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Celebrating our students, alumni, staff and programs across all our communities 1

Making Bio diesel (Chemistry)

UNSW INDIGENOUS WINTER SCHOOL 2013 “This week you will be surrounded by some of the most inspiring, courageous and empowering young Indigenous Australians I have ever met. They will take you on an adventure, make lifelong memories with you, build friendships that will last a lifetime and hopefully open your minds up to amazing possibilities.” Nura Gili’s Leearna Williams welcomes 2013 Winter School students at the Opening Ceremony.

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Cover and Back Image: UNSW Indigenous Winter School Graduation; photographer Jacqueline Manning

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Winter School, a Poem by Lyndon Lane Deadly Rhythms, an interview with Nura Gili musician Rhyan Clapham

6-8 9-30

UNSW Indigenous Winter School 2013


Staff Profile an interview with Dennis Golding Student Panel with Nura Gili’s Bill Buckley


Winter School Graduates 2013


Award Winners and Special Thanks


More News


National Indigenous Tertiary Education Student Games


Running for NASCA by Nura Gili’s Rebekah Hatfield

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UNSW Open Day and Indigenous Pathways UNSW Faculties


Nura Gili on the Road


Nura Gili About Us


Nura Gili News If you would like to contribute ideas, news, letters and / or articles please contact the editor: Email: Telephone: 0478492075 If you would like to contribute to Indigenous scholarships for students at UNSW and/or Nura Gili Indigenous Programs please feel free to make initial contact with the Director of Nura Gili Professor Martin Nakata (B.EdHons PhD) Telephone :+61 (2) 93853120 Email: - Prof Nakata's Webpage If you would like further information on Nura Gili’s programs, courses and facilities you are welcome to come and visit and / or contact us: Nura Gili Indigenous Programs Unit Electrical Engineering Building G17 UNIVERSITY OF NEW SOUTH WALES SYDNEY NSW 2052 AUSTRALIA

Telephone: 02 93853805 Email: Website:

UNSW CRICOS Provider Code: 00098G | ABN: 57 195 873 179

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NAIDOC week is a real testament to the growing recognition and celebration of the diversity and achievements of Aboriginal and Torres Strait Islander people here at UNSW and across Australia. This was so evident throughout our time here during the Indigenous Winter School with nearly a hundred and fifty Indigenous high school students in years 10,11 and 12 spending a week long residential program here at UNSW. The program is hosted by Nura Gili in partnership with UNSW Faculties and with the support of global financial firm UBS. In this edition of Nura Gili News we feature many stories about this year’s Winter School program, celebrating the students, the challenges and insights into this often transformative week. As Jadye Hagan, a past Winter School participant now in her first year studying at UNSW shared in her speech at the Opening Ceremony: “For me, Winter School wasn’t just some fun week that happened in the holidays where I met some cool people. It changed my life. Before coming here, I thought I would always live in Toowoomba and just live a normal life there where everything was familiar and I’d always have my family by my side helping out. But coming here I really did realise how much of the world I wasn’t seeing and how I would miss out on so much in life if I kept living the way I was. I just fell in love with this university and I knew that this was where I wanted to be and I wasn’t going to let anything get in the way of that.” If you are currently in year 12, at TAFE and/or for whatever reason you are now considering studying at university, please check out our Pathway Programs, including our UNSW Indigenous Pre Programs in Business, Law, Medicine and Social Work. We are also piloting a new Pre-Program in Education this year for those wishing to become secondary school teachers. If you live locally why not visit us at Nura Gili and come to UNSW Open Day on Saturday 7th September, 2013. see pages 47-48 in this edition of Nura Gili News and our website for more details. Rebecca Harcourt, Editor

Balnaves Place – Home of Nura Gili was made possible thanks to a generous donation from The Balnaves Foundation, a private philanthropic organisation established in 2006 by Neil Balnaves AO to provide support to charitable enterprises across Australia.

Global financial services firm UBS has committed to a major investment in support of Indigenous programs at UNSW

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by Lyndon Lane We got an email to say “Congratulations” For you are going to Nura Gili For a uni Education We nervously packed our stuff And got ready to board our plane Waiting for the hostess To check our tickets for our name We arrived at the airport And you was waiting in a bus To take us to the uni With a minimum of fuss You showed us to our rooms A desk, a bed, a chair And showed us to the showers And a place to comb our hair We got to meet new friends From different territories and states Who soon became one family, Brothers, sisters, friends and mates

Lyndon Lane (far right) is currently in year 12. Lyndon participated in this year’s UNSW Indigenous Winter School spending the three faculty days with the School of Education

We watched the State of Origin Upon the big screen And now seven became the number For the Queensland cane toad team We had groups for all occasions Called faculty, night and home And rules we had to abide Especially about mobile phones. We had excursions to the city A disco, graduation and a formal tea Nura Gili you are a winner The friendships we made are forever And we have a Facebook page as proof We started as strangers but came together under one roof We never forget the Winter School Where Nura Gili did deliver I’ll be missing you And a man in the mirror The experience was the greatest That we could ever wish for And we’ll be honoured To knock on Nura Gili’s door.

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Celebrating our students, alumni, staff and programs across all our communities 6

Who's your mob/where you're from? I'm a Murrawarri boy Brewarrina born and raised in the Wollongong area. What started your interest in music? My interest in music came from being exposed to lessons and bands at an early age. When I was six years old, mum convinced me to have piano lessons. This helped immensely with my music studies further down the line. I have always enjoyed music, but my interest in learning to play professionally really generated at the start of high school. One day during a liturgy, the year 7 choir recruited a drummer that put down some pretty heavy beats. Everyone was grooving, it was really special. And I thought, getting people to groove, is exactly what I want to do. What motivated you to come and study at UNSW? Unfortunately I wasn't able to study music at Wollongong and knew for a while that I'd move to Sydney to study music. I'm currently studying a Bachelor of Music and living in one of the best cities in the world. As we experienced at the winter school dinner you are a deadly performer, drummer, percussionist as well as a brilliant comedian Thank you! Where do you get your creative ideas for your act(s)? Well... Sometimes there's not really a set structure in my performances. It's a spontaneous thing that challenges your mind to go wherever the music would flow naturally. For example, at the Winter School dinner, I only thought of the idea of hiding the drum kit behind the curtain literally 5 minutes before the dinner started. And when I gave the Agogo bells and cowbell to the audience, I didn't really plan that, it just sort of happened. Spontaneity is great for music, that's what jazz is all about, starting with nothing and letting your ideas rise from the earth and develop as you see it happening. How many instruments do you play? I play the drums/percussion, piano, and all the other instruments in that field and possible combinations of the two, such as the marimba, vibraphone, beatbox, etc. How would you describe your performance style(s)? I'd say inconclusive. I'm only at a very early stage where I can bounce styles and ideas around as much as I want, but nothing will stick until I have some serious experience. Can you share some insights into your degree? Studying a Bachelor of Music (BMus) at UNSW you explore your playing technique and ability, your knowledge of music styles, artists and, repertoire. Every BMus student is provided with the opportunity to choose any professional musician in the Sydney area as their personal instrumental teacher. This means I've had the opportunity to learn and play with some of Australia's greatest (including Australia's greatest) jazz drummers. I've formed bands with students within the degree, which means we play both inside and outside of the classroom. What electives courses are you currently studying? Whenever there is any opportunity to enrol in an ATSI class, I will take it. I've taken Aboriginal Sydney last year and more recently Aboriginal Political History last semester. I always enjoy learning in these classes. As it directly applies to me, it's more of an informed meeting about my culture than a university class.

