Earlier this year working groups came together to identify the distinct advantages that underpin Macquarie’s educational offering. During September and early October, colleagues and students were brought together in workshops to discuss the proposed priorities of the strategy. From 16 to 29 October a staff and student survey gathered perspectives on the priority areas and initiatives.  

The webinar will discuss the feedback received from staff and students and how this will inform the finalisation of the Macquarie Advantage education strategy. 

REGISTER HERE 

A blended approach

The project, funded by the Australia-Korea Foundation and Department of Foreign Affairs and Trade, has worked with several schools in Australia and South Korea to design and implement contemporary science learning activities that integrate the arts and humanities.

Incorporating arts and humanities into science learning allows students to apply the subject matter to their own lives, creating a deeper understanding and interest. With this blended approach, students are less inclined to view science as siloed, or as a difficult subject.

Blending was done in several ways during the project, including the incorporation of socio-cultural examples into classroom projects. Students from both countries were required to design a zero-energy school building for each other, meeting frequently on Zoom to strengthen their cultural awareness and understanding to ensure their designed building would be appropriate to relevant socio-cultural and lifestyle practices. The Korean students considered whether a north-facing building would suit the Australian practice of maximising the amount of sunlight entering the building in winter. They were able to justify their decision by applying the science concepts of the sun’s altitude in relation to energy efficiency.

The project’s Primary Chief Investigator was Dr Hye-Eun Chu, Senior Lecturer in the School of Education. She says that integrating humanities and science results not only in more engaged students, but also in students that are better equipped to solve complex issues.

“We need to develop future citizens who can make decisions rationally, taking into account scientific facts but with consideration of the cultural practices and values of the people involved,” she says. “Students experiencing this integrated learning are better equipped to think creatively in decision making where science is involved.”

The challenge for teachers

Although the project team received overwhelmingly positive feedback from students and teachers, Chu has identified several issues that need to be addressed before the approach can be widely implemented in classrooms.

“A major challenge is the difficulty that teachers face in finding appropriate humanities topics or socio-cultural events to integrate into the science lesson,” she says. “The socio-cultural element and the method of integration should focus students’ attention on the science concept being taught – not merely serve as a ‘fun’ activity.”

A further challenge is the time required for students to fully engage with STEAM, with its need for research, group collaboration, artefact production and brainstorming to solve socially situated problems.

“Teachers who are focused on preparing students for school or national examinations generally feel they can’t afford the time to engage in activities aimed at science concept development in relation to socio-cultural contexts,” Chu adds.

Full STEAM ahead

Two symposiums held in Sydney and Seoul saw science teachers from Australia and Korea joining experts in the Department of Education to consider the outcomes of the project. As well as introducing the pedagogical principles and philosophy underlying STEAM to teachers, thereby supporting them to create their own STEAM learning activities, the symposiums also stimulated plans to implement STEAM in several new schools in both countries.

This year, four schools will be added to the growing list of schools benefiting from the STEAM program across Australia and Seoul. Easing of COVID restrictions will allow for more vigorous data collection by the project team to support the program’s continued expansion.

Chu says it has been rewarding to see teachers’ enthusiasm for the program.

“Once teachers realise the positive effects of STEAM on students’ learning and attitude to science, they are so enthusiastic. In the next 12 months we’re planning to support more teachers in developing a real understanding of the science-related pedagogical aim of integrating the arts into science teaching, so that they can design effective STEAM lessons.”

At Macquarie, the focus is on equity scholarships, which can make a huge difference to students. When someone has the ambition and tenacity to educate themselves, great things can happen for them, their family and their community.

Please support our students by donating to our equity scholarships fund.

“The only way that representation of the Aboriginal and Torres Strait Islander communities can increase in academia (currently 0.7% of staff at Macquarie) is by creating the opportunity for students to get into university,” says Cathy Rytmeister, a staff member who has chosen to donate to the equity scholarship fund.

The joy and pride felt by the scholarship recipients is palpable.

“Families all cry when you get a scholarship!” says scholarship recipient Mackenzie Dewsbury.

