aspirations of and the experiences of barriers to higher Low SES and regional education for LSES and remote students background high Identity development school students and regional high school This review informed the students, especially development of the women; and program in its entirety, learning experiences including the face to face of LSES background components and the university students online space. and regional university students, especially women. Completed 2.1.2 Completion of a The literature review is literature review suitable completed and is for inclusion in the Final provided in the Report. supporting evaluation report. Nov 3.1 Initial liaison to begin Completed 3.1 The Research December 2016 / 2016 fostering a Coordinator visits each February 2017. − Dec Community of Practice region, establishes The project team 2016 with schools, local contacts and begins members met with government, and local planning for program targeted schools in the business in the delivery. program and local following regions: government to garner Port support and interest for the program in the Macquarie−Hastings; regional areas of Greater Greater Taree; Taree, Port Macquarie, Lower Hunter; and Lower Hunter and Port Port Stephens. Stephens. The Community of Practice is intended Once school commitment to: to the program was provide the high confirmed, the Research school students with Coordinator worked with opportunities to gain the schools to establish real−world insights contacts and and experiences relationships with local through guest business professionals, lectures, site visits Industry groups and and networking networks such as the events; business chambers within inform the online the region to secure mentoring program; industry professional provide resources for involvement in the the online mentoring program. program; and continue to support Industry professionals in student aspiration the regions were then attainment beyond
aspirations of and barriers to higher education for LSES background high school students and regional high school students, especially women; and learning experiences of LSES background university students and regional university students, especially women. the experiences of Low SES and regional and remote students Identity development This review informed the development of the program in its entirety, including the face to face components and the online space. Completed 2.1.2 Completion of a literature review suitable for inclusion in the Final Report. The literature review is completed and is provided in the supporting evaluation report. Nov 2016 − Dec 2016 3.1 Initial liaison to begin fostering a Community of Practice with schools, local government, and local business in the following regions: Port Macquarie−Hastings; Greater Taree; Lower Hunter; and Port Stephens. The Community of Practice is intended to: provide the high school students with opportunities to gain real−world insights and experiences through guest lectures, site visits and networking events; inform the online mentoring program; provide resources for the online mentoring program; and continue to support student aspiration attainment beyond Completed 3.1 The Research Coordinator visits each region, establishes contacts and begins planning for program delivery. December 2016 / February 2017. The project team members met with targeted schools in the program and local government to garner support and interest for the program in the regional areas of Greater Taree, Port Macquarie, Lower Hunter and Port Stephens. Once school commitment to the program was confirmed, the Research Coordinator worked with the schools to establish contacts and relationships with local business professionals, Industry groups and networks such as the business chambers within the region to secure industry professional involvement in the program. Industry professionals in the regions were then
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