GEELONG CAREERS PRACTITIONER'S SEMINAR Michelle Berrigan - - PowerPoint PPT Presentation

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GEELONG CAREERS PRACTITIONER'S SEMINAR Michelle Berrigan - - PowerPoint PPT Presentation

Feb 04, 2024 252 likes •1.12k views

WELCOME TO THE GEELONG CAREERS PRACTITIONER'S SEMINAR Michelle Berrigan Marketing Division Deakin University CRICOS Provider Code: 00113B WHOS HERE TODAY? Michel chelle Berri Berrigan gan Senior Marketing Officer, Geelong

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Deakin University CRICOS Provider Code: 00113B

WELCOME TO THE

GEELONG CAREERS PRACTITIONER'S SEMINAR

Michelle Berrigan Marketing Division

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Deakin University CRICOS Provider Code: 00113B

  • Michel

chelle Berri Berrigan gan Senior Marketing Officer, Geelong Waterfront Campus

  • Hol

Holly T y Toyne yne Marketing Officer, Geelong Waterfront Campus

  • Jenn

Jenny R y Rowell ll Marketing Officer, Melbourne Burwood Campus

  • Roula Kar

ula Karakostas stas Senior Marketing Officer, Melbourne Burwood Campus

  • Curr

Curren ent De t Deaki akin S Students udents

WHO’S HERE TODAY?

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Deakin University CRICOS Provider Code: 00113B

OVERVIEW

Geel Geelong W

  • ng Waterf

terfront Campus nt Campus

Time Time Acti tivity ty 9.30 am Welcome and overview of the program 9.45 am Regional strategic direction 10.00 am The future of learning in higher education 10.30 am Morning tea 10.45 am Valuing diversity and enabling access @ Deakin 11.15 am New courses and initiatives in Geelong

  • Faculty of Arts and Education
  • Faculty of Business and Law
  • Faculty of Health
  • Faculty of Science, Engineering and Build

Environment 11.45 am Tour of Business and Law and new facilities

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Geel Geelong W

  • ng Waurn

urn Ponds Campus

  • nds Campus

Time Time Acti tivity ty 12.35pm Lunch and expo 1.20 pm Facilities tours

  • REACH building
  • Medical accommodation
  • Engineering labs

2.15 pm Return to Geelong Waterfront Campus

OVERVIEW

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Deakin University CRICOS Provider Code: 00113B

  • Pen
  • Presentation handbook
  • Evaluation form
  • Undergraduate course guide
  • Parent’s magazine
  • Functional calendar
  • Event flyer

YOUR SHOWBAG

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THE FUTURE OF LEARNING IN HIGHER EDUCATION

Kay Souter Learning Research and Evaluation

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  • “The best way to predict the future is to invent

it” ‐ Alan Kay, 1971

7

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BUCKETS, BOTTLES, FIRES

For the mind does not require filling like a bottle, but rather, like wood, it only requires kindling to create in it an impulse to think independently and an ardent desire for the truth.

Plutarch, On Lectur

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TRANSMITTING INFORMATION, FOURTEENTH CENTURY

  • http://medieval.la.psu.edu/img/medieval-lecture.jpg
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STATE-OF-THE-ART, MIT 2007

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IMAGINED WAYS OF LEARNING, 2008

11

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“when you look at this transition from brick and mortar

classes to online space, we should not strip away the experiential or social aspects of learning, but we should find a way to use a way to amplify them”.

Professor Amin Saberi, Stanford 2012

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http://www.ngv.vic.gov.au/collection/australian/painting/b/apa00291.html

DYSTOPIAS: MASS EXPERIENCES

13

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HIGHLY ENGAGING AND PERSONALISED LEARNING EXPERIENCES

– Using text, video, audio, film, high-quality graphics, 3D imagery and interactive technologies. – Online collaborative learning and project tasks and social media as the platform for collaboration and peer learning for students.