Here are some of our students talking about the massive positive impact that their scholarships have had on their lives:

This full-length video is 5m12s; there’s a shorter 90-second cut.

Read student Kyh’s Samuelsson’s journey to University, which was made possible by Macquarie’s Equity Scholarship Fund. Kyh is the first in his family to go to university, with the older kids in his hometown of Lightning Ridge providing inspiration as role models and the Equity Scholarship providing the means.

Check out our story from December to find out who the staff are behind our University fundraising.

Make a difference to the life of young person in an Aboriginal and Torres Strait Islander community – it could change not just a life, but a whole community.

A Macquarie-based program that uses science to inspire Indigenous young people into leadership roles has been named a winner in this year’s Australian Financial Review Higher Education Awards.

The National Indigenous Science Education Program (NISEP), based within the Faculty of Science and Engineering, won the Opportunity and Inclusion category against a strong field of contenders from around Australia.

Under the guidance of Associate Professor Joanne Jamie, Dr Ian Jamie, Associate Professor Subramanyam Vemulpad and Dr Emma Barnes, NISEP comprises of a collective of Aboriginal Elders, academics and high school staff.

By fostering and nurturing interests in science and more broadly STEM (science, technology, engineering and mathematics) studies, the program encourages Indigenous school students to consider tertiary education whilst promoting the use of their knowledge to spark science-based discussions within Indigenous communities. The program was formed after Elders from the Yaegl and Bundjalung Countries asked Macquarie to assist in building educational aspirations among their young people.

Since 2005, NISEP has reached and engaged with thousands of Indigenous students through various activities and events. It currently partners with 11 high schools in low socio-economic rural, regional and metropolitan areas, and has a presence in three universities. Despite COVID-19, over the past 18 months, NISEP has placed 60 students into leadership positions. Over the course of its history, the program has supported and trained more than 1000 students as leaders.

“We are so thrilled that NISEP has been awarded AFR’s Opportunity and Inclusion Award,” says Joanne. “It well and truly signifies the importance of nurturing opportunities for inclusive education and providing greater access for all students.

“The future of STEM in our country is no doubt a bright and bold one, thanks to the keen interest from our students involved in the program and their passions to ignite conversations around education in their communities.”

Learn more about the National Indigenous Science Education Program.

With students now aware of the curriculum transformation, resources have been developed for staff who may need to assist students or their parents with questions. These can be found on the Curriculum Transformation wiki.

The key messages for students at this stage are:

• The intention is that all existing Macquarie students will transition to the new curriculum architecture in 2020.
• For many existing students, the change represents minimal or no changes to their current study pathway.
• For others, the curriculum change may offer new considerations around their current study pathway.
• Either way, no existing Macquarie student will be disadvantaged because of the curriculum changes.
• We are currently working to ensure that the transition to MQ2020 is simple and streamlined for students.
• Students do not have to take any action now – this is for their information only at this stage.
• Throughout 2019 we will communicate with all existing students to ensure they understand the changes.

In an email to currently enrolled students yesterday, the Vice-Chancellor said:

“We have a strong history of being focussed on providing our students with a university education, both in and out of the classroom, that sets them up for a successful future. Fundamental to this student success is a flexible and outcome-focussed curriculum that offers complete clarity of their study journey at Macquarie and, importantly, empowers them to take on the jobs of tomorrow.

In July this year Macquarie University designed and approved a new curriculum architecture for all students studying at Macquarie in 2020. The new curriculum offers greater clarity around their study path – from start to finish – and will increase both the breadth and depth of study options available.

The intention is that existing students who will still be studying with us in 2020 will transition to the new curriculum. For many of you there will be minimal or no changes to your current studies. For others, a more flexible curriculum architecture could mean there are new options to consider. Either way, it’s important to note that no current Macquarie student will be disadvantaged by the curriculum changes.

Please watch this short two-minute video message.

We will be in touch again in 2019 to ensure you understand the changes and what they mean to you.”

Students with questions about the curriculum transformation are encouraged to call Student Connect or visit them on campus in MUSE at 18 Wally’s Walk. Staff can also direct students to ask.mq if they are unable to answer their question.

