Table 2: Project activities, milestones and KPIs TIME FRAME PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED IDENTIFIED KEY PERFORMANCE INDICATORS KEY PERFORMANCE INDICATORS OUTCOME Jan, May – Aug 2015, Nov – Jan 2016 Redesign/ Development and Implementation of evaluation questions. Completed. Paper-based surveys (first implemented in 2007) were assessed, updated, and new forms implemented. Successive rounds of interview/focus group questions were developed and implemented with secondary students, school staff, university staff, Indigenous Elders and community members and parents/carers. Impact of specific core NISEP activities, and mode of engagement on higher education awareness, valuation and access measured. Key performance indicators were met. Quantitative and qualitative data from the paper-based surveys and interviews/focus groups were assessed so as to determine which NISEP activities were the most impactful and efficient in increasing higher education awareness, valuation and access. This information is being used to steer the ongoing improvement of NISEP. May – Aug 2015, Dec – Aug 2016 Case Study: Community Driven Program. Completed. Analyses of the evaluation data identified the role and importance of community involvement in making NISEP more impactful on its target beneficiaries. Case study produced. Case study produced. Key performance indicators were met. These data resulted in a publication - Whiteford, G., et al. (2017). The River of Learning: building relationships in a university, school and community Indigenous widening participation collaboration. Higher Education Research Development, 36, 1490. Jan & Jun – Aug, Oct – Nov 2015, Jan 2016, May – Jun 2016, Aug 2016 Engage Focus Groups. Completed. Focus groups/interviews were undertaken with secondary students, school staff, university staff, Indigenous Elders and community members and parents/carers. Focus Groups engaged. Key performance indicators were met. Focus groups/interviews were undertaken with secondary students, school staff, university staff, Indigenous Elders and community members and parents/carers. Jun – Nov 2015 Case Study: School Driven Program. Completed. Analyses of the evaluation data identified the importance of the direct involvement of the partner schools in guiding NISEP’s direction and activities Case study produced. Key performance indicators were met. The quantitative and qualitative evaluation data was coded into themes, allowing for its subsequent use in the improvement of NISEP’s resources and processes
NISEP’s national reach. The evaluation data will also be used in future funding and award applications, and so will assist us greatly in ensuring NISEP can continue. Did you undertake an evaluation of your project? Yes No X Please summarise the findings and attach the evaluation report Where applicable, indicate number of the following resulting from this project: Student contacts 15 Journal (or other publication) submissions 1 Conference Presentations 5 Websites developed 1 Educational or marketing campaigns N/A Community organisations engaged N/A Schools engaged 9 Optional - If you included transformational/behavioural change KPIs in your EOI please summarise outcomes here: Describe any issues that occurred during the year and any mitigation strategies you implemented. 2. OTHER PROJECT MATERIAL (Conditions of Grant, clause 2.2 (b)-(e) of Part A) [List the titles of any published reports, pamphlets or other documentation produced in the course of the Project and attach them to this Final Report.] Table 3: Additional materials produced over the course of the project TYPE AUTHOR DATE OF PUBLICATION PUBLICATION DETAILS Journal article Whiteford, G., Hunter, J., Jamie, J., Pitson, R., Breckenridge, D., Yaegl Elders, Vemulpad, S., Harrington, D., & Jamie, I. 2017 The River of Learning: building relationships in a university, school and community Indigenous widening participation collaboration. Higher Education Research Development, 36(7), 1490-1502. Video Story Motive 2017 William’s Story. YouTube - Pamphlet Macquarie University/NISEP team 2017 NISEP marketing flyer – please see attached.
Pamphlet Macquarie University/NISEP team 2017 NISEP marketing flyer for new university partners – please see attached. Website NISEP team 2016 Conference Abstract Jamie, J., Jamie, J., Singh, S., Vemulpad, S, Hunter, J. 2015 NISEP in Yaegl Country – Reflecting on the Power of Respectful Partnerships for Enhanced Indigenous Education Outcomes. Presented at the Higher Education Participation and Partnerships Program: National Forum on Indigenous Pathways & Transitions into Higher Education, Darwin, Australia. Conference Abstract Jamie, J., Jamie, J., Singh, S., Vemulpad, S, Wade-Leeuwen, B. 2015 “Can you help us help our youth?” Increasing Aspirations and Participation in Higher Education Through the National Indigenous Science Education Program (NISEP) Presented at the Higher Education Participation and Partnerships Program: National Forum on Indigenous Pathways & Transitions into Higher Education, Darwin, Australia. Published Congress Abstract Barnes, E.C., Yin, P., Akter, K., Jamie, I., Yaegl Community Elders, Vemulpad, S.R., Jamie, J.F. 2016 The role of natural products chemistry in the capability strengthening of Indigenous communities, Planta Med 2016; 82(S 01): S1-S381 Presented at the 9th Joint Natural Products Conference, Copenhagen, Denmark. Conference Abstract Jamie, J., Yaegl Community Elders, Barnes, E., Prenzler, P., Bedgood, D., Jamie, I., Vemulpad, S. 2017 NISEP – Enhancing Educational Outcomes for Indigenous Youth. Presented at the Royal Australian Chemistry Institute Centenary Congress, Melbourne, Australia. Conference Abstract Barnes, E., Yaegl Community Elders, Akter, N., Yin, P., Akter, K1, Malewska, T., Kichu, M., Islam, M., Ranganathan, S., Jamie, I., Vemulpad, S., Jamie, J. 2017 The capability strengthening of Indigenous communities through natural products chemistry. Presented at the Royal Australian Chemistry Institute Centenary Congress, Melbourne, Australia. Appendix 1: NISEP Attachments