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UTOPIAS: PERSONALISATION

Rewriting ing the the futur future as inter as interacti ctive, c e, connect nnected, gl d, global

  • bal
  • Engagement pedagogy
  • Whole campus as a learning space; whole campus as a social space; reconfigurable

spaces

  • Dialogue, comfort, engagement in virtual and physical spaces
  • Flipping; Active Learning; Naked Teaching
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TWENTY-FIRST CENTURY PEDAGOGIES

  • Virtual and

Virtual and physi physical l al learning envir arning environments nments –Bl Blended, mul ended, multimedia, and imedia, and collabor collaborati ative l e learning: ‘Nak arning: ‘Naked’ ed’ teaching, ching, flipped classr flipped classrooms

  • oms

–Physi Physical l al learning envir arning environments desi nments designed gned for collabor r collaborati ation and n and acti active l learning arning –"The bi "The bigge ggest mistak mistake w e we made is when w made is when we l let books cr t books crowd out the d out the user users and s and libr librari aries bec s became a me a qui quiet place… t place…We need need to adjust adjust fr from

  • m

having conv having conver ersati sations in user

  • ns in users' he

s' heads ads to a a collabor collaborati tive envir environment nment” – To Tod C Colegrove, , Dir Director of DeLaM

  • r of DeLaMare Sci

Scienc nce and Engineering e and Engineering Lbr Lbrary,one of ry,one of the the fir first ac t academi ademic libr librari aries in s in the Uni the United S ed Stat ates es to to pr provide 3D e 3D printing printing –http://www http://www.engadget.com .engadget.com/2012/10/19 /2012/10/19/r /reshaping-uni haping-universities- s- thr through-3d-printing/ ugh-3d-printing/

16

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LEARNING ANALYTICS

  • Collecting, analysing and using of data relating to student learning so as to enable

personalised learning.

  • Adaptive learning: the adaptation of learning resources and activities in response to

learning analytics. intervention to provide an engaging learning experience

goal goal

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Evidence

3

Expectations

1

Experiences

2

Enhancements

4

LIVE THE FUTURE

Four key emphases in a quality cycle:

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content content teaching teaching ad hoc ad hoc

+www +www

Evidence

3

Expectations

1

Experiences

2

Enhancements

4

HOW IS THIS DIFFERENT FROM OTHERCURRICULUM MODELS IN HIGHER EDUCATION?

We might have focused on (and talked about):

eg what’s the syllabus? eg how many lectures? eg how many marks? eg improving units...

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Evidence for graduate employability

A BRILLIANT EDUCATION

Where students are and where they want to go

Personal, engaging and relevant cloud and located learning

through

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+www +www

Evidence Expectations

1

Experiences

2

Enhancements

4

FOR A BRILLIANT EDUCATION IN THE CLOUD AND ON CAMPUS, FOCUS ON…

3

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Systematic, systemic, courses

Mastering outcomes

Outcomes and standards

Personal connection

Experiences Evidence

3

Expectations

1 2

Enhancements

4

FOR A BRILLIANT EDUCATION IN THE CLOUD AND ON CAMPUS, FOCUS ON…

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  • 1. Specify the course
  • utc
  • utcome
  • mes expected in

discipline knowledge and generic skills as required in the Australian Qualifications Framework

DEAKIN’S GRADUATE LEARNING OUTCOMES

  • 1. Outc
  • 1. Outcome
  • mes and standar

and standards

DEAKIN’S GRADUATE LEARNING OUTCOMES

  • 1. Outc
  • 1. Outcome
  • mes and standar

and standards

  • 2. Specify the standar

standards required in those Course Learning Outcomes:

1 Discipline knowledge 2 Communication 3 Digital literacy 4 Critical thinking 5 Problem solving 6 Self-management 7 Teamwork 8 Global citizenship

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Exceeds Minimum Standards for Communication AQF level 7 Not yet

Determine the evidence required to demonstrate achievement of the standards

De Deakin akin’s Gr s Graduate Le aduate Learning Outc arning Outcome mes

  • 1. Evi
  • 1. Evidenc

ence, mastering , mastering outc

  • utcome
  • mes

De Deakin akin’s Gr s Graduate Le aduate Learning Outc arning Outcome mes

  • 1. Evi
  • 1. Evidenc

ence, mastering , mastering outc

  • utcome
  • mes
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Mastering outcomes

Evidence

2

Chal Challenge: e: re-imagine assessment tasks as

  • pportunities for students to cr

to create te evi evidenc ence that they are educ educated ated and empl employabl