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What opportunities have arisen for you as a student here? The opportunities are endless, both through my degree and with Nura Gili. Last year I became a Nura Gili student ambassador. I've helped with a handful of NAIDOC events and I'll be doing volunteer work at Palm Island with Walama Muru at the end of this year, . Through my degree I've made many friends and scored a ton of gigs. I've even had the amazing opportunity, with the help of the Wollongong Conservatorium of Music, to perform in Disneyland CA in the states with the Wollongong Jazz Orchestra. What are you plans after graduation? I'll be back at the desk studying a postgraduate diploma of education, or anything that can qualify me as a high school music teacher. Where would you like to be in five years? Playing music and hopefully I'm also rich. I presume that I won't be. Your goals? I want to focus on my music and be exposed to more live acts around the world. Contributing to the Indigenous community is important for me too, I want to continue helping Indigenous people and their families. What does Nura Gili mean to you? Nura Gili is an enormous part of my life, I owe them for my entire degree. The one and only Bill Buckley from Nura Gili was the man that helped with my application forms to study at UNSW. Bill arranged many meetings and phone calls to help me achieve my goal, and I couldn't thank him more. This level of consideration, care and compassion spreads across all Nura Gili staff members, making miracles happen for Indigenous students and future students DAILY. I could talk to them about anything and everything, and they'd help in the best way possible, all the time. What advice would you give for anyone considering coming to study here? I would encourage everyone to be involved in your community as many ways as possible, and especially through Nura Gili. It helps you make friends and form close relationships as well as doing your part to help Indigenous culture. Make sure that you choose something at uni that you enjoy studying and exploring. There's no point leaving uni with a degree for a career you won't want to take on. Last but not least, the cheapest food on campus is pork buns for $1.50 each, located either at the food court behind the roundhouse or in the pavilion above Matthews building. Since you've been a student here what would be three of your highlights ? 1. My USA trip in 2012 2. Becoming a Nura Gili Ambassador. 3. Living on campus at International House Who are your role models? The staff at Nura Gili are all my role models, every member. The team all work together so well with the common goal to make students' uni experiences easier and more enjoyable. Then there's my music teachers; leaders of jazz in Australia. I listen to them and hope one day I could be of that calibre later in my life. Interview with Rebecca Harcourt.

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“This year’s Winter School was another success and as always, it’s such a good feeling to get to the end of the week and see the effect the program has had on not just the participants, but also the staff involved. Every year we see students arrive, feeling anxious, apprehensive, overwhelmed and even questioning if they want to be here, but by the end of the week all of that is gone. We never enjoy seeing the students upset or crying, but when you see tears on the last day because they don’t want to leave it’s a good sign that we’ve all done our jobs. Talking to the students throughout the week and listening to their stories is another highlight, but when they tell you that before Winter School, they had no idea what they want to do when they leave school but after participating in the program, it’s made them realise how important education is and what they can achieve if they put their minds to it – just makes it all the more worthwhile. We’ve already had a number of enquiries from year 12 students who participated in the program about studying at UNSW next year and that’s a bonus. We’ve also had emails from parents and some of the students themselves telling us how much of an impact the program has made on them, so for our team, that’s really what it’s all about.” Cheryl Ah See, Nura Gili Winter School Coordinator

Each year Indigenous students in years 10, 11 and 12 spend NAIDOC week at our residential program designed to provide students with the opportunity to experience what university life is all about, through participation in academic lectures and tutorials, presentations, study sessions, team building activities, interacting with university staff, current students and fellow applicants, cultural activities and more.. Students elect to spend three days learning about one of the following: Built Environment (Architecture, Construction and Design); Business; Education; Engineering; Indigenous Studies; Law; Medicine; Performing Arts;Science; Social Work; Visual Art.

Nura Gili Academic Dr Reuben Bolt giving his lecture on Identity for all the Winter School students.


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Celebrating our students, alumni, staff and programs across all our communities 10

by Meg Mumford, SAM IWS Program Co-ordinator This year SAM and the Creative Practice Lab staff offered our 6th program within the annual UNSW Indigenous Winter School. Students During the 3-day SAM program (9-11 July) we worked together with a group of 12 inspiring Performing Arts students and 2 wonderful student mentors – Pat Goulding who is currently studying Law, and Rianna Tatana who is in FASS and who we have been very fortunate to have in both Theatre & Performance and in Dance Studies. This extremely engaged cohort brought a wide array of skills, interests and stories from their diverse locations across Australia, including: Bankstown, Dubbo, Glebe, Griffith, Inala (QLD), Lalor Park, Lismore, Menindee, Muswellbrook, New Lambton, Petersham, and Richmond Hill. Staff and Events In return we offered an opportunity to work with 10 UNSW staff, including 7 SAM staff, and to experience the following events: -

an animation class (Alyssa Rothwell) a writing for performance workshop (Bryoni Trezise) an English Studies life writing tutorial (Fiona Morrison) a dance workshop (visiting artist Raghav Handa) a dance workshop and introduction to Dance Studies at UNSW (independent artists and UNSW staff Nalina Wait and Victoria Hunt) a library tour (Clare MacKenzie) a Theatre and Performance Studies lecture on drag (Carol Langley) a Meyerhold movement with costume workshop (Meg Mumford)

Students were also introduced to vocational possibilities in the arts through: -

a career story session (Jennifer Beale, Su Goldfish, Meg Mumford) an extensive backstage tour of the Sydney Opera House organized by Frank Newman , S.O.H. Education Specialist. During the tour students heard from a stage manager about the nature of her work, and experienced the finalization of an opera set, the nature of two of the venue’s theatres (including dressing room and sound and lighting areas), and parts of a Sydney Symphony recording session.

