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Law School News Tim Baxter '83 Elected Chair Of Rwu Board Of Trustees 10/29/2018, Edward Fitzpartick

Life of the Law School (1993- )

No abstract provided.

Research Ethics, Informed Consent And The Disempowerment Of First Nation Peoples, Juan M. Tauri

Faculty of Social Sciences - Papers (Archive)

Recently, Indigenous commentators have begun to analyse the way in which institutional Research Ethics Boards (REBs) engage with Indigenous researchers and participants, respond to Indigenous peoples' concerns with academic research activities, and scrutinise the ethics proposals of Indigenous scholars. Of particular concern for Indigenous commentators is that the work of REBs often results in the marginalisation of Indigenous approaches to knowledge construction and dissemination, especially in relation to the vexed issue of informed consent. Based on analysis of the results of research with Indigenous researchers and research participants, this paper argues that institutionalised REBs' preference for 'universal' and 'individualised' approaches …

Randomized Controlled Trial And Economic Evaluation Of Nurse-Led Group Support For Young Mothers During Pregnancy And The First Year Postpartum Versus Usual Care, Jacqueline Barnes, Jane Stuart, Elizabeth Allen, Stavros Petrou, Joanna Sturgess, Jane Barlow, Garry Macdonald, Helen Spiby, Dipti Aistrop, Edward Melhuish, Sungwook Kim, Diana Elbourne

Faculty of Social Sciences - Papers (Archive)

Child maltreatment is a significant public health problem. Group Family Nurse Partnership (gFNP) is a new intervention for young, expectant mothers implemented successfully in pilot studies. This study was designed to determine the effectiveness and cost-effectiveness of gFNP in reducing risk factors for maltreatment with a potentially vulnerable population.

Results Of The First Steps Study: A Randomised Controlled Trial And Economic Evaluation Of The Group Family Nurse Partnership (Gfnp) Programme Compared With Usual Care In Improving Outcomes For High-Risk Mothers And Their Children And Preventing Abuse, Jacqueline Barnes, Jane Stuart, Elizabeth Allen, Stephen Petrou, Joanna Sturgess, Jane Barlow, Geraldine Macdonald, Helen Spiby, Dipti Aistrop, Edward Melhuish, Sungwook Kim, Joshua Pink, Jessica Datta, Diana Elbourne

Faculty of Social Sciences - Papers (Archive)

No abstract provided.

Navigating The Knowledge Sets Of Older Learners: Exploring The Concept Of Experiential Capital Amongst First-In-Family Mature Age Students, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

This paper is based upon research with university students who were first in their family to come to university. The studies sought to explore how attending university impacted upon both the learners and their families, particularly the intergenerational implications of this attendance. Drawing on in-depth interviews conducted with older university students, this paper will focus on how this mature cohort articulated the ways in which they drew upon life and work experiences in their transition to university. The research indicates that these learners had access to additional capitals in the higher education environment including what has been termed as 'experiential …

Avoiding The Manufacture Of 'Sameness': First-In-Family Students, Cultural Capital And The Higher Education Environment, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

Drawing upon Bourdieu's theories of social and cultural capital, a number of studies of the higher education environment have indicated that students who are first-in-family to come to university may lack the necessary capitals to enact success. To address this issue, university transition strategies often have the primary objective of 'filling students up' with legitimate forms of cultural capital required by the institution. However, this article argues that such an approach is fundamentally flawed, as students can be either framed as deficit or replete in capitals depending on how their particular background and capabilities are perceived. Drawing on interviews conducted …

Opportunity Through Online Learning: Experiences Of First-In-Family Students In Online Open-Entry Higher Education, Cathy Stone, Sarah Elizabeth O'Shea, Josephine May, Janine Delahunty, Zoe Partington

Faculty of Social Sciences - Papers (Archive)

Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were …

Supporting And Engaging Students Who Are The First In Their Families To Attend University: A Practise Paper, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

Globally, first-in-family learners represent a significant proportion of the university student population, yet these high rates of participation are not necessarily matched by equally high success rates. Instead, internationally the research on this group indicates that these learners are at greater risk of departure from university when compared to their second and third generation peers, often as a result of limited exposure to academic culture and expectations. This article provides an overview of current research on first-in-family learners and also, offers some recommendations for supporting and engaging with this cohort within university settings.