  • yable

Using, for example: Badges Portfolios Simulations Games Evidence from assessment Evidence from experiences Focussing more on: Judging performance using Peer assessment Self assessment WIL assessment Determine the evidence required to demonstrate achievement of the standards

De Deakin akin’s Gr s Graduate Le aduate Learning Outc arning Outcome mes

  • 1. Evi
  • 1. Evidenc

ence, mastering , mastering outc

  • utcome
  • mes

De Deakin akin’s Gr s Graduate Le aduate Learning Outc arning Outcome mes

  • 1. Evi
  • 1. Evidenc

ence, mastering , mastering outc

  • utcome
  • mes
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Focusing on, for example: Face to face dialogue Tutoring Mentoring Coaching Role play Using, for example: Small and large events Analytics Meetups Hangouts Videoconferencing Learning experiences in the cloud and on location are per personal, engaging

  • nal, engaging

and r and relevant nt.

De Deakin akin’s Gr s Graduate Le aduate Learning Outc arning Outcome mes

  • 3. Experi
  • 3. Experienc

ences, per s, personal c

  • nal connecti

nnection

  • n

De Deakin akin’s Gr s Graduate Le aduate Learning Outc arning Outcome mes

  • 3. Experi
  • 3. Experienc

ences, per s, personal c

  • nal connecti

nnection

  • n
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Course enhancement: an evi evidenc ence-based appr

  • based approach
  • ach to systematically enhancing

co courses that showcase Deakin’s Agenda 2020 curriculum framework Mastering outcomes

Outcomes and standards

Evidence Expectations

1 2

Personal connection

Experiences

3

Systematic, systemic, courses

Enhancements

4

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Systematic, systemic, courses

Mastering outcomes

Outcomes and standards

Personal connection

Experiences Evidence

3

Expectations

1 2

Enhancements

4

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NEAR HORIZONS

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THANK YOU

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VALUING DIVERSITY AND ENABLING ACCESS @ DEAKIN

Merrin McCracken, Manager, Disability Services Kerry Tucker, Student Access and Equity

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OVERVIEW

  • Special Entry Access Scheme: can increase

diverse students’ chance of gaining a place at university or TAFE, and other pathways to university

  • Services for students with disability, health

condition or mental health condition which affects study or participation in university life

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  • 1. What do students already know about

VTAC?

HOW WE START TALKING ABOUT SEAS

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  • 2. Ask students to write down & discuss, in

groups, “what gets in the way of your Year 12?”

  • 3. Break these down into control / ? / no control

(individual control over barriers identified)

HOW WE START TALKING ABOUT SEAS

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SPECIAL ENTRY ACCESS SCHEME (SEAS)

  • VTAC administers
  • Ma

Maximises ses chance of gaining a place at university and TAFE

  • Considered wi

with th ATAR

  • NOT a

NOT a substi substitute tute for any pre-requisites

  • DOES NOT guar

DOES NOT guarantee antee you an offer

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SEAS CATEGORIES

6 SEAS categories applicable to Year 12s: 1. Personal information and locations:

  • Age
  • Indigenous Australian
  • Living or school postcode
  • Under-represented schools
  • Gender
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  • 2. Non-English speaking background
  • 3. Difficult circumstances*
  • 4. Disadvantaged financial background*
  • 5. Disability or medical condition*
  • 6. PPP / SALT / REEP (Victoria, La Trobe and

Ballarat University)

SEAS CATEGORIES

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SUPPORTING EVIDENCE

  • Impact Statements
  • 1. explain circumstances (details important –

dates, time periods, context “a week before my mid-year exams”)

  • 2. Connect circumstances to the impact on

student’s education and learning

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  • Supporting statement from a ‘responsible

person’– best they read / understand the students’ impact statement

  • Centrelink information

Mostly automated now, straight forward

SUPPORTING EVIDENCE

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DEAKIN BONUS POINT SCHEME

  • Up to 10 bonus points
  • Added to aggregate, not directly to ATAR

(e.g. 99.65 > 99.95 / 70.00 > 77.30 / 50.05 > 58.10*)

  • 2 categories (under-rep schools and regional)
  • 5 bonus points available in each category
  • Bonus points automatically applied if students

applied to Category 1 in SEAS

*based on 14 Dec 2012 VTAC Aggregate to ATAR table

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VTAC Scholarships

VTAC Online Scholarship Application Coordinator (1 application for scholarships from 9 Universities):

  • Charles Sturt (VIC and NSW)
  • Deakin
  • La Trobe
  • Monash University
  • RMIT University
  • Swinburne University of Technology
  • University of Ballarat
  • University of Melbourne; Victoria University
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Other pathways to university

  • Credit transfers from TAFEs
  • Associate degrees ‘Deakin at Your

Doorstep’

  • Melbourne Institute of Business

and Technology (MIBT)

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DISABILITY SERVICES FOR STUDENTS

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DISABILITY SERVICES FOR STUDENTS

Who are students with disability?