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On the Sydney Opera House Tour with Steve

With SAM program convener, Meg Mumford, at Circular Quay

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Student Feedback At the end of the SAM program, the students were asked: ‘Has the SAM program made you think differently about what you want to do after school?’. Responses included:    

‘Definitely. Before I came to Nura Gili I had given up on dance and performing arts. Hearing everyone’s pathways and decisions they had made in life opened my eyes to multiple choices and I thought I don’t just have to do one thing in life.’ ‘I’ve always wanted to dance (Hip hop) and yes, it makes me want to come back here when I finish school.’ ‘Yes, because it has opened my mind to the other forms of performing arts.’ ‘I already wanted to go to Uni but now I have more insight into what courses I want to take and how I can get there.’

Such responses demonstrate that students valued the program as an event that gave them a rich exposure to arts disciplines, as well as enhancing their motivation to gain entry into tertiary education. Both their formal and informal responses also made clear that they had found the SAM program very stimulating, and that they had particularly enjoyed: the differences and overlap between the diverse offerings within SAM; the stories about career paths in the performing arts; and the opportunity to think about and experiment with a great range of creative practices. Thanks Warm thanks to Su Goldfish, who organized the contact with Frank Newman at the Sydney Opera House, to both Su and Jennifer Beale for their input into the excursion and the event as a whole, and to all the generous SAM, CPL and Nura Gili staff and students who participated this year and in the previous incarnations of this program.

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Celebrating our students, alumni, staff and programs across all our communities 14

“The incredible things I've seen, the amazing people I've met have absolutely made this one of the best experiences I've ever had. I can't believe just five days ago I was convinced I was leaving Year 11 to get out of school, but the things I've experienced and learnt here have taught me that one more year is definitely going to be worth it. This week has given me something to strive for that I never had before. I never really had a path to follow but Winter School has helped me to build it. I will never forget this week!" Ben Enderby, Winter School year 11 student from Newcastle. Ben elected Built Environment.

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UNSW Built Environment hosted seven Indigenous students from across NSW as part of the Nura Gili Winter School.

Students at Paddington Reservoir

Current Built Environment students led activities including site analysis, drawing, virtual model making and building giant structures from large interconnecting foam mats. Thought provoking design exercises encouraged students to challenge their ideas about the built environment. Students then took their learning out of the classroom with a visit to Prince Alfred Park, Carriageworks, Paddington Reservoir and an underground tour of the John Holland Group construction site at the Sydney Opera House.

Underground at the John Holland Group construction site

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Patrick Franklyn, a Sydney Landscape Architect offered to tour the students through the city. His technical and historical knowledge combined with industry connections proved invaluable. According to Patrick, 'The Winter School program connects students to people in industry who are passionate about what they do.' 'If you’re deciding what career path to choose, I think it’s really important to visit well designed projects and meet people who inspire you,' he said. The Nura Gili students liaised with current industry professional throughout the three days. The students learnt about the redevelopment of Prince Alfred Park with Sue Barnsley Design. TZG Architects opened their doors to give students an idea of what a working studio looks like.

Myles Mallison

A special thank you to Patrick Franklyn, Kit Ku from the Government Architects Office, Mitch Stevens from John Holland Group, Sue Barnsley from Sue Barnsley Design, Arthur Little from AIME, Jeremy Hughes from TZG Architects, BE student ambassadors, Nura Gili supervisors, staff and everyone who took part in making the week a success. Story and images provided by Elizabeth Roberts, Community Engagement and Marketing Officer, UNSW Built Environment

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Dave Pross, Nura Gili Researcher was really impressed with the Winter School students – how much interest they showed, the questions they asked: “It felt really invigorating spending the 3 days with these kids. They have a vision and plans for their future making the most of opportunities that are around now which we didn’t have. ” As part of the program Winter school students who elected Indigenous studies went on a coastal walk including site visits and a lecture by Dave about the history of the Mooney Mooney site. He shared how he and a group had visited the site, spending a week tracing some of the oldest engravings in the east coast that have ever been recorded. He shared how archaeologist Fred McCarthy who had been the Head of the Australian Museum had been there 61 years earlier and recorded the sites. Fred had thought there were some figures but was unsure. Dave and his group identified the figures and developed plans for management of the sites which were then adopted by NSW National parks

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“one of the most deadly and inspiring programs or things that I have ever taken part of in my life and means so much to come somewhere where you barely know anyone but by the end of the week they pretty much become friends for life or like family”

“a life-changing program that gives young Aboriginal students in year 10, 11 & 12 an open eye of what uni is like”

“a place to turn your life around, to inspire you to keep going and to get you to where you want to be”

“Education is the best!” Excerpts from Winter School students who elected Education.

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As part of their School of Education experience, the students completed practical activities to examine what an effective teachers is, how different students learn, how to plan an effective lesson and explored the use of technologies as a resource to support effective teaching. The students explored Prezi Tagzedo, Wordl,, Popplet, YouTube, Edmodo and more. The students were inspired by the teaching stories of Peter Holcome and Lizzy Mayers, Indigenous Teachers, currently teaching English and History in Sydney schools, who also provided information on scholarships and sources of support for Indigenous students. We are proud to host the educational component of the UNSW Winter School for Indigenous students organised by Nura Gili. This year, twelve high school students from New South Wales and Queensland spent a week learning about life at University and what it would be like to study Education and become a teacher. Special thanks go to Sean Westbury, an Indigenous student studying medicine at UNSW and Lizzy Mayers, who were the Nura Gili appointed supervisors of the group for the week. A welcome addition to the program this year was the UNSW fourth Year Education Student Mentors, who volunteered their time, provided information on what it is like to study Education at University and ran a series of workshops on what effective teachers do. Thank you to: Lily, Mira, Amy, Peter, Noura, Alex, Carly, Cecelia, & Shaheena. Thank you to Chris Davison and Terry Cumming who gave very entertaining and enjoyable workshops in their respective areas of expertise, providing a source of inspiration for the students to become teachers. We visited the UNSW Library and had an excursion to the Herbarium and the Botanical Gardens, where we went on an Aboriginal heritage tour guided by Aboriginal Educators Clarence Slockee and Henrietta, who pointed out trees and shrubs significant to Aboriginal people. The visit to the Tigger’s Honeypot Pre-school enabled the practical experience of working with children and was also a hit. Thanks also go to all the 'behind the scenes' School of Education staff who also helped so ably with preparing the resources to help the event run so smoothly. We all enjoyed working with such a motivated group of young people during the Winter School. Hopefully these aspiring teachers will maintain this enthusiasm and commitment to teaching, and in the next five years or so we will see more Indigenous teachers in schools across Australia. Dr Susen Smith, Adjunct Senior Lecturer in Learning, Teaching & Gifted Education, School of Education, UNSW.