Delivering The Mental Health First Aid (Mhfa) Course Within The National Rugby League (Nrl): Evaluation Report, Jioji Ravulo

Faculty of Social Sciences - Papers (Archive)

Mental illness is a reality for many Australians. The National Survey of Mental Health and Wellbeing, conducted in 2007 with people aged 16-85, revealed that one in five Australians, or 3.2 million people, had a 12-month mental disorder (a mental illness occurring 12 months before the survey took place) (ABS, 2007). The survey further revealed that 16 million Australians (45%) within this age bracket suffered with a mental illness at some point in their lives. While these findings are slowly becoming public knowledge, there is still a limited understanding amongst laypeople regarding the overt and more covert symptoms of mental …

The First Day Of School Sets The Tone For Academic Achievement, Cathrine Marguerite Neilsen-Hewett

Faculty of Social Sciences - Papers (Archive)

There are many transitions in life (starting school, moving house, changing jobs) and how well we cope depends largely on our perceptions of the event as well as the level of support we receive. The transition to school is a particularly significant time, heralding a new stage in a child's life. Whether your child is feeling slightly anxious about starting school or bursting with excitement, all children (and parents!) benefit from a bit of planning and preparation in order to ensure the transition to school goes as smoothly as possible. There is consistent evidence to show early positive school experiences …

Why First-In-Family Uni Students Should Receive More Support, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

Many university students fall into one of the six “equity groups” that receive targeted funding. However, there is one group that has for too long been ignored as a group that needs extra assistance in making it through university.

The six targeted equity groups include those:

• from lower socioeconomic backgrounds: currently measured by permanent home postcode

• from rural and isolated areas: measured by permanent postcode, population density data and proximity to cities

• with a disability (self-identified on enrolment)

• from a non-English-speaking background (those born overseas and who speak a language other than English)

• women in non-traditional areas of study; and …

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'University Wasn't Spoken About At Home, It Was Just Assumed That We Would Start Working…': First-In-Family Students, Family Capital And Higher Education Participation, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

The increases in the number of students attending higher education, particularly those who are the first in their immediate family to attend university provided the impetus for the study outlined in this article. Whilst previous research has explored the qualitative experience of being a first in family student, very few studies have explicitly focussed on how attending university interacts and impacts upon the immediate family of the learner. Drawing upon in-depth semi-structured interviews, this article will detail the findings from a small-scale study conducted in an Australian university that explored the interaction of the family home place and students' enactment …

Filling Up Silences-First In Family Students, Capital And University Talk In The Home, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

Internationally, research has indicated that returning to education for older learners provides the means for growth and change, for some students this can translate into a sense of 'empowerment' and control in their personal lives. However, what is not so well researched is how having a significant 'other' present within the university landscape impacts the household and other family members. Exploring how this return to education influences others provides a basis for institutional approaches to engaging with and supporting the lifelong learning of family members, ultimately assisting in the access and participation of current and future generations. This article draws …

Arriving, Surviving, And Succeeding: First-In-Family Women And Their Experiences Of Transitioning Into The First Year Of University, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

This article outlines a qualitative narrative inquiry study conducted within Australia that focused on a group of female students commencing university, all of whom were the first in their family to pursue higher education. During 1 year of academic study, 17 women participated in periodic interviews as each moved through the year. By following the students, the study reveals a very different perspective on the student experience, one that is often missing in policy documents and university discourse, which can place these students within a deficit discourse. Instead, by approaching this topic from a strengths perspective, the intent was to …

"I Generally Say I Am A Mum First . . . But I'M Studying At Uni": The Narratives Of First-In-Family, Female Caregivers Transitioning Into An Australian University, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

The university student experience is both evolving and diverse. Increasing numbers of older students are accessing universities worldwide, and also access for student equity groups is a key policy driver in countries such as the United Kingdom, Australia, United States, and others. However, among this change and flux, how individuals manage their transition into this environment with reference to new and existing identities is worthy of further exploration. This article draws on 2 separate but complementary Australian research projects that explored the experiences of students who had all commenced university after a significant gap in learning. The participants that feature …

Breaking The Barriers: Supporting And Engaging First-In-Family University Learners And Their Families, Sarah Elizabeth O'Shea, Josephine May, Cathy Stone

Faculty of Social Sciences - Papers (Archive)