  • Broad definition
  • Generally more broad than in school
  • Growing number of students with mental health

conditions

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Servi Services and support pr and support provided: ed:

  • by a dedicated team in the Disability Resource

Centre

  • through a combination of policy and system

change, inclusive community development and individual support

  • for students with disability, health condition or

mental health condition and their carers

DISABILITY SERVICES FOR STUDENTS

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  • Building on students strengths
  • Development of individual learning plans
  • Facilitating identification of inherent

requirements of course and study

  • Supporting teaching staff to support students

DISABILITY SERVICES FOR STUDENTS

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Indi Indivi vidual support include dual support includes: s:

  • assistance communicating student needs to

academic staff

  • provision of study materials in accessible

formats

  • access to academic support workers, including

note-takers and sign interpreters

  • longer library loan periods and off-campus

library services

DISABILITY SERVICES FOR STUDENTS

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Indi Indivi vidual support include dual support includes: s:

  • access to technology to help with study and

assistance with technology training

  • support during practical sessions and

placements

  • alternative assessment and exam arrangements,

such as extra time and computer use

  • referral to other university staff and services

DISABILITY SERVICES FOR STUDENTS

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INDIVIDUAL LEARNING PLANS

  • Sally’s story
  • Mohammed’s story
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QUESTIONS? COMMENTS?

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CONTACTS

Disability Services: drcentre@deakin.edu.au Student Access @ Deakin: www.deakin.edu.au/access‐equity SEAS: www.vtac.edu.au

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FACULTY OF ARTS AND EDUCATION

Merrin McCracken, Manager, Disability Services Kerry Tucker, Student Access and Equity

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BACHELOR OF EARLY CHILDHOOD EDUCATION

No Now av w availabl ailable e to appli to applicants ants fr from secondary school or

  • m secondary school or TAFE

FE

  • Enrolment in Deakin’s Bachelor of Early Childhood Education (E330) is available for the first

time to Year 12 applicants and via the Deakin at your Doorstep delivery mode. The course has been adapted to meet new national and international standards in early childhood education, and includes a primary teaching component, allowing students to teach children up to age 8 years. The course meets the requirements of the relevant accrediting authorities for working in early childhood and primary school settings (Subject to VIT and ACECQA approvals).

  • The course teaches students to apply an understanding of child development, curriculum

theories and pedagogies in designing and implementing child-centred, play-based and developmentally appropriate programs in childcare, preschool and school contexts.

  • This course is offered in flexible study modes over 4 years, or can be fast-tracked by

studying under Deakin’s 3-trimester system, enabling completion in 9 trimesters.

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SNAPSHOT COMPARISON OF ATARS

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ENGLISH – ENGLISH – ARTS RTS

  • For some Creative Arts courses, applicants should have

successfully completed VCE, or equivalent, including Units 3 and 4 – a study score of at least 25 in English (ESL) or 20 in any 20 in any other

  • ther

English. English.

  • There are several exceptions to this – Arts/Law – 35 in English

(ESL) or 30 in any other English

  • Check also standards for Bachelor of Arts Professional and

Creative Writing, and BA Public Relations – which require 30 (ESL) or 25 in any other English.

CHANGES TO ARTS AND EDUCATION VCE COURSE PREREQUISITES

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  • We also hav

also have tw two new cour

  • new courses

ses in in the the pipeline f pipeline for r next next ye year ar 2014 2014 intak intake:

  • Bachel

Bachelor of Criminol

  • r of Criminology /Bachel
  • gy /Bachelor of

r of Psychol Psychologi gical Sci l Science nce (BCrim/BPsychS (BCrim/BPsychSci) ci)

  • Bachel

Bachelor of Criminol

  • r of Criminology/IT Securi
  • gy/IT Security

(Both av (Both avai ailabl lable at W e at Waurn urn Ponds)

  • nds)

Both ar Both are e subject subject to f to formal appr rmal approvals at als at this point. this point.

