• Section 1 Achievement of National Aboriginal and Torres Strait Islander Education Policy (AEP) goals in 2014 and plans for future years
• Section 2 Expenditure of Indigenous Support Program Grant
• Section 3 Higher Education provider's contact information

The University of the Sunshine Coast acknowledges all traditional custodians of the land and recognises the strength, resilience and capacity of Aboriginal people in this land.

Section 1 Achievement of National Aboriginal and Torres Strait Islander Education Policy (AEP) goals in 2014 and plans for future years

1. Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander people in educational decision-making.

Higher level and broader participation of Aboriginal and Torres Strait Islander people in the governance structures and practices of the University of the Sunshine Coast (USC) is a key outcome area of the USC Reconciliation Action Plan. It is reflected in the involvement of Indigenous students, staff, and community elders and leaders in the following activities and roles:

• University of the Sunshine Coast Council (one community elder).
  • Council is the University’s governing body determining and overseeing the vision and strategic direction of the University.
• Vice-Chancellor’s Indigenous Advisory Committee (13 Indigenous USC and community members).
  • The Chairperson of the Indigenous Advisory Committee is an Aboriginal and/or Torres Strait Islander member of University Council.
  • Membership includes representatives from community, government, professional and industry bodies, academic institutions, and Indigenous academic staff and students of USC.
  • The Committee makes recommendations to, and advises, the Vice-Chancellor on Indigenous policy matters relevant to the University. The role of the Committee is to provide strategic advice and guidance on the achievement of outcomes for Indigenous students and staff, and research and curriculum matters.
• Vice-Chancellor’s Student Liaison Committee (one student representative).
  • A Chairperson of the Buranga Indigenous Students Committee is a member of the Student Liaison Committee.
  • The Committee is a student representative forum informing the Vice-Chancellor about emerging student issues and also discusses annual prioritisation of the Student Services and Amenities Fee allocations.
• Faculty of Science, Health, Education and Engineering: Aboriginal and Torres Strait Islander Education Advisory Committee (nine members including two elders).
  • An advisory committee to the USC School of Education established as a strategy of USC’s More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) goals.
• Buranga Indigenous Students Committee (two Co-Chairpersons).
  • A student group representing the voice and interests of Aboriginal and Torres Strait Islander and Australian South Sea Islander students at USC.
• Head of Indigenous Services, Buranga Centre (one Head of Service).
  • The Head of Indigenous Services is a manager in the USC Student Life and Learning department, responsible for supervising and developing services provided through the Buranga Centre that improve the education outcomes of Indigenous people, and the provision of cultural advice and expertise to the University.

In addition to these appointments, Indigenous staff and students at USC attended meetings with state and national bodies which strengthen their capacity and participation within the education sector:

• Queensland Indigenous Higher Education Network;
• Sunshine Coast Institute of TAFE Indigenous Advisory Committee;
• National Indigenous Tutorial Assistance Scheme (ITAS) Network;
• Annual Queensland Student Leadership Forum (Brisbane – two student representatives);
• Annual National Student Leadership Forum: on Faith and Values (Canberra – two student
  representatives).

2. Increase the number of Aboriginal and Torres Strait Islander people employed as academic and non-academic staff in higher education institutions.

The University’s current Indigenous Employment and Career Development Strategy was developed in 2010 and outlines USC’s commitment to increasing the recruitment, development and support of Aboriginal and Torres Strait Islander people in academic and non-academic roles in higher education. The Strategy was developed with John Pearson Consulting and was informed through community and staff consultation. It reflects the employment priority areas identified by the Indigenous Higher Education Advisory Council.

The Indigenous Employment and Career Development Strategy is publicly accessible on the USC website at Indigenous Employment and Career Development Strategy.

Indigenous-specific positions at the University of the Sunshine Coast are:

• Indigenous Early Career Academics (two)
• Indigenous Early Career Professional Staff (one)
• Indigenous Cadets (three).

The USC Indigenous Employment and Career Development Strategy is undergoing review and renewal in 2014. The University is currently consulting with key stakeholders and sector leaders including Ms Melissa Williams (Director, Office of Aboriginal and Torres Strait Islander Employment and Engagement), University of Western Sydney.

Current number of Aboriginal and Torres Strait Islander staff (2014)

Table 1 – Permanent positions

Table 2 – Casual and fixed-term positions

3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.

The University of the Sunshine Coast has sustained annual increase in the number of Aboriginal and Torres Strait Islander student enrolments for the past nine years (2.2% of domestic enrolments in 2013), with the success ratio of those students consistently exceeding Queensland and national performance data since 2006. USC has also consistently achieved an enrolment rate of Indigenous students that is higher than the proportion of Indigenous people in the Sunshine Coast population (1.5% at 2011 Census), and the national university participation rate for Indigenous students in higher education (1.4% from 2009 to 2012).