Forget ‘Santa Claus is coming to town’ – it was Macquarie U that was coming to town for the people of Broken Hill last week, with the University hosting a special roadshow encouraging more young people in regional Australia to consider tertiary education.

An initiative of Macquarie’s Widening Participation Unit’s LEAP (Learning, Education, Aspiration, Participation) Program, the roadshow saw 15 Macquarie staff travel 13 hours by train to host a series of community forums and ‘taster’ sessions for high school students in Broken Hill and neighbouring towns including Wilcannia and Menindee.

In a first for the program – and reflecting new research about student engagement – the team also took the roadshow to Year 5 and 6 students at  Alma Primary School.

Students had plenty of hands-on learning opportunities, handling artefacts from Macquarie’s Museum of Ancient Cultures, running their own business for 15 minutes, and monitoring their heart rate. A virtual reality experience took them to the Macquarie Lighthouse and as far as the solar system, and the Macquarie University portable planetarium played host to many budding stargazers.

Macquarie was joined by TAFE and the Broken Hill Country University Centre at a special session for parents. As, Pro Vice-Chancellor (Programs and Pathways) Professor Sean Brawley notes, “these partners support our message that students need to be well-informed about all their post-secondary options”.

In Far West New South Wales just 8.3 per cent of people have a bachelor degree qualification or above, compared to 23.4 per cent in the state, according to the 2016 Census.

“We know that having contact with and visiting a university can influence a young person’s decision to pursue further education,” says Professor Brawley. “That’s not as simple for students in regional and rural areas, which is why these roadshows are designed to bring Macquarie to them.”

Broken Hill was the third regional roadshow that has been conducted by Widening Participation, with the University visiting the mid-North Coast in 2018, and the Riverina earlier this year. The roadshows are only possible because of the generous support from other units and faculties.

The challenges for remote and regional students are addressed during the roadshows, with scholarships and accomodation being important areas of focus. With a large indigenous population in Broken Hill, a student ambassador from Walanga Muru was also part of the roadshow team, sharing her experiences with local students.

One significant aspect that Professor Brawley is keen to highlight during the roadshows are the many pathways to university study.

“People are usually surprised when we tell them there are 12 pathways to study at Macquarie and only one of these is solely based on your ATAR score,” he says. “We have found that this important point can really change a conversation.”

Next year students from the Far West will travel to Macquarie for ‘Inroads’ – a chance to experience the campus and the possibilities of university life for themselves. Widening Participation Pathways Manager Bonnie Faulkner says work on this visit is already underway and she is confident the roadshow has whetted the appetite of many students who had previously not considered university as an option for their future.

For more information about LEAP, or to get involved, email bonnie.faulkner@mq.edu.au

Male teachers may face extinction in Australian primary schools by the year 2067 unless urgent policy action is taken. In government schools, the year is 2054.

This finding comes from our analysis of more than 50 years of national annual workplace data – the first of its kind in any country.

We found a sharp decrease in the percentage of male teachers since records of teacher gender began in 1965. This includes classroom teachers, head teachers, and principals.

This rapid decline of men is not limited to primary schools. From 1977, when numbers of primary and secondary teachers were first recorded separately, we find an equally rapid decline of male representation in Australia’s secondary schools. In primary schools, there has been a steady decline from 28.5% to 18.3%; in secondary schools, it has dropped from 53.9% to 40%.

Looking at the data by state and school sector, the lowest representation of men in primary schools is just 12.2% in Northern Territory Independent schools and 36.4% in Queensland government secondary schools.

Causes of the decline

Factors that deter men from teaching have been discussed in both the media and research literature. While some men (and women) may be deterred from teaching because it is perceived to have low salary and status, men also face social pressures to conform to particular masculine ideals. And teaching is often seen as “women’s work”. It is unclear if these pressures have intensified over the last 50 years.

There may also be a social stigma in advocating for more male teachers when women still face adversity in many other fields. In this way, policymakers may assume that declining male representation in schools is not a problem, or of less importance compared to other professions.

Alternatively, hiring policies may play a role.