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NEW CREATIVE ARTS COURSES

We hav have added to our Cr added to our Creati tive Arts sui Arts suite of c e of cour urse ses s to to buil build onto d onto our l

  • ur long e

ng established cr tablished creati tive pr progr

  • grams.

ms.

With our Creative facilities continuing to be amongst the industry leaders (with the use of Red Cameras, our Motion capture studio and our HD television studio) our students have opportunities no other university can

  • ffer. And great links with Industry.

Bachelor of Creative Arts (Animation and Motion Capture) (B) Bachelor of Creative Arts (Film and Television) (B) Bachelor of Creative Arts Photography (B)

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FACULTY OF BUSINESS AND LAW

Luke Ridgwell

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UNDERGRADU UNDERGRADUATE COURSES E COURSES

  • Law
  • Commerce
  • Management

Management

  • Inf

Informati ation Syst n System ems

  • Business (Sports Management)
  • Sports Development
  • Property and Real Estate
  • Variety of Combined Courses

FACULTY OF BUSINESS AND LAW

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NEW IN 2013 NEW IN 2013

  • Variety of Combined Courses
  • Strong practical focus, including ‘Industry on Campus’

program

  • New course structure and major sequences

BACHELOR OF INFORMATION SYSTEMS

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NEW IN 2014 NEW IN 2014

  • Course differentiation from Commerce
  • New majors, new learning techniques and course

structure

  • Strong practical focus

BACHELOR OF MANAGEMENT

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Management Principles Marketing Managing Business Operations Global Mindset Managing Information Managerial Economics Law in Business Financial Literacy

CORE CORE UNITS UNITS

A co core of eight separate, yet interrelated units provides foundati undation and

  • n and br

breadth dth within the degree. They provide students with core knowledge for anyone seeking to develop an understanding of the role of management in contemporary business.

CORE UNITS

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Interpersonal Team Dynamics Intrapersonal Global Citizenship

PERSONAL PERSONAL EDGE EDGE

Personal Edge

  • nal Edge units provide explicit

experiential learning opportunities through activities, projects and learning spaces for students to develop generic skills and apply them in the context of their degree. Each Personal Edge

  • nal Edge unit is made up of a

series of ‘clustered skills’ (modules) that are scaffolded within a unit and following an initial diagnostic test, students undertake those modules that best suit their own developmental

  • needs. They can be re-visited at any

time during the program.

PERSONAL EDGE

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WIL AND CAPSTONE

Work Integr rk Integrated Le ated Lear arni ning ng (WIL) performs the ‘backdrop’ for students to connect with the world beyond university within their program. There are a range of

  • pportunities available from which a

student must choose at least one unit. A capstone pstone unit locates students from different disciplines within an experiential context so a to engage in learning through projects that are either live or simulated. These learning opportunities will be designed to:

  • Integrate knowledge
  • Consolidate key skills
  • Apply knowledge to authentic problems
  • Reflect on actions and experiences
  • Develop professional identity
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Major sequences are ‘sector focussed’ and include: 1. Financial planning 2. eBusiness

  • 3. Event management
  • 4. Property & real estate
  • 5. Sustainable Business

Management

  • 6. Organisational psychology

7. Construction management

  • 8. Project management

Each major sequenc major sequence consists of six specified units of study and provides speci speciali alisati sation

  • n

and depth and depth within the undergraduate degree. Students select one

  • ne major

ajor sequenc sequence of study within their degree program.