Practical assistance for new and continuing students includes the availability of a range of private and Commonwealth scholarships. These are promoted on the university website, in print resources, via outreach activities to prospective students (including Murri Pathways, AIME, USC Open Day, and Orientation events); and to enrolled students through broadcast email, social media (including the Buranga Centre Facebook page), financial assistance presentations, and individual guidance with scholarship and bursary applications.

The Buranga Centre’s role in ensuring equitable access of Indigenous students to higher education includes key aspects of leading practice (“Can’t be what you can’t see” [2014] Nulungu Research Institute) enabling prospective students to make informed choices about study and careers:

• Early student engagement and aspirational programs (dedicated outreach programs eg. Murri Pathways; collaboration with AIME, uni experience days on campus, community events, community celebration with new graduates). The new Buranga Centre opened in February 2014 and achieved USC’s goal to provide a “nexus for academic services as well as a place for Indigenous community to meet. Collectively these aim to raise the confidence and aspirations of secondary students who may be considering university study at USC.” [Eidos – Indigenous Sunrise Project 2009];
• Preparedness pathways and enabling programs (AIME, Tertiary Preparation Pathway, IDEAS alternative entry);
• Finance and employment pathways (raising the awareness of prospective students about targeted scholarships and bursaries, and cadetship and graduate employment programs).

Commencing Aboriginal and Torres Strait Islander students *

EFTSL student data

Source: 2012 and 2013 from HEIMS ‘Student EFTSL Summary Report’ by Citizenship and ‘Student Enrolment Summary Report’ – Indigenous tables

All student data

Source: 2012 data provided by Department of Education. 2013 from HEIMS ‘Student Enrolment Summary Report’ – Indigenous tables

Programs to improve access

Outreach activities

Scholarships details (new 2013)

Scholarships details (continuing 2013)

4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians.

USC’s progress in achieving increased participation rates of Aboriginal and Torres Strait Islander students in higher education is informed by the Universities Australia Best Practice Framework for Indigenous Cultural Competency in Australian Universities (2011), and USC’s collaborative work in the Eidos “Indigenous Sunrise Project – A School to Universities Pathways Project” report (2009). These documents provide guiding principles for the development of student and adult learner pathways to study at USC, strategies to increase attainment, and promotion of excellence in teaching and research in Indigenous studies.

USC delivers a collaborative model for Indigenous student success that is distinctively different to many other tertiary providers. The Buranga Centre is a student development unit within the Student Life and Learning department and functions as part of a multi-disciplinary team that includes Indigenous and non-Indigenous professionals in education, psychology, social work, health, and career guidance.

Key aspects of the Buranga Centre’s role in enabling Indigenous student participation include:

• Academic skills development (building preparedness in academic writing and study skills from pre-orientation to higher degree study, and supporting students at risk of leaving);
• Facilitating mentoring and community relationships (sustained community and family engagement through peer mentoring, and AIME mentoring in high schools; connection with elders and community leaders on campus);
• A continuum approach to studentship and employment (early career guidance and planning, and promotion of employment pathways including cadetships and graduate recruitment programs);
• Policy development and strategies (informing review and renewal of key University strategies including the Indigenous Employment and Career Development Strategy, Equity Policy, Reconciliation Action Plan, and Student Life and Learning Operational Plan).

The total number of Aboriginal and Torres Strait Islander student enrolments for 2012 and 2013 is as follows:

EFTSL student data

Source: 2012 and 2013 from HEIMS ‘Student EFTSL Summary Report’ by Citizenship and ‘Student Enrolment Summary Report’ – Indigenous tables

All student data

Source: 2012 data provided by Department of Education. 2013 from HEIMS ‘Student Enrolment Summary Report’ – Indigenous tables

Strategies to address participation

5. Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as other Australians.

USC’s goals for increasing the retention and completion rates of Aboriginal and Torres Strait Islander students involve a multi-strategy approach that delivers best-practice wellbeing and learning initiatives, strong community presence and engagement, and campus-life activities that enhance the education experience. The University places high importance on students’ sense of connectedness and belonging at USC.

The Buranga Centre’s role in enabling Indigenous students to attain the same completion rates as other Australians includes:

• promoting student-to-student networking and learning opportunities (through Mentor, Peer Adviser and ITAS programs that assist students in transition and engagement with study);
• widening service access through regular outreach to off-campus learning hubs (eg. Gympie);
• facilitating professional and personal development opportunities (student membership of University committees; promotion of GO program overseas study; sponsorship to attend annual national and state leadership forums; three students will also attend a cultural study tour to the University of Wyoming in 2014);
• promotion of new Indigenous post-graduate scholarships and designated identified academic and professional appointments.

