Video Example 2 - Gateways For Girls

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En provenance du cours de The University of Sydney

Academic Skills for University Success: Capstone

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The University of Sydney

Academic Skills for University Success: Capstone

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Cours 5 sur 5 dans Specialization Academic Skills for University Success

This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In the Capstone Project, you will apply the academic knowledge and skills you have learnt throughout courses 1-4 to research, write and present a project proposal that addresses a complex, real-world problem related to your field of interest and/or future study. After completing this course, you will be able to: 1. Apply a range of idea generation techniques 2. Apply research strategies to search, collect, select, process, and cite information 3. Use the research process to develop and critically analyse ideas 4. Apply critical thinking skills to evaluate and analyse ideas and evidence 5. Use problem-solving skills to identify gaps in knowledge and define issues 6. Develop creative and innovative solutions to real-world problems 7. Use appropriate academic genres for written texts and multi-media presentations 8. Use written and oral skills to communicate ideas effectively for academic contexts

À partir de la leçon

Plan, write, and produce the video presentation

This module relates to Stage 8 of your Capstone project. Use the resources here to help you plan, develop and produce your video! Good luck!

5.1a Introduction to the Video Presentation4:05

5.2a Creating the Storyboard3:56

5.2b Writing the Script4:06

5.3a Preparing & Recording the Script6:41

Video Example 2 - Gateways For Girls3:30

Video Example One - Early Career Teachers3:37

Rencontrer les enseignants

Katherine Olston
Deputy Director (Digital Learning)
University of Sydney Centre for English Teaching
Luke Alexander
Academic Literacy Instructor and MOOC Learning Instructor
Centre for English Teaching
Lydia Dutcher
Education Manager, Graduate Programs
Centre for English Teaching
Jessica Blackburn
Academic Literacy Instructor and MOOC Learning Designer
Centre for English Teaching

This is Amelia.

Amelia loves school.

Her favorite thing about school is playing hopscotch with her friends.

Her second favorite thing about school is maths class.

She likes maths class so much, that at home, she sets up her toys and

teaches them what she learned that day.

As she gets older, she daydreams of being a maths teacher when she grows up.

Her teachers tell her that she just needs to do the HSC and go to university.

She comes from a neighborhood that is very close to one of the best universities in

her country.

But this neighborhood is one of the most disadvantaged areas in her city.

Sometimes Amelia feels like there's a wall blocking her from her dreams.

According to the Australian Bureau of Statistics 2001,

there's a link between low socioeconomic background and

continuing in education past compulsory schooling.

Furthermore Boddy 2009 says that though educational opportunity and

achievement for women and girls generally has improved considerably, Foster 2005,

argues that there's still disparities between male and

female students in Australia in terms of educational achievement.

Amelia's not alone.

In fact as Boddy suggests, the overall progress of women in

education worldwide is not seen in disadvantaged communities.

Which means that after year 11, Amelia leaves school and

gets a job in a shop because she's good at adding up figures and checking the tills.

Her dreams of going to Uni fade further and further away.

Deloitte Access Economics 2012 points out that, like Amelia, early school

leavers are at a much greater risk of remaining unemployed in the longer term.

Earning considerably lower wages when they are employed and

are likely to struggle to accumulate wealth over their life span.

However, there is evidence that mentoring, by opening a door in that wall, makes

a drastic difference for students with the statistical odds stacked against them.

Thus, instead of not knowing anyone who's attending university,

Amelia could meet a young woman enrolled in maths education at the university.

Who could come and visit her at school.

She'd have a friend to guide her, introduce her to people,

take her to a maths lecture, and answer her questions.

And instead of leaving school, Amelia would finish the HRC and

enroll in a maths education degree course.

But how can give girls like Amelia access to the mentors that

could make a difference in their lives.

Gateways for Girls is a program that aims to help girls from low socioeconomic areas

to access university more easily through peer mentoring relationships.

Girls in the nearby community are matched with female undergraduate mentors at

the university who are enrolled in a subject of interest.

They visit each other at school and start to get to know each other.

Given time, space, and support, relationships blossom,

questions are answered, girls are empowered to pursue their dreams.

They go to uni themselves and our role models for girls in their

home communities, continuing the cycle of the impact of mentoring.

And eventually, if Amelia has a daughter of her own,

she will have fewer obstacles to achieving her dreams.

[MUSIC]

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