We have little data on the hiring policies of different teacher employers around Australia. When looking at the percentage of male teachers in government, Independent, and Catholic sectors separately, we see that government schools show the sharpest drop over time. Independent primary and secondary schools and Catholic secondary schools also show a drop in male teachers, yet at a less rapid rate.

The impact on students

While teacher gender has little effect on student achievement, and students’ role models are often their peers, there are important social and psychological reasons for Australian schools to include more male teachers.

Students themselves tell us that they want to be taught by both women and men. Just as some boys and girls find it easier to relate to female teachers, others find it easier to relate to male teachers. A teaching workforce that is diverse – in gender, ethnicity, religion, and sexual orientation – is most likely to appeal to diverse groups of students.

The decline in male representation in schools also limits opportunities for students to observe men outside their families who are caring, nurturing, and concerned about education. This may lead students to assume that only women are suited for such work, or that such traits are atypical in men.

Finally, for students with risky home lives, male representation may be particularly important. The presence of male and female teachers within the school environment allows students to see men and women interacting in positive, equal, and non-violent ways, and to observe men working with female leaders. In this way, male representation in schools may help to challenge misconceptions of what men can and cannot do.

The impact on schools

There are also important workplace reasons for Australian schools to include more male teachers.

Across professions, workforce diversity is pursued because it creates an inclusive environment, facilitates multiple perspectives, and ensures that various groups are included in decision-making processes. Importantly, links have also been found to job satisfaction and performance.

Extending these findings to Australian schools, we suggest benefits for the school community when men and women are more equally represented.

Given the importance of diversity, the Australian government has committed to ensuring that the teaching workforce broadly reflects both the student population and Australian community. There are policies that aim to increase the representation of Aboriginal people, racial and religious minority groups, people under the age of 25, people with a disability, and women in leadership positions.

But there are no current workforce diversity policies to redress the sharp decline in male teachers.

What can be done

We now know where the male teacher population is headed. It is becoming increasingly unlikely that Australian schools will genuinely reflect the student population or broader community. A review of Australian workforce diversity policies is urgently needed.

Fortunately, much can be learned about increasing male representation in schools by looking to professions where the representation of women has been increased. These include STEM and business. As we suggest elsewhere, targeted scholarships could be used to increase the number of men studying education.

Additionally, increasing teachers’ salaries and permanent teaching positions may benefit the profession more broadly, while also providing incentives for men (and women) who consider a career in teaching later in life. Challenging negative perceptions is also important, and may require large-scale campaigns.

Both men and women are capable of being excellent teachers, and we want both in our schools. A more diverse teaching workforce benefits everyone – students, parents, and teachers alike.

The world is awash with information. Never before in the history of humanity has so much information been available to so many, so easily, from so many different sources and in so many different forms. And our children don’t escape this. They too are bombarded with messages from social networks, gaming platforms, websites and the myriad of other media – both digital and non-digital, that they interact with on a daily basis.

In making sense of all this, there is an assumption that young people have the skills to sort fact from fiction, reality from fantasy, or spin from truth; and that education systems foster and reward these capabilities. However, I’m not so sure this is the case.

Not that many years ago when access to information was not so convenient, deciding what to learn was a much easier process. This information was usually delivered by teachers or textbooks, and the measure of one’s learning success was simply passing an exam. Back then, what was considered useful information was adjudicated by one’s teachers, who defined this in terms of what they expected (or often hoped) would be tested at the end of the year.

Back then things were simple. All kids needed to do was remember the information (often ‘facts’) long enough to reproduce it in some form for the test. Forgetting it after that didn’t really matter, as having deep understanding had little to do with passing, or learning for that matter.

But nowadays things are very different – what was once considered ‘knowledge that lasts a lifetime’ no longer exists. Technology has expanded the range of environments our kids inhabit, enabling them to tap into hugely diverse, rapidly changing, and often conflicting information sources, as they struggle to build accurate and balanced views of what’s happening in the world. This demands a much different skillset to that described previously, and we need an education system that delivers it.

So, assuming an important role for education is preparing our young people for their future, how are we doing?

