing Less with More: Cohorts, Education and Civic Participation in America

2016 ◽  
Author(s):  
Jonathan Horowitz
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Civic Participation ◽  
Social Science Research ◽  
Science Research ◽  
Birth Cohorts ◽  
School Students ◽  
College Degrees ◽  
Geographic Space ◽  
The Impact

Decades of social science research demonstrate the impact of education on civic participation. However, prior scholarship generally assumes that the returns to education do not change over time or geographic space. Absolute educational effects are not always plausible; as more individuals obtain a college degree, there are a greater number of qualified individuals competing for the same social resources. The present study tests the impact of education on civic participation, and whether this effect changes as the number of college-educated individuals increases over birth cohorts. The present findings suggest that in some cases, a college degree's impact on civic participation declines as more individuals obtain college degrees. The findings challenge commonly held assumptions about the effect of higher education on civic participation. Furthermore, the findings suggest that while sending an individual to college may increase civic participation, encouraging all high school students to go to college may undercut the benefits of college attendance.Keywords: higher education, cohorts, civic engagement, volunteering

Students Using Indigenous Knowledge in Video Game Creation to Develop Design Thinking Skills

2011 ◽  
pp. 806-819 ◽  
Author(s):  
Professor Neil Anderson ◽  
Lyn Courtney
Keyword(s):  
High School Students ◽  
Data Collection ◽  
Indigenous Knowledge ◽  
Video Game ◽  
Design Thinking ◽  
Thinking Skills ◽  
Simulation Game ◽  
School Students ◽  
Indigenous Students ◽  
First Time

This chapter describes an educational intervention to introduce and develop design thinking skills with two groups of Australian Indigenous high school students in Far North Queensland and reports on the first phase of the data collection. The initial data collection involved interviewing key personnel at the two sites to gauge their perceptions about the feasibility of the project. This project represents the first time that Australian Indigenous students have participated in videogame creation with an emphasis on using Indigenous knowledge to develop design thinking skills along with literacy and numeracy skills. During the intervention, Year 10 students will be introduced to design thinking skills in the context of developing computer video games using Australian Indigenous knowledge (e.g., a simulation game involving a fictitious island in the Torres Strait).

scholarly journals Near-Peer Teaching Outreach Programs to Increase Minority Physician Recruitment

2018 ◽  
Vol 10 (01) ◽  
pp. e122-e126
Author(s):  
Wendy Linderman ◽  
Nicholas Apostolopoulos ◽  
Anand Gopal ◽  
John Encandela ◽  
Christopher Teng ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Student ◽  
The United States ◽  
Peer Teaching ◽  
Educational Outreach ◽  
Outreach Program ◽  
School Students ◽  
Outreach Programs ◽  
Peer Teachers

Problem Health disparities among racial and ethnic groups exist in the United States despite improvements in health status and access to care. These inequalities may be reduced by increasing minority physician recruitment; however, how best to recruit these physicians remains unclear. Approach Near-peer teachers are not professionally trained, but have recently learned material that they themselves teach. Near-peer teaching in minority student outreach programs may be effective in increasing minority physician recruitment. The authors used a near-peer teaching model to promote interest in medicine, specifically ophthalmology, as a potential career path for both volunteer near-peer teachers and minority high school students participating in an educational outreach program. Twenty-one college and graduate-school near-peer teachers of various racial and ethnic backgrounds participated to teach 31 inner-city high school students. The program was evaluated using pre- and posttest surveys assessing students' knowledge about and interest in science, medicine, and ophthalmology; analysis used pairwise t-test comparisons. Qualitative responses and an end-of-training survey also assessed students' and near-peer teachers' satisfaction with the program and perceptions about medicine as a career. Outcomes Students' knowledge about and interest in medicine and ophthalmology increased significantly after participation. Near-peer teachers agreed that teaching in the program was beneficial to their careers and made it more likely that they would enter medicine and ophthalmology. Next Steps The authors will track the near-peer teachers' career paths and, in the next iteration, will increase the number of program days. This intervention may serve as a model for outreach for other specialties beyond ophthalmology.

scholarly journals Caracterización de población con discapacidad visual, auditiva, de habla y motora para su vinculación a programas de pregrado a distancia de una universidad de Colombia

2017 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Luz Myrian Rojas-Rojas ◽  
Néstor Arboleda-Toro ◽  
Leidy Johanna Pinzón-Jaime
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Young People ◽  
Social Inclusion ◽  
Education Policies ◽  
School Students ◽  
Inclusive Curriculum ◽  
Higher Education Policies ◽  
Trained Teachers ◽  
Technological University

This article presents the results of an unpublished research project whose objective was to characterize a population with visual, hearing, speech and motor disabilities. The research quantified potential users of the programs offered by the Faculty of Distance Education (FESAD) at the Pedagogical and Technological University of Colombia (UPTC). It had an exploratory-descriptive methodological design with random sampling. Surveys were applied to young high school students and adult bachelors by using Braille system and a digital sign language translator. For data analysis, a quantitative statistical method was implemented. The results showed that, from young bachelors, 53% were women, 51% adults were men; 57% of young people were between 18 and 21 years old, 47% of adults were between 22 and 30 years old, and 65% of adult bachelors did not work. From the preferred university careers to study, a 28% of young people preferred engineering; 21%, economic and administrative sciences; 15%, arts; and 13%, education sciences. 27% of adult bachelors preferred engineering; 18%, economic and administrative sciences; and 15%, education sciences. 85% of youth and 71% of adult bachelors were deaf. It is concluded that there is a vulnerable population with disabilities and with an obvious lack of opportunities to access higher education. FESAD has trained teachers in designing an integrated and inclusive curriculum for the development of labor skills. FESAD also has technical and technological resources to take care of this population. It is recommended to boost higher education policies for social inclusion in Colombia, and conduct new studies on causes and effects to design and implement programs that apply these policies.

scholarly journals INTEREST GROUP SESSION—INTERGENERATIONAL LEARNING, RESEARCH, AND COMMUNITY ENGAGEMENT: USING INNOVATIVE INTERGENERATIONAL STRATEGIES TO BOOST CAREERS IN AGING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S567-S568
Author(s):  
Joann M Montepare ◽  
Laura K Donorfio
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Career Development ◽  
Career Planning ◽  
Minority Student ◽  
Intergenerational Learning ◽  
School Students ◽  
Career Information ◽  
Wide Range

Abstract Populations are aging dramatically, and call for higher education to be more age-friendly and pave the way for career paths in aging. The Careers in Aging Week (CIAW) program sponsored annually by the Academy for Gerontology in Higher Education (AGHE) of GSA has been a core stimulus for building career interest – however, more could be done to strengthen and invigorate this effort. This symposium will show how intergenerational exchange can be used to mount interest in careers in aging and create new pipelines to gerontology programs in higher education. Examples of innovative approaches will demonstrate how career information can be communicated to students in more creative and compelling ways. The first paper will set the stage with an evidence-based overview of emerging areas for career development, and a presentation of career planning models to aid student understanding as to how to make aging career decisions. Two presentations will then focus on different aging-workforce initiatives aimed at building educational pipelines that connect high-school students with college students studying gerontology. In addition to highlighting the oft-overlooked population of high school students, attention will be given to the importance of including minority student populations in career development efforts. The final paper will describe the utility of broader intergenerational strategies that build bridges across students, educators, aging professionals, and community collaborators via campus career events. The discussant will bring these efforts together with an intergenerational programming lens that higher education can use to amplify awareness about the wide-range of career opportunities aging offers.

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