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The University of New England excels in setting their future students up for success

Driving engagement amongst students who had received an early offer for undergraduate studies
Driving engagement amongst students who had received an early offer for undergraduate studies

More than doubled

their conversion rate from offer to commencement

Achieved >90%

completion rate

Developed 6

high quality lessons

Generated 7

comments per student
The University of New England (UNE) identified a need for a solution to engage with students who had received an early offer for undergraduate studies. In considering their students are often from remote and regional areas, they wanted to develop a program that addressed the challenges unique to their learners.

The Boosting Science Pathways program has been developed to enhance future students’ understanding of what university learning in the sciences entails.

The goal of the program for students is to:

  • Develop an appreciation of scientific phenomena, and build skills related to the collection and interpretation of scientific knowledge;
  • Enhance their capacity to evaluate the quality of scientific information; and,
  • Develop skills in critically evaluating alternative conceptions of scientific phenomena.

Furthermore, by developing a program that employs a social constructivist approach to learning design, the program also fosters a community of practice whereby students work together to:

  • Share experiences and ideas;
  • Co-construct knowledge; and,
  • Develop a social network that eases their nerves before they arrive on-campus for the start of their course.

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The University of New England (UNE)

The University of New England (UNE) is a public university in Australia with approximately 22,500 higher education students. Its original and main campus is located in the city of Armidale in northern central New South Wales. UNE was the first Australian university established outside a state capital city.




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'The budget for this project was made relatively low in order to support the UNE funding limitations. The project came in slightly under budget, but the extra time available has been used in ongoing support of the UNE team and the course. This included the creation of a short, abridged version of the course that was used to help attract students."
Lecturer in Biology - School of Environmental and Rural Science, University of New England

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