The credible Forbes International recently released a report from a survey of 260 large employers (including IBM, Chevron and Seagate) that investigated what they considered to be the top 10 abilities needed by graduates. The top 5 were:

1) working as part of a team

2) making decisions and solving problems

3) communicating verbally with others

4) planning, organising and prioritising work

5) obtaining and processing information.

What’s interesting in the report is that an ability to remember facts was not mentioned, and job-specific technical knowledge only came in at number 7. It could be reasonably argued that the desirable skills highlighted by Forbes are not unique to the workplace, but also hold currency as valuable life skills in their own right.

Despite profound, often technologically-linked influences on almost every aspect of our lives, a scan of the current educational assessment landscape reveals that little seems to have changed.

Nationwide standardised testing and international ‘apples vs oranges’ education system comparisons like PISA (Programme for International Student Assessment) appear to have considerable influence over educational policy that filters down to classroom level. These manifest in a narrowly-focused, ‘teach to the test’ curriculum that pretty much defines learning as a diet of contextually-devoid numeracy and literacy skills teaching.

Such policies appear based on the assumption that ‘more is good’, and that standards will improve if we do more of the same, and measure it more often. Despite teachers’ best endeavours, their efforts to build the type of future-focused competencies described above are being stifled by dated assessment and reporting processes that effectively pitch schools against each other, rather than fostering innovation, collaboration and the sharing of knowledge and expertise that will help raise educational standards for all.

So, what needs to change?

What is apparent is that information is no longer a scarce commodity. What should really matter is how we teach our children to use this information to build robust knowledge, and realigning our assessment and reporting systems to facilitate these outcomes and support the type of future-oriented skills and capabilities our children need. We need to remember that information is simply the building blocks of knowledge – it is not knowledge itself.

Faced with these ‘information avalanches’, our young people desperately need ethical, critical, analytical and evaluative thinking skills to help them sift through the myriad of facts, opinions, ‘alternative facts’ or half and non-truths – verifying and validating information and using this to solve problems and build balanced and well-informed knowledge and perspectives.

It is difficult to see how such outcomes can be adequately assessed or reported on using multiple choice, pen and paper tests. Today’s education should provide students with opportunities to apply knowledge to solve ‘real world’ problems, work collaboratively in teams, accept responsibility, and above all, think critically and independently.

Everyone with an interest and concern for our young people, from parents and teachers, to universities and government, should value and foster such competencies if we really are serious about educating for the future.

Fifteen units were part of a successful live streaming lecture pilot in Session 1. When surveyed, students expressed enthusiasm for the Q&A tool, where they could discuss the subject matter content amongst peers.

The interactions continued after the live lectures, with lecturers or PAL leaders clarifying points of confusion in the lecture content. For more information on the pilot, visit the Teche blog.

“As we are now in this new information age, we have to think about how we adapt and how we evolve,” says Professor Sherman Young, Pro Vice-Chancellor (Learning and Teaching). “For teaching, it means we have to think about more than just content. We have to make sure we understand the range of different engagements, not just the authoritative ‘sage on the stage.’ We have to ensure collaboration is built into what we do, and we have to think more broadly than just words.”

Look for more information in future editions.

Digital platforms change the ways students engage with learning and are therefore changing the way we teach. New platforms call for a rethinking of how we deliver ‘lecture content’. It’s not about focusing on the technology itself, but understanding how pedagogy and approaches to teaching can be enhanced and adapted to suit new delivery platforms.

ALP brings with it the capacity to live stream and the ability to turn lectures and tutorials into more collaborative communities of learning through participatory activity.

Over the last couple of years, Macquarie has introduced various flipped and blended learning and teaching approaches where content is delivered through video and other means.

These concepts, approaches, tools and more will be discussed at this LTX event.

Hear from teachers who have successfully utilised these tools to create more engaging, flexible and dynamic ways to engage the students of today.

The event will be live streamed, showcasing the ALP’s features.

Date: Thursday 15 June, 2017
Time: 1:00-2:00pm
Location: Macquarie Theatre

Click here to learn more.