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Law Winter School students visited the commercial law firm Gilbert+Tobin on Thursday 11 July. The group enjoyed the harbour and city views as well as a delicious lunch. There was ample opportunity to talk to people working at the firm, from Danny Gilbert himself (one of the founding partners) to senior lawyers, recent law graduates and people working in technical and other support roles. This annual excursion is always inspirational and a highlight of the Law Winter School program. Jeni Engel Co-ordinator LLB Indigenous Support Program, Adjunct Lecturer Faculty of Law, UNSW

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Winter School was another success for the Medicine Faculty where 17 students enjoyed learning more about the Medicine program at UNSW. For three days of the Winter School week, the Rural Clinical School organised field trips, including a visit to the Emergency Department at St Vincent’s hospital, a plastering session with the physiotherapist and a visit to the Simulation Training Centre. The Simulation Centre is where training doctors and nurses work on a mannequin, which has been programmed to fit patient profiles. It’s programmed to breathe, has a pulse and can respond to intravenous drugs, CPR, defibrillation and many other procedures. The students were also taught how to suture and practice taking blood pressures under the guidance of current students. This year they also participated in a Biochemistry Lecture and attended an Anatomy class that was in progress with 5th year current students in the wet labs. They also visited the Museum of Human Diseases where they do an audio tour looking at different organs of the body that have been effected by disease. Here’s a photo from our field trip to St Vincent’s Hospital, Darlinghurst, where the students took part in a tour of the Emergency Department and the Simulation Training Centre. They also had a clinical skills session on plastering. It always is a good look when 17 students board the bus back to the University with onlookers wondering why so many have broken arms! Genevieve McKay, Rural Clinical School - Sydney Campus, UNSW Medicine

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Celebrating our students, alumni, staff and programs across all our communities 23

by Caitlin Trindall Nura Gili Engineering student and Winter School supervisor

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Bright and eager on their first day of Winter School 2013, our group of 11 future engineers were a charismatic, cheerful, excited and loveable bunch from all along the east coast of Australia, and branching along and out to the bight down south too. After the welcome and NAIDOC Ceremony, our engineers speed dated each other and broke the ice with just about every fact they could think about themselves. We discovered loves of footy, party tricks of spelling long words and who had and hadn’t been to winter school before. We also noted how incredible the ratio of girls to boys was at 7:4 for an engineering group, breaking the norm. The day advanced and the engineers parted their ways for the day to allow for the Indigenous games. But not for long, as after a battle for their respective houses, the engineers were reunited again the next day. Tuesday saw a morning of faculty welcomes followed by lectures on mining engineering. Probably one of the most impressive aspects of this session was the interactive 3D 360 mine the students and supervisors were able to be a part of. We ducked and weaved through a simulated mine, identifying hazards and overcoming these problems. This was followed by a visit to the soccer playing robots. A visit to Ultimo was the cherry on top to conclude our Tuesday, delving into the unknown workings of the ABC Studio. Highlights of the week continued the next day, with a visit to the Selleys and Dulux factory in Padstow, incorporating chemical engineering. At this stage many different career choices had now been considered and changed amongst the students as they learnt more about what they were passionate about. The middle of our week continued through lectures back at uni including a visit to UNSW’s solar car, and an exclusive trip to the roof of the Tyree building. Thursday rolled around with biomedical engineering, electrical and petroleum. Again, the highlights continued as the students embarked on riding a Segway, and some students overcame their fear and turned out to be some of the best riders of the group in the end. Friday was a great wrap up for our young engineers with faculty presentations and graduation. Winter School was a learning experience in academia for the students with the engineering faculty and an opportunity for personal growth. The career directions a number of the students considered throughout the week drew on discovering further what interested them and delving further into aspects such as identity, covered by Dr. Reuben Bolt on their first day at Winter School. As supervisors, we definitely enjoyed and appreciated our time with our faculty group and know that we lead a bunch of kids who were passionate and grateful about their experience during the week of the 2013 Nura Gili Winter School. Caitlin Trindall

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Celebrating our students, alumni, staff and programs across all our communities 26

During their week at winter school, UNSW Science faculty students had the opportunity to participate in a variety of fun, interactive and unusual activities. Our group consisted of 11 students who were all eager to know more about what UNSW had to offer and specifically, what they were able to do within a science degree here. On the first day with the Science faculty, students met some of the faculty staff and students and heard about their jobs and experiences within the university. After these formalities the students were taken on a campus tour, which much to their dismay included walking up almost every set of stairs at UNSW !. Despite the abundance of stairs the students really enjoyed seeing the different UNSW facilities and facilities - especially Boost and Subway on campus. After their tour, the students participated in their first hands on activity. This was hosted by the Young Scientists of Australia (YSA) group who had prepared four experiments for the students to participate in. The first of these was preparing an indicator which they then used to test the pH level of various household products to determine whether it was an acid or base. The second experiment tested their cooking abilities and had them making sherbet. Some students were satisfied with their concoction however for the most part students discovered that making sherbet requires a greater level of expertise than one might think. The third experiment was by far the most messy, and fun. The students made slime which was extremely runny when touched slowly but almost solid when touched quickly such as being punched. The final experiment was a demonstration of liquid nitrogen where the YSA staff showed our students how it is possible to use liquid nitrogen to make ice cream. The students loved the ice cream so much they were going back for seconds, and thirds and fourths.... After lunch the students went on a tour around the UNSW library and ended their day with a visit to the Museum of human disease which they found very interesting and informative. The second day with the faculty of science began with a chemistry lab where the students participated in a variety of experiments including their most favourite- elephant toothpaste. The students were amazed not only the demonstrations and experiments but also by the size of the lab. The students also participated in their first uni-style lecture which centred around fire. After lunch the students heard a lecture on astronomy- lying on comfortable pillows and gazing up at the stars in a dome which recreated the night time sky. Finally the students got to watch their dreams come true with stuff "blowing up" at another seminar hosted by the YSA. On their final day with the Science faculty, the students had the opportunity to explore the optometry clinic at UNSW - some of them even receiving an eye test. After morning tea, the students headed to the Australian Museum in Sydney where they were able to get hands on with an array of Animals- such as crocodiles, snakes and owls. The students also saw behind the scenes with a tour of the labs to see what the scientists at the museum do. This was followed by a tour of the dinosaur exhibition. The visit ended with a talk about snails and our students dissecting a snail. Overall the week was not only fun and different for the students it was a first-hand glimpse of uni life and more importantly- Science at UNSW, which the students will be able to take away with them. Murrie Kemp and Katherine Watson 2013 Winter School supervisors for Science. Celebrating our students, alumni, staff and programs across all our communities 27

Our Business Our Future Australian School of Business “This has opened my eyes to a massive spectrum on what ASB offers – everything from the forum to the business breakers it was amazing!” Jay Edwards, Year 11 “Not only the delightful and welcoming staff at ASB however the sheer effort put in for us participants to gain a taste in a broad range of areas in such a limited time. Most and foremost: the introduction to networking with such prestigious people.” Kane Dennis, Year 12.