Universities attract students from a wide range of backgrounds, yet equity of access and participation for all potential students remains elusive. Access and participation is highly differentiated in the United Kingdom, North America and Australia (Abbott-Chapman, 2006; Couvillion-Landry, 2002-2003; Forsyth & Furlong, 2003; James, 2008; Schuetze & Slowey, 2002) and poorer educational outcomes for students who are first-in-family (FiF) are recorded globally (ABS, 2013; Harrell & Forney, 2003; Lehmann, 2009; National Center for Education Statistics [NCES], 2012). The international research on this group indicates that they are collectively less likely to go to university and also, after arrival, may not …

Exploring The Participation Of First In Family Students In University With Particular Reference To How This Impacts Upon Intergenerational Choices Around, And Perceptions Of, Higher Education, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

Abstract of a paper presented at The Forum for Access and Continuing Education's (FACE) 21st Annual Conference, 2-4 July 2014, Salford, United Kingdom

If At First You Don't Succeed: Older Consumers And Hospital Food & Beverage Packaging - A Matter Of Try, Try And Try Again!, Alison F. Bell, Karen L. Walton, Nicola Westblade, Kate Morson, Jacqueline S. Chevis, Leire Harries, Alaster Yoxall

Faculty of Social Sciences - Papers (Archive)

‘Openability’ of food and beverage packaging has been shown to be problematic for older consumers. Pressure on resources has seen the use of packaged food and beverages increase in Hospitals within the NSW region of Australia. Studies at the University of Wollongong have shown that not only is Hospital food & beverage packaging problematic, difficulty opening it was identified as a barrier to nutritional intake.

Given the serious nature of the problem, a series of studies have been undertaken by the University of Wollongong and Sheffield Hallam University, to evaluate the issues surrounding the ‘openability’ of this packaging in an …

Breaking The Barriers: Supporting And Engaging Mature Age First-Infamily University Learners And Their Families, Sarah Elizabeth O'Shea, Cathy Stone, Josephine May

Faculty of Social Sciences - Papers (Archive)

This nuts and bolts session will report on preliminary findings from research currently being conducted with older, first-in-family university students. This student cohort often has family commitments and so the research was specifically interested in the impacts of returning to education for both the students and their family members. The study is significant because mature age/first-in-family students are often at risk of attrition and they also represent a growing student cohort; hence higher education institutions need to be actively engaging with this group to improve retention and explore the possibilities for intergenerational educational participation. This research has been funded under …

Ripples Of Learning -Higher Education Participation, Familial Habitus, Gender And First In Family Female Students, Sarah Elizabeth O'Shea, Josephine May, Cathy Stone

Faculty of Social Sciences - Papers (Archive)

Abstract presented at the Gender and Education Association Asia Pacific Biennial Interim Conference, 9-11 December 2014, Melbourne, Australia

Supporting The First Year Students From A Diverse Range Of Backgrounds, Valerie Harwood, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

Presentation made at the Flinders University 2nd First Year Forum for 2014

Transitions And Turning Points: How First In Female Students Story Their Transition To University And Student Identity Formation, Sarah Elizabeth O'Shea

Faculty of Social Sciences - Papers (Archive)

The purpose of this article is to explore how one group of students reflect upon their transition into the higher education environment. This qualitative research project followed one group of female undergraduate students as they moved through the first year of study. All of the participants were the first in their family to consider further education and each participated in four semi-structured interviews over one year. Drawing on the conceptual lens of 'turning points', the intent is to provide a 'close-up' analysis of the complex process of identity formation within the university landscape. By revisiting the students at various points …

First Steps: Study Protocol For A Randomized Controlled Trial Of The Effectiveness Of The Group Family Nurse Partnership (Gfnp) Program Compared To Routine Care In Improving Outcomes For High-Risk Mothers And Their Children And Preventing Abuse, Jacqueline Barnes, Dipti Aistrop, Elizabeth Allen, Jane Barlow, Diana Elbourne, Geraldine Macdonald, Edward Melhuish, Stavros Petrou, Joshua Pink, Claire Snowdon, Helen Spiby, Jane Stuart, Joanna Sturgess

Faculty of Social Sciences - Papers (Archive)

Background

Evidence from the USA suggests that the home-based Family Nurse Partnership program (FNP), extending from early pregnancy until infants are 24 months, can reduce the risk of child abuse and neglect throughout childhood. FNP is now widely available in the UK. A new variant, Group Family Nurse Partnership (gFNP) offers similar content but in a group context and for a shorter time, until infants are 12 months old. Each group comprises 8 to 12 women with similar expected delivery dates and their partners. Its implementation has been established but there is no evidence of its effectiveness.

