 And my name is Ahir, Cathy Ahir. So that's fine. Thank you. I'm going to talk about slightly different to what people have been talking. There's bits and pieces that are similar. I'm about the people and the connection around student learning. So I'm going to take you through a little pathway of, let's see if I can get these things to work. But look about what my program is about, what we do, the communities that we develop and impact from that and the program. So there's different stages. So if FYE stands for a program called First and Further Year Experience. It's an institution-wide program that we have at UTS. It's a community and practice program. And it's looking at the, originally it was designed for students from low SES students, so low socioeconomic background students coming into university to support them into university through university and out through teaching practices that are inclusive. So the key, the key thing was that if we could do good practice or inclusive practices from with these students, it's actually going to benefit all students. And so we have this little framework where the students, we want to focus on two things, identity and belonging. So, from what you've talked about was trust. For a student to be engaged in university learning, they need to feel that they belong, they need to feel they've got the capacity to achieve that, and that they need to be motivated. So this is a process that's affected by curriculum, by people, and by university infrastructure. So we address that in our work and then we use these research principles around what people are saying what there's been whole communities around how do you support the students coming into university it's called transition. And third generation transition said, you've got to have university wide impact. It's everybody's business, those students transition means not just the dollars in it mean support for students to achieve the goals that they intend to achieve. They're putting a lot of effort if particularly at cultures that haven't had the experience in their family background around universities. And just going to university is a big commitment. So to achieve success in that is a desire for us but it's also sits behind our quality framework. TEXA, which is the organization that looks at teaching and learning matters. So that if we're bringing students into university we have a responsibility to ensure that those students are supported to be successful. So looking at an institution wide approach and institutional strategies, fitting in with that we use an approach called transition pedagogy so these are principles that help the academics think about very focused on inclusive practice, belonging and well being. And we use the concept of open of learning communities through the community of practice theory of winger and distributive leadership so we're looking at the process of formal and informal leadership. So in terms of training, it's about engaging people into a practice that they may or may not take it on. Our results are impact I'll show later that they have actually taken on this work. A little bit about what we do. We have grants little grants and they were mentioned before, and these academics have to apply for these in subjects. They can address an issue they want to look at through an intentional design student center design inclusive practice, and they apply these things these transition pedagogies, at least one of them. And then they have a trial a project in the class, academics needs some sort of resourcing for this, and some the resourcing and a grant given to them gives them a sort of a little bit more status in the faculty that they're doing some work. They're being paid to trial something they'll they'll evaluated in their work, then they'll report on it, and then disseminated. Then we have these forums, these big community forums. We can get 80 to 100 people coming to these forums are around two hours. This little image I've got here is an academic who's got a grant, who's got us all engaged in a what he calls improv. We're doing activities to engage us to meet and connect. And the idea of this is that we can take the practice into the classroom to get students to meet and connect, but also to start being confident and having discussions in the room. Because quite a lot of students in this person's tutor is that he's in a communication subject and he said I can't get people to talk. But by bringing this in, I've actually changed the dynamic of the room and the very shy ones do talk so we're all engaged and it was a lot of fun. We have a lot of interactive activities. These people are planning an inclusive practice per idea and we have students coming to our forums. We listen to students we get a lot of value from hearing what the students are saying. We have an online community that has right across the university engagement right 850 people are on that and that's an MS team site. And I work with I'm the central coordinator so I work in the teaching learning area across the university. There's faculty coordinators as well in each faculty their academics in first year usually. And they work with me to get the local buy in and they work with me talking to the other side of the students experience the co curriculum environment. Making sure that we touch base through meetings and we do some planning to make sure that the student in the classroom and the student outside the classroom. What what what how we can draw together to make it better because a lot of students say, I don't know what support is in the uni. I know my teacher or my tutor. And I see that person short time but that's it. So it's about bringing that together. And this is what we call our community of transition practice. Some of the stuff we do we do the forums as I mentioned we know that academics are really time pause so that the forums have to be of value. And we model the inclusive practice. So we have time for community building we have time for learning and time for sharing and reflecting. And we have opportunities for ongoing collaborations. So like Jingvo was saying about connecting people from different disciplines, we are actually doing that as well within the teaching environment to go into another area. And that's true casual conversation sitting. So the images here on the bottom one, these people are playing a game around in academic integrity in trial. And this this academic researcher in science quite a senior and he's picked up one of our grants. This is an academic in teaching and learning. And this person is from law. And so they're working together. And then we've got this was taken from a forum called I think it was a student engagement forum so we had a guest speaker talking to us around. What is it that we need to do around student engagement and then there was a time for sharing. And these people from a range of faculty I think we actually had 150 people. The topics have to be relevant to the academic they have to and and I've just picked up this year's topics where I work with a teaching and learning team and so I usually lead the hot topic with the forum. And the academics again have to come if they're coming. If they've got to be able to take something away from them and it's belonging. And in this case, the student panels worked really well. The activities worked really