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One of the highlights at the Australian School of Business was at our ASB Community Forum on Thursday 11th July 2013 held in the ASB Lounge. This day provided a pivotal platform for Indigenous Winter School students who had elected Business to network and explore firsthand what ASB offers our students across the Accounting, Banking and Finance Sectors. With insights into our ASB degrees and Indigenous programs; including opportunities in industry engagement - internships, networking evenings, career advice, mentoring, graduate programs and involvement with national initiatives such as the Indigenous Accountants Australia Project and the Diversity Council of Australia’s National Indigenous Corporate Network. Speakers included: ASB Dean, Professor Geoff Garrett; National Relationship Manager – Indigenous Strategies, Gavin Tye; Diversity Council of Australia’s- Amber Roberts; ASB Head of the School of Banking & Finance, Associate Professor of Finance, Jerry Parwada; ASB Accounting Lecturer Brian Burfitt; Future Map’s Alisdair Barr, Indigenous Business Australia’s Rebekah Munday and current ASB Indigenous students Sarah Hyland, Damian Shannon and Ben Eisikovich. Gavin Tye whose national role is heading up the Indigenous Accountants Australia (IAA) project also announced at the forum that Sarah Hyland, ASB Indigenous student, soon to be graduate, had successfully secured, over stiff competition, the National Project officer role for the IAA project, funded by Australia's joint accounting bodies (JAB): CPA Australia, the Institute of Chartered Accountants in Australia and the Institute of Public Accountants. We also launched ASB’s new guide for future Indigenous students In addition to our key speakers participants were involved in interactive business simulations, goal setting activities, case studies and panel discussions with representatives from our current Indigenous students, academic and professional staff from ASB and Nura Gili, industry leaders and mentors, including Indigenous role models, working alongside our participants exchanging ideas and expertise. As Damian Shannon, who emceed the day alongside Sarah Hyland, emphasised in the introduction to the forum there is a real need to attract and support more Indigenous business professionals to really change the landscape and lives for more Indigenous Australians: “The underrepresentation of Aboriginal and Torres Strait Islanders in the accounting and finance sectors is an issue that has a broad effect on individuals and communities as a whole. The lack of financial knowledge within Aboriginal and Torres Strait Islander communities leaves them open to financial exploitation. Encouraging financial inclusion and building financial literacy is a critical element addressing broader challenges indigenous communities face in health, housing, education and employment. While financial security is a cornerstone of the accounting profession, Indigenous communities can also create ‘knowledge wealth’ by sharing information that provides education and development opportunities for future generations. Rebecca Harcourt summed Celebrating our students, alumni, staff and programs across all our communities 29

it up best: ‘the currency of business knowledge and practice is key when it comes to selfdetermination”. Events like today are imperative to achieving a direct increase in the national base number of Indigenous accountants and professionals within the banking and finance sectors. “ The feedback and evaluations from our Winter School Indigenous high school participants who had spent much of the week with ASB strongly indicated how much they gained from the program where they engaged firsthand with a taste of activities and seminars drawing across a number our teaching programs including: business ethics, management, information systems, accounting, marketing, banking and finance, social enterprise, economics as well as academic development, professional industry links and opportunities. Many commented that the program exceed their expectations and provided insights into the spectrum of opportunities of study and career opportunities they would like to pursue and how welcomed they felt within the faculty. With participants questions ranging from: how they can they follow up their undergraduate degree to do a PhD in Economics, can they do a dual degree in Finance and Information Systems, can they major in Management and secure Industry placements in the Arts and when can the apply for UNSW Indigenous Pre Programs in Business –these students are serious contenders to study at tertiary level and pursue professional careers in business. Our theme for our ASB Winter School program is Our Business Our Future and as I handed out their certificates at the Nura Gili’s Winter School Graduation ceremony, with over 200 people present, the smiles of pride on each of their faces echoed that they were up to the challenges ahead and had no doubt that with hard work, tenacity and belief in themselves, the future was definitely in their hands. Special thanks to all involved in particular Dylan Booth and Yanti Ropeyarn our Winter School Supervisors who contributed so much and mentored our Winter School students throughout the week.

Rebecca Harcourt, Program Manager Indigenous Business Education, ASB.

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Where did you grow up? I was born and raised in Sydney and spent most of my childhood growing up in Redfern known as ‘The Block’. I now reside in Malabar close to La Perouse. What year did you begin working at Nura Gili? I started working at Nura Gili in April 2008 as a trainee. You began as a trainee and now you are a Student Services Assistant, can you share the different roles and experiences you’ve had working here at Nura Gili? For the first 12 months, I was a trainee and completed a cert III in business admin. With the training I learnt through TAFE, I was able to demonstrate some of the day-to-day tasks which was basic office admin. After completing my certificate and experiencing my first year in the workforce, I was given the opportunity to join the student services team to facilitate the ITAS program. Can you share some insights about your current role? I am now the student services assistant / ITAS officer and my main role is to administer the Indigenous Tutorial Assistance Scheme (ITAS). My responsibilities is to allocate tutors with our students, processing student and tutor registrations, facilitating cultural awareness training for our tutors and many other day-to-day tasks that assists with the programs we run at Nura Gili such as winter school and pre programs. Facilitating the ITAS program is a big challenge itself. I’ve worked on this program for almost 4 years and each semester, student and tutor registrations have increased quite a bit! I remember in 2010, there were 53 students applying for a tutor – and now as of semester one 2013, we’ve had 127 students applying. It is such a great program for our students to use during their studies and it really gives them that extra needed support.

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Can you share some of your highlights about working at Nura Gili? I’d have to say winter school is one of the biggest highlights each year for me – to see our young Indigenous kids experience university life and (by the end of the program) take the next step in furthering their education to reach their dream goals. I feel proud to be part of a team that runs such a successful program. Another highlight would be Indigenous Uni Games. It’s always a fun experience to be with the students competing in sports against other universities around Australia. As well as working here you are a deadly artist – can you share about some of the artworks and designs you’ve done around the university and local communities? I love Aboriginal art and design – it’s always been a hobby of mine since childhood. I have one of my artworks on a Sydney Transit Bus which can be spotted in and around the city through to La Pa. I made this design back in high school (2007) in celebration for NAIDOC week.