Methods/Design

The study …

Peer-Led Transition Strategies And The First Year Experience - Implementation, Implications And Insights, Sarah E. O'Shea, Pauline Lysaght

Faculty of Education - Papers (Archive)

This presentation provides an overview of a peer-led transition strategy targeted at equity groups that the program chair has been involved in implementing at two separate universities. The difference between this and other programs is that this strategy is grounded within the actual experience of students, who design, develop and facilitate a program that provides authentic insight into the culture and environment of university life. Participants will hear how program was introduced, suggestions around initiation and feedback from program participants.

Vygotsky In Twenty-First-Century Research, Irina M. Verenikina

Faculty of Education - Papers (Archive)

At the 2008 Ed-Media conference, a list of most often cited papers in Ed-Media 2004-2008 was revealed (Ochoa, Mendez & Duval, 2009). Vygotsky’s theoretical work, originally published in Russia in the 1930s, came top of the list by a large margin. This paper examines why, and how this theory still can be relevant to twenty-first-century research. It is argued that an effective use of modern educational technologies calls for the use of advanced pedagogies. Vygotsky’s theory provides a profound understanding of teaching and learning that reflect the complexity of social and cultural contexts in the modern learner. The most frequently …

Hearing The Student Voice - Examining The Processes Of Transition, Persistence And Engagement For A Group Of First Year, First In Family University Students, Sarah O'Shea

Faculty of Social Sciences - Papers (Archive)

This paper outlines a qualitative, narrative study that focuses on the student experience as it relates to a particular cohort of students namely women who are the first in the family to attend university. Seventeen students were recruited to participate in a series of four semi-structured interviews conducted throughout one academic year. These interviews investigated the processes involved in transition as well as the perceptions held about engaging in tertiary study and the hurdles encountered during the year. The research accompanied the students as each travelled through the university environment, exploring what it means to be a 'first-year student'. The …

Utility As A First Principle For Education Research: Reworking Autonomy In Australian Higher Education, Jan Wright, Trevor Gale

Faculty of Education - Papers (Archive)

The focus of this paper is on the community impact of education research, specifically as this is conceived within a changing context of research assessment in Australia, first mooted by the previous Federal Coalition (conservative) Government within a new Research Quality Framework (RQF), and now to be reworked by the Excellence in Research for Australia (ERA) initiative by the incoming Federal Labor (progressive) Government. Convinced that a penchant for the utility of research will not go away, irrespective of the political orientations of government, our interest is in exploring: the assumption that research, particularly in areas such as education, should …

The First-Year Experience (Fye) And Freshmen Interest Group (Fig) Programs Compared: Fall, 2006, Course Offerings, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

1) The FYE seminars are stand-alone seminars, not linked to a GUR course as are the FIGs.

2) While the FIGs are taught by faculty and qualified staff, the FYE seminars are taught only be full-time faculty.

3) FYE seminars are offered in the fall, winter, and spring quarters, whereas the FIGs are available only in the fall of each year.

4) The FYE program does not have a mission statement that brings together a unified purpose for all the FYE seminars. Rather, each seminar is more closely aligned with disciplinary and / or departmental goals.

The First-Year Experience (Fye) Program Report: Course Offerings In Fall, 2006, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

1) The FYE seminars are stand-alone seminars, not linked to a GUR course as are the FIGs.

2) While the FIGs are taught by faculty and qualified staff, the FYE seminars are taught only be full-time faculty.

3) FYE seminars are offered in the fall, winter, and spring quarters, whereas the FIGs are available only in the fall of each year.

4) The FYE program does not have a mission statement that brings together a unified purpose for all the FYE seminars. Rather, each seminar is more closely aligned with disciplinary and / or departmental goals.

From The Web To Writing: The Role Of Collaboration In Providing First Year University Students With The Skills To Succeed, Sarah E. O'Shea, Julie Mundy-Taylor

Faculty of Education - Papers (Archive)

In contemporary university environments not only have student populations become more diverse, but also institutions have embraced technological advances to create new facets to the teaching and learning process. The challenges offered by virtual learning as well as the impact of email and e-learning remain largely under-researched both broadly and in relation to first year transition. First year students are now expected to not only acquire the implicit academic discourse in a timely fashion but also master the computing skills so central to contemporary university delivery. Skills central to effective and efficient academic research and writing are often perceived in …