RMIT's I Belong engagement program: learnings and challenges

I Belong is RMIT's dynamic approach to inspiring and building tertiary engagement for secondary students. I Belong program has developed deep discipline themed programs, aligned with industry partners across the city of... [ view full abstract ]

I Belong is RMIT's dynamic approach to inspiring and building tertiary
engagement for secondary students. I Belong program has developed deep discipline themed programs, aligned with industry partners across the city of Melbourne. The scale has grown from a pilot of under 100 students in 2011 to 3770 participating in the deep, multi day mini tertiary experiences in 2014, working with students from year 9 – 12.

I Belong grows RMIT’s decade long SNAP school partnership framework, (an inclusive admissions priority access commitment) across 100 of the most disadvantaged secondary schools across metropolitan Melbourne and East Gippsland.

I Belong grew from consultation with school leadership, feedback on the program and the impact and opportunities it provides for students is highly positive. I Belong is distinctive due to its scale, breadth and focus on on-campus experiences for students.

I Belong program aims to develop student interest in a range of disciplines, careers, profession and industries, increase aspiration for and awareness of tertiary study, provide information about pathways, access schemes, and support services, increase student motivation, school achievement and retention and demystify city and university.

Implementing this work and supporting secondary schools in disadvantaged communities to mobilise for tertiary taster opportunities can be challenging. I Belong responds to key barriers to access to RMIT for students from disadvantaged schools and communities and addressing these barriers requires nuanced and multifaceted understandings of school relationship. The scale of the program also means there is a lot of planning and operational management and logistics of tasks.

This program is effective in increasing the tertiary aspirations of participating students and this can be seen through the student and teacher feedback. Enrolments through the inclusive admission access scheme are also increasing which also speak to the effectiveness of the work.