well. And we know that from our feedback for from we do surveys immediately after the forums. And this image is about I students as partners program session that we had a couple of years ago, where we're trying to look at what practices we could do, and the students led each of the tables. For the activities and then summarized and then came back and presented the data so that was another great engagement practice. We bring, we have people who come to these forums from a range of backgrounds they could be casual academics they could be professors, they could be professional staff. And so we need to make sure that we have practices that bring an opportunity for both the curriculum and co-curricular people to talk together. So that building that connection that belonging that sharing. And this example I've got here is taken from the student learning hub have been noticing the journey of the students as they go through the university. And they, they want to know what did the academic see the students journey so people went into breakout rooms and worked out on this jamboree. And so each rich room had its own jambore where they saw the students were doing the work the different what they needed to do a different or what what they saw they did across the different weeks this semester. And then then that couldn't get compared to what the student services that picked it up. And so that's a comparison so that was, I thought was a great synergy between the two groups. For me to look at impact of forums we've got two ways of doing it, I count that who's ever is in who's ever as part of my community who's ever come to a forum who's done a grant who's been involved in any way. I put them in a database, I track who they are what faculty they are what. What role they have that's faculty name role, which discipline they're in email address of course and then if they attend, if they respond to me. I send out invitations to get my numbers, generally our webinars or forums or meetings we tend to get 30 people at the most. With mine, they're going to the hundred or over over enrolled people say now say to me can you send this to your list there's over 1000 people in that list now. And that that's updated with people who drop out since I sent an email I find that the university is retrenched this person or this person so they could go and then the new people come in. So I make sure I have information. So when I send out a forum invite I make sure that I have a week a month's notice with a busy academic they need a month. Anyone to response to me gets kicked into the box, then those who didn't respond, they get another email two weeks later to say I just a reminder did you see this email data. Again, I might get more more interest capture that and then just before the forum, if I have space, I will advise again but only to those who haven't registered. I get buy and buy my associate dean's teaching and learning so they're the people who run the teaching learning in each faculty and by the faculty coordinators. I make sure I send to them. A couple of weeks before the forum. How many from their faculty are coming. So I collect that data by faculty and how many could they push out and give a little bit of a side their side, but also collect the data of which categories and that's what this forum is showing. So I've got all the different areas that come and you'll see that faculties for UTS faculties finish here. I have the learning unit, Indigenous unit, student services unit library, Centre of Social Justice so equity, marketing, planning quality unit, human resources unit, student admin unit, ITD unit. And you can so you can see a range of areas and then I have other groups. I have students coming. I have students association I have University College and external visitors I invite people from outside including your. The New South Wales. Universities teaching learning person. And we do. We capture impact of these forums from annual surveys, but we also pack the media after the forum. And this has been trial this year where we do a quick to do a quick form and ask them to give feedback of which faculty they've come from what were the best parts. Right down and how did they rate the forum so this this bit here isn't that. So when I want to show impact of the program. So that includes grants and forums. And, and this year we've now got this online community. I need to be able to show it from a university perspective. So I'm showing it from the data point the student success data. I'm showing it from the awards teaching learning awards that people get because many grand holders get all teaching learning awards. I show by the uptake of practices across the faculties. I can show every faculty has had some impact. We've now had over 200 grants 147 subjects. The impact for the university is that we're the largest community of practice. And I also can also can show teaching and learning leadership development from the coordinator so we were a lot of our people who come through the trial working with me get me forward. So that's all the impact of this program. And we've won national awards. So let's go to the faculty level of the DVC. I give them reports with the graphical pass rate. No one looks at commencing data. They don't seem to be picking up. And here I've split it. Whoops, go back. Here I've split it between the domestic lowest years and international and I want to show what changes were happening across the sector. You can see in each faculty's how many grants are coming out of each faculty's and you see science is a biggest uptake. These science picks up students probably with a lower ATAR than the other faculties. And so they've put a lot of work in working with those students. So I need to show success data. I need to show I use this data as well tracking particularly this. I just picked up I explore the cognis business intelligence system and pull the data and turn it in the confidence interval data and then present it to the deans and and I can pick up that there's if depending on when people arrive I can work out there's I'm concerned second the second entry groups actually do 10% lower in pass rates and others. So what's happening there, which faculty and so I divide it into faculty level. So every associate dean gets their own little picture of this. I mean it's quite intense it's quite big. I give them feedback on community the topics who's attending and the surveys and I give them feedback on the grants the uptake and I tell stories around the grant practices so I draw on those reports. So if I'm talking to the academic so I want to give them feedback. And so we've developed when I was showing them the graphs those graphs didn't mean anything so we got in and developed a dashboard for the academics to know around their subject. And so they can say who's coming in daily. Which degrees they're seeing what range of backgrounds have got English and on English that's what is what pathway they've come in. And then the gender groups and the age groups and then they have other pages that will tell them pass rates and another pages of romance withdrawals. And the coordinators that I work with, they need to be able to talk up up to their associate deans and they need to be able to understand the dashboards that are existing around the place. Plus, I also give them data. And that's where I'm finished.