Dennis in front of his design featured on a public Sydney bus.

Painting with students at Matraville Sports High School 2009.

One of the highlights with my art is being able to share it with others so I always love getting out to schools to paint with the kids – it’s always a great experience to see students create their own artworks and sharing stories around the table.

Sydney Childrens Hospital School 2010

Sydney Childrens Hospital School 2013

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I also made a design for this year’s winter school hoodie. The designs symbolise campsites or significant areas where people take on their journey of life. This is the story behind the design about winter school: Starting from the bottom, the students begin their journey from home and as they travel half way, they are given the opportunity to experience another life. The knowledge they have learnt will then lead them higher to success and to greater opportunities in the future.

As an artist who’s your inspiration? I’d have to say Mum, Vicki Golding is my inspiration. She’s achieved a lot in her life with art. She’s done artworks for ABC and many Sydney-based companies and communities – she even made a painting which my Nan presented to the Queen during her visit in 2006. Most recently, she designed Johnathan Thurston’s (NRL Superstar) headgear for the 2012-2013 Indigenous All Stars Rugby League Match. She’s the one who passed me the paint brush and canvas years ago when I was little. I’ve became an artist because of her and I thank her for passing that down to me. What does Nura Gili mean for you? To me, Nura Gili means a place where you can feel comfortable, safe and supported. It’s important we keep this at our centre because many students were used to getting these three things back in their home towns. So coming to university would be a huge change from that and so Nura Gili keeps that environment for the students and also for the staff. I stick with the meaning of our logo and the name of our centre – Nura Gili, which means (in the language of the Eora nation) place of fire and light. If you could see into the future what do you think you’ll be doing in five years’ time? By that time, I want to have a Bachelor of fine arts. After studying, I’d like to start work on my own small business of exhibiting contemporary Aboriginal art and design. Interview with Rebecca Harcourt Celebrating our students, alumni, staff and programs across all our communities 33

Yale MacGillivray Final year Media / Fine Arts

Quinton Vea Vea nd

2 Year Exercise Physiology

Laura Fitzgerald 5th Year Medicine

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Built Environment

Business Celebrating our students, alumni, staff and programs across all our communities 35



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Indigenous Studies


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Performing Arts

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Social Work

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Visual Arts

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Bryce Hayward & Aretha Hill

Opening Ceremony Nura Gili student MC: Ganur Maynard Christine Forster , Senior Lecturer Faculty of Law Jayde Hagan, Nura Gili student Leearna Williams, Student Recruitment Officer Nura Gili Formal Dinner Nura Gili student MCees: Corey Smith & Tjanara Talbot Professor Iain Martin, Deputy Vice Chancellor, Academic UNSW Bill Buckley Academic advisor, Nura Gili, Yale MacGillivray, Quinton Vea Vea, Laura Fitzgerald Nura Gili students Rhyan Clapham, Nura Gili student Shane Phillips, Local Hero – Australian of the Year 2013 Graduation Ceremony Nura Gili student MCees: Kyron McGrath & Rianna Tatana Michael Peachey, Head of Student Services, Nura Gili Aaron Collins Nura Gili student Bryce Hayward & Aretha Hill, 2013 Winter School participants Shaarn Hayward Nura Gili student Head of Night Winter School Supervisor Scott Parlett Nura Gili student Head of Night Winter School Supervisor Celebrating our students, alumni, staff and programs across all our communities 41

Kate Sinclair, Winter School Female Spirit Award Winner 2013 Mark Thorne Winter School Male Spirit Award 2013 Pemulwuy Winter School Winning House Award 2013

L-R Shaarn Hayward, Kate Sinclair and Aaron Collins

Mark Thorne and Aaron Collins Celebrating our students, alumni, staff and programs across all our communities 42

Nura Gili Indigenous Programs Unit staff would like to thank each of the supervisors of this year’s program. All of our supervisors are either current students or Alumni of the University of New South Wales and their work was essential so that all participants in the program were provided with a safe and healthy environment. Apart from the team at Nura Gili and the relevant staff in each faculty, supervisors make up a very important component of Winter School. Each faculty has two allocated day supervisors and there are also dedicated night supervisors who stay on campus each night for the duration of the program. The program wouldn’t be able to be a success without the work carried out by each of the supervisors – they not only provided high level supervision to the students attending the Nura Gili Winter School program, but were also involved in the activities with the students and provided advice on the different pathways that they took to come through to the University. Jeremy Heathcote, Indigenous Employment Coordinator, Nura Gili Built Environment Business Education Engineering Indigenous Studies Law Medicine Performing Arts Science Social Work Visual Arts Nura Gili

Linda Kennedy Yanti Ropeyarn Liz Mayers Caitlin Trindall La Toya Pinner Cynthia Ceissman

James Bibby Dylan Booth Sean Westbury Leon Oriti Paul Ryan Ganur Maynard Blake Stuart/Guy Dennis Rianna Tatana Patrick Goulding Katherine Watson Murrie Kemp Jenavive Westbury Corey Kumar Lowanna Moran Kyron McGrath Riley Bennett

NIGHT SUPERVISORS Shaarn Hayward Scott Partlett Brylie Frost Kelvin Brown Tjanara Talbot Corey Smith Rebecca Davison Codie Martin Samara Hand Jacob Hyland Yale McGillivray Aaron Collins Laura Fitzgerald Quinton Vea Vea Demi Cheetham Rhiannon Keith Maiysha Craig Sharleigh Smith Celebrating our students, alumni, staff and programs across all our communities 43

Congratulations to Nura Gili student Tamara Kenny! Tamara won the Certificate in Excellence in Student Achievement by an Aboriginal Student at the Illawarra and South East Region 2013 Excellence in Education Awards "Tamara has been an outstanding ambassador for our school community. She is an intelligent and articulate young woman who is always polite, trustworthy and punctual. Her maturity, motivation and integrity will ensure she achieves excellence in her chosen field of endeavour. Tamara has been recognized for her achievements across the school and community. She was presented with the Eurobodalla Shire Council's Young Citizen of the Year and the Narooma Young Citizen of the Year respectively".

Congratulations to Nura Gili student Jonathon CaptainWebb! Jonathon received the most outstanding Soldier award at his marching out parade at the end of July 2013. He’s only the second Indigenous soldier to win this award. Interview with Jonathon coming in September’s Nura Gili News. The Eastern Region Local Government Aboriginal and Torres Strait Islander forum PAULINE McLEOD AWARDS PRESENTATION 2013

L-R Director of Nura Gili Professor Nakata, Mayor Waverly Council and Pauline McLeod Reconciliation Award 2013 winner Nura Gili’s Jeremy Heathcote.