Source: 2012 and 2013 from HEIMS ‘Student Enrolment Summary Report’ – Indigenous tables

Support mechanisms

6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures.

The USC Top Level Plan 2 – “Deliver high quality teaching, learning and graduate outcomes”, includes embedding Indigenous perspectives in curriculum design, as a key strategy. This is achieved through:

• Specific courses in TPP, undergraduate and postgraduate offerings, including
  • TPP106 An Introduction to Aboriginal and Torres Strait Islander Societies
  • EDU410 Aboriginal and Torres Strait Islander Perspectives in Learning and Teaching
  • EGL206 Reading Aboriginal and Torres Strait Islander Writing
  • GEO210/310 Indigenous Peoples and the Environment
  • GEO700 Indigenous Peoples and Sustainability
  • PSY302 Intercultural and Indigenous Psychologies
  • SCS130 Introduction to Indigenous Australia
  • SCS203 Introduction to Aboriginal and Torres Strait Islander Education
  • SCS210 Indigenous Australia and the State
  • SCS251 Working Effectively with Aboriginal and Torres Strait Islander People
  • SCS751 Engaging Effectively with Aboriginal and Torres Strait Islander People.
• Indigenous content in program offerings, including:
  • Tertiary Preparation Pathway
  • Bachelor of Environmental Science
  • Bachelor of Education
  • Bachelor of Health Promotion
  • Bachelor of Laws
  • Bachelor Nursing Science
  • Bachelor of Occupational Therapy
  • Bachelor of Social Work
  • Bachelor of Sport and Exercise Science
  • Diploma of Justice (Aboriginal and Torres Strait Islander)/Bachelor of Justice and Legal Studies.

In addressing the cultural competency of its staff and students, the University provides co-curricular activities that raise awareness of Indigenous knowledge and culture including:

• cross-cultural training workshops delivered each semester;
• staff development workshops on inclusive teaching practice;
• the annual USC Indigenous Education Symposia, which aim to facilitate understandings between educators, students, and Indigenous Australians;
• 2013 collaboration and launch of the website “Gubbi Gubbi: A Traditional Language Journey”, providing an introduction to the language, history and culture of the Gubbi Gubbi people and country in South East Queensland;
• cultural awareness training provided for ITAS tutors;
• introduction of Equity and Diversity Awards (2014) to encourage and recognise outstanding initiatives and achievements that support USC’s equity and diversity objectives;
• ecological knowledge tours of the USC campus, increasing awareness and appreciation of Indigenous issues and culture;
• connecting students to the experience, inspiration and vision of important members of the local Aboriginal and Torres Strait Islander community;
• events recognising cultural days of significance are held on campus and in the community.

Community members are included in formal and ceremonial University occasions, with traditional blessings opening every USC Graduation Ceremony. Protocols for acknowledging the traditional custodians of the land, and inviting community members to provide a Welcome to Country, are published on the USC website. The Nyabung Djamga Gallery at the USC Innovation Centre was named in 2011 with a smoking ceremony with Indigenous elders, and the USC Art Gallery has always prominently featured traditional and contemporary Indigenous art with an education resource supporting the Western Desert art collection available online for school teachers since 2008.

The Buranga Centre holds a broad role in promoting cultural competency on campus, and respectful partnerships with communities. Buranga staff are invited to deliver guest lectures into courses; along with members of the Vice-Chancellor’s Indigenous Advisory Committee, they are consulted on learning and teaching projects and research ethics approval applications with Indigenous content. The expanded Buranga Centre facility (opened 2014) includes an adjoining cultural public gathering place, designed through consultation with the Vice-Chancellor’s Indigenous Advisory Committee. This community place is an interpretation of the traditional Gubbi Gubbi yarning circle (Nga Tana Lui Dhar), and includes areas representing the elements of earth, air, water and fire. It provides a prominent place to promote cross-cultural understandings and advance knowledge about Aboriginal and Torres Strait Islander societies, values and traditions. The Centre is a supportive inspirational environment for Aboriginal and Torres Strait Islander students to explore learning, leadership and planning for the future.

Section 2 Expenditure of Indigenous Support Program Grant

Acquittal Summary Details (excluding GST)

¹  The Department will only approve the rollover of unspent funds in exceptional  circumstances.

Section 3 Higher Education provider's contact information

University Officer

Director, Student Services Dr Eva-Marie Seeto
Phone: + 61 7 5430 1226
Email: eseeto@usc.edu.au