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Each year, Aboriginal and Torres Strait Islander students who are enrolled in universities across Australia come together to participate in the National Indigenous Tertiary Education Student Games. The games are held at different locations each year, with 14+ universities competing to win the championship. Since its inception in 1995, the aim of the gathering has been to promote unity, interaction and friendly competition between Aboriginal and Torres Strait Islander tertiary students. The Games offer an opportunity to promote Aboriginal and Torres Strait Islander people and culture in a positive light, and each year the Games receive increasing exposure in both mainstream and Indigenous media. The games are a sporting competition but to the students it also serves as a meeting place which fosters new, and strengthens, existing academic and cultural links between Indigenous tertiary students from universities across Australia and further promotes Indigenous health and education for generations to come. 2013 will mark the 18th year for the games and is being hosted by The University of Western Sydney from 22 – 26 September at their Penrith Campus. Our aim is to enter four mixed gendered teams of 10 players to compete in Basketball, Netball, Touch Football, Indoor Soccer (Futsal) and Traditional Indigenous Games. Each year the team conducts fundraising activities and approaches organisations to help raise the funds that will allow them to participate. Their aim this year is to fundraise approximately $15,000 to allow 42 students + 2 UNSW staff members to attend.

We need your support!! We are currently looking for either financial support or gift donation. Financial sponsorship will go towards covering the costs and a gift donation will go into a raffle or as part of a hamper to be auctioned where the funds raised will also go towards covering the cost for the team’s participation. If you are interested in sponsoring team UNSW or would like to find out more information, please contact Leearna Williams or Dennis Golding on 02 9385 3805 or email Celebrating our students, alumni, staff and programs across all our communities 45

As some of you may know I have been working at the National Aboriginal Sporting Chance Academy (NASCA), as the Marketing and Communications Intern, since January this year. I've loved every moment of working with NASCA and really believe in the programs they run. As most of you know Aboriginal and Torres Strait Islander young people are still finishing school, entering into employment and going onto further education at significantly lower rates than non-Indigenous people. We need organisation like NASCA to be supported in order to change the trend.


NASCA entered a team in this year’s City2Surf. We ran / walked 14 kms from Hyde Park to Bondi Beach last Sunday the 11th of August. Team NACSA: Rebekah Hatfield, Joseph Ab Hanna (Law Student) and Rebecca Harcourt. It’s not too late to donate to Team NASCA via the following link All funds raised will go directly to NASCA, helping us to continue enabling Aboriginal equality and cultural pride. Stay Deadly! Rebekah Hatfield is a Nura Gili Student in her second year studying Law and Media at UNSW.

With the rest of Team NASCA running, I walked with my deadly sistas (right) who were walking for White Ribbon and UN Women. Here we are celebrating at the end of the race! R. Harcourt

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Saturday, 7 September 2013 from 9AM – 4PM @ UNSW Kensington Campus Open Day is your chance to see UNSW up-close and personal. Chat face-to-face with our academics and our current students - have all your questions answered. Find the right information to help you choose your ideal degree from Faculties and Schools; Learn more about life as a student at UNSW - including study costs, admission, accommodation, student services and more. Experience the UNSW vibe - grab some food, listen to some music, and get interactive with student and Faculty displays all over campus.

Come to Open Day - Explore the possibilities! To find out more about UNSW Open Day please visit

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Providing ‘you’ with a Pathway into the career ‘you’ deserve The university you choose needs to speak your language – and take you where you want to go with the best possible education, delivered by some of the smartest people on the planet. You’re an individual. And your university should be too. Here at UNSW, we’ve never stood still when it comes to giving students the best possible start to their higher education, that’s why we offer great entry pathway programs into UNSW for Aboriginal and Torres Strait Islander students. We know you have the skills, commitment and life experiences needed for tertiary studies!! Our pathway programs have been developed to provide you with the same opportunities as all students and to offer you the best chance to gain access to the career you deserve. We offer two pathway programs into UNSW:

Pathway 1: UNSW Indigenous Preparatory Programs (for entry into Business, Law, Medicine, Secondary Education or Social Work) For students who want to gain entry into Business, Law, Medicine, Secondary Education or Social Work. Pre-Programs are a four week residential program designed to provide you with a pathway into UNSW. In conjunction with UNSW faculties and schools the program has been developed to provide you with a steppingstone to your dream career, introduce you to university life within an environment that provides culturally appropriate support for you and to increase the participation of Indigenous Australians in higher education. Throughout the program you will be assessed on your commitment, attitude and aptitude towards your studies and your ability to participate academically in your selected discipline area. Pathway 2: UNSW Indigenous Admissions Scheme (for entry into all areas other than those offered in the UNSW Indigenous Preparatory Programs) For students who want to gain entry in Arts and Social Sciences, Architecture, Fine Arts and Design, Engineering, Science and Indigenous Studies. You will be invited to our Kensington campus for an interview which will be conducted by Faculty and Nura Gili staff members. You will be assessed on your life, work, educational and training experience, in addition to any formal qualifications. You will also be assessed on your capacity to study at a tertiary level in the area of study in which you have applied. This scheme has been developed to provide you with great support and to succeed in your university studies. APPLICATIONS FOR BOTH PROGRAMS ARE CURRENTLY OPEN. For further information on both programs and to download an application please visit To read about last year’s Pre Programs check out Edition 1 of Nura Gili News.

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The University of New South Wales (UNSW) is one of Australia's leading research and teaching universities, with 9 outstanding faculties that offer courses in a range of different study areas, UNSW is a great choice to undertake your degree. At UNSW, we take pride in the broad range and high quality of our teaching programs. Our teaching gains strength and currency from our research activities, strong industry links and our international nature; UNSW has a strong regional and global engagement. In developing new ideas and promoting lasting knowledge we are creating an academic environment where outstanding students and scholars from around the world can be inspired to excel in their programs of study and research. Partnerships with both local and global communities allow UNSW to share knowledge, debate and research outcomes. UNSW’s public events include concert performances, open days and public forums on issues such as the environment, healthcare and global politics. With 9 outstanding faculties, over 300 study areas, located in one of the best cities in the world, over 50,000 students from every country in the world and commitment to Indigenous education and research ‘make UNSW your first choice’ Faculty of Arts and Social Sciences Arts and Social Sciences is a recognised leader in arts, social sciences and, humanities teaching and research. With leading academics and industry experts, we offer you professionally relevant degrees and internationally recognised research opportunities. Study Areas: Arts, Australian Studies, Criminology, Dance, English, Film, History, International Studies, Indigenous Studies, Journalism, Languages and Linguistics, Media, Music, Performing Arts, Philosophy, Politics and International Relations, Secondary Education, Social Science, Social Work, Sociology and Anthropology, Theatre and Performance Studies. Australian School of Business Recognised as one of the top business schools in Australia, our business degrees have been designed for the very best students, and suit a variety of career aspirations and interests. We offer you a flexible and creative teaching environment that ensures learning is cutting edge, and will connect you with some of Australia’s leading business experts to support your professional ambitions. Study Areas: Accounting, Actuarial Studies, Business Law, Economics, Finance, Human Resource Management, Information Systems, International Business, Marketing and Taxation, Faculty of Built Environment Built Environment is where the brightest students from around the world converge to study design, planning, construction, management and impacts of man-made buildings and infrastructure. We focus on the design, management and delivery of the 21st-century city and all its landscape, interiors, urban fabric and industrial design. Study Areas: Architectural Computing, Architectural Studies, Construction Management and Property, Industrial Design, Interior Architecture, Landscape Architecture, Planning

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College of Fine Arts (Paddington Campus) As Australia’s premier Art, Design and Media school, COFA will help you unleash your creative potential, develop your skills and carve a niche that will set you up for a successful life as a professional artist. Study Areas: Art, Art Education, Art History, Design, Media Arts, Fine Arts Faculty of Engineering The Faculty of Engineering at UNSW is the largest in Australia, with the widest range of undergraduate degree choices, numerous scholarships and strong links to industry. We offer you 26 undergraduate degrees as well as several dual degrees. You will have the opportunity to take part in various student-led projects such as building solar cars; designing formula-style racing cars; and competing in the international Robocup soccer league. Our graduates are professionally accredited to work in Australia and around the world, and are offered jobs in the private sector, consulting, finance, government, academia and more. Study Areas: Biomedical Engineering, Bioinformatics, Chemical Engineering, Civil and Environmental Engineering, Computer Science, Electrical Engineering and Telecommunications, Mechanical and Manufacturing Engineering, Mining Engineering, Software Engineering, Surveying and Spatial Information Systems, Photovoltaic and Renewable Energy Engineering Petroleum Engineering Faculty of Law UNSW Law School offers the highest-rated law degree in Australia. Founded over 40 years ago, we constantly strive to lead and inspire change through public engagement and outstanding research. We will enable you to apply a rigorous, socially-responsible legal education to a diversity of careers. Study Areas: Law UNSW Medicine UNSW Medicine is one of Australia’s largest and most prestigious medical schools and offer innovative and unique teaching with links to some of Australia’s leading teaching hospitals, in both urban and rural NSW. We have an enviable track record in cutting-edge medical research and provide facilities that are world class. The Bachelor of Exercise Physiology is a recent addition to the Faculty’s well-established six-year undergraduate Medicine curriculum leading to the awards of Bachelor of Medicine and Bachelor of Surgery (MB BS). Study Areas: Medicine, Exercise Physiology Faculty of Science The Faculty of Science offers specialist degrees such as Psychology, Optometry, and Medicinal Chemistry, as well as degrees that allow students to explore the breadth of science before selecting a major. If you have a curious mind, want to learn from world renowned researchers and need a degree that is relevant to current issues, look no further than Science at UNSW Study Areas: Anatomy, Aviation, Biology and Biotechnology, Chemistry, Earth and Environmental Sciences, Ecology, Food Science, Genetics, Geography, Marine Science, Materials Science, Mathematics and Statistics, Medical Science, Nanotechnology, Neuroscience, Optometry and Vision Science Pathology, Pharmacology, Physics, Psychology, Physiology Australian Defence Force Academy (UNSW Canberra) At the Australian Defence Force Academy (ADFA) in Canberra, UNSW offers undergraduate degrees in arts, business, engineering, science, and technology as part of training for midshipmen and officer cadets of the Australian Defence Force (ADF). Study Areas: Arts, Business, Engineering, Science

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“I want students to walk away from us believing that they have the ability to be anything they want to be as long as they have a dream and they never give up” Leearna Williams.’

Each year Nura Gili attends Indigenous and non-Indigenous careers expos and conducts our ‘Light and Fire’ presentations at schools and TAFEs as part of our Recruitment and Outreach activities. We travel throughout Sydney and across Regional NSW. The careers expos provide us with the opportunity to share information about Nura Gili and UNSW with prospective students and members of the community. Nura Gili invites schools, TAFEs, individuals and organisations to visit our Kensington campus where we conduct our presentation with you, including a tour of the UNSW campus. Visit us at Balnaves place- Home of Nura Gili and we will provide you with a great opportunity to learn firsthand more about Nura Gili’s programs, entry pathways and all about the different programs you can study with us Let us know if would like us to have a stall at or your school, TAFE, organisation or expo and if you would like to visit us here on campus Leearna Williams Nura Gili Student Recruitment Officer For more information please contact: Nura Gili on (02) 9385 3805 or email Celebrating our students, alumni, staff and programs across all our communities 51

Nura Gili provides pathways to learning opportunities that embrace Indigenous knowledge, culture and histories. Nura Gili strives for excellence in educational services and works towards assuring participation and access to all the programs it offers. The staff and students at Nura Gili support community outreach programs to actively spread the message of the availability of tertiary studies. Staff and students also work to promote the centrality of arts, culture and heritage for Aboriginal and Torres Strait Islander Peoples - throughout UNSW and the wider community. The words Nura Gili are from the language of the Eora Nation, Nura meaning ‘place' and Gili meaning ‘fire/light'. Nura Gili at UNSW brings together these concepts to create the meaning ‘place of fire and light'. The theme of place remains important to the many cultures of Indigenous Australia. The University of New South Wales acknowledges and recognises the very place that we have all come together to work, share, study and learn as the traditional lands of three separate Aboriginal communities: the Bedegal ( Kensington campus), Gadigal (City and College of Fine Arts Campuses) and the Ngunnawal people (Australian Defence Force Academy in Canberra). The site of UNSW is located near an 8000 year old campsite around which the people of the area taught culture, history and subsistence. From an age old past through to the present the site holds significance as a place for gathering, meeting, teaching and sharing. The concept of a fireplace and fire in general reflects the warm, relaxed and nurturing environment created by age-old fires many years ago, and recreated today by the staff and students of Nura Gili. The shared inspiration , drive and purpose for the staff and students of Nura Gili is that they belong to a community on campus where there is a fire burning, where people come together to share, as has been done for thousands of years. Nura Gili values the potential that education can offer, and with the theme of the fireplace in mind, we invite Indigenous and non-Indigenous people to gather, learn and share together, to light a torch of their own, to guide them, and light their way as they create their own journey.

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Celebrating our students, alumni, staff and programs across all our communities 53

Nura gili news edition 6 august 2013  
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