MAJOR SEQUENCES

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FACULTY OF HEALTH

Hannah Simkin Marketing Officer

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HEALTH

  • 3 new majors in Health Sciences:

– Environmental health – Health and sustainability – Medical biotechnology

  • Clinical Exercise Physiology
  • Counselling and coaching
  • REACH building
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT

Fiona Morrison Marketing Officer

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OVERVIEW

  • What’s new 2013
  • New faculty name
  • New staff
  • Revisit programs introduced in 2013
  • What’s new 2014
  • New courses
  • What’s new… beyond 2014
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WHAT’S NEW… 2013

  • New Facul

New Faculty name ty name

  • Formerly: Faculty of Science and Technology
  • Now: Faculty of Science, Engineering and Built Environment
  • New staff

New staff

  • Revisi

visit pr progr

  • grams intr

ms introduc

  • duced in

ed in 2013 2013

  • Global science and technology program
  • IT (mobile and apps development)
  • Architectural technology
  • Engineering science
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GLOBAL SCIENCE AND TECHNOLOGY PROGRAM

  • New in 2013
  • Aims to recognise, reward and support high achieving

students to realise their dream of international study

  • Benefits of participation in the program include personal,

academic and career development

  • Participants
  • are enrolled in an undergraduate degree within the Faculty of SEBE
  • are required to participate in the Deakin Global Citizen Program
  • undertake 1 or 2 trimesters of study at a foreign institution
  • are offered a $3000 scholarship to assist with travel costs
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GLOBAL SCIENCE AND TECHNOLOGY PROGRAM

  • Entry requirements = minimum ATAR of 80.00
  • Applying is a two-stage process

1. VTAC – global science and technology program 2. GSTP Supplementary Information Form

  • Visit deakin.edu.au/sebe/global

– Application information – Map outlining where our students have been

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IT (MOBILE AND APPS DEVELOPMENT)

  • Bachelor of information technology (mobile and apps development)

– Commenced in Burwood in 2013 – Will be offered off campus from Trimester 1, 2014

  • Prepares students to thrive in this exciting and fast growing field
  • Provides foundation training in key IT skills as well as specialised skills

in mobile apps design and development

  • Caters for modern mobile platforms: Android & iOS
  • Focus on hands-on individual and group project work
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  • Employment opportunities
  • Roles in design, development, deployment and consulting
  • App architecture and programming
  • Back-end cloud computing services and front-end frameworks
  • Broad roles in the ICT industry

IT (MOBILE AND APPS DEVELOPMENT)

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BACHELOR OF ARCHITECTURAL TECHNOLOGY

  • New in 2013
  • Unique offering between Deakin’s Geelong Waterfront

Campus and the Gordon

  • Provides a connection between traditional architecture

(design) with project management (outcomes)

  • Highly specialised course leading to professional

qualification as an architectural technologist

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  • Graduates will have the capacity to be involved in

commercial, industrial and domestic projects covering the full scope of construction

  • Highly regarded profession in the construction industry
  • Growing opportunities in Australia, with established
  • pportunities internationally
  • Offered over 3 years of full-time study

BACHELOR OF ARCHITECTURAL TECHNOLOGY

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BACHELOR OF ENGINEERING SCIENCE

  • New in 2013
  • Brings together studies in engineering, physiology, exercise

and sport science leading to technology-focused professionals capable of creating engineering solutions to challenges in the sports and medical fields

  • Consists of a common first year before students

choose to specialise in either sports technology (electrical or mechanical majors) or medical technology

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  • Careers in sports technology
  • Developing instruments to measure and monitor sport performance
  • Developing materials to enhance the performance of sporting apparel and

equipment

  • Careers in medical technology
  • Designing and maintaining medical devices and instruments
  • Designing prosthetics
  • Occupational health and safety
  • Offered over 3 years of full-time study at Deakin’s

Geelong Waurn Ponds Campus

BACHELOR OF ENGINEERING SCIENCE

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  • Bachel

Bachelor of

  • r of Inf

Informati rmation n Technol chnology (M gy (Mobil

  • bile and Apps

e and Apps Dev Development) pment)

  • Will be offered off-campus commencing in 2014
  • Commenced in Burwood in 2013

WHAT’S NEW… 2014

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WHAT’S NEW… BEYOND 2014 CADET

Centr ntre f for r Advanced nced Desi Design gn and and Engineering T Engineering Training aining

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“Australia has a critical shortage of engineers to cope with the demand for major infrastructure and technology projects and this centre will go some way to addressing that skills shortage in the Australian economy” . “This project is a great example of secondary, vocational and tertiary education working together to design programs that will be applicable for all sectors and building the skills base to address a need in the community” . “Through this centre we hope to build aspiration for careers in engineering, particularly amongst young women who are currently under-represented in the profession” .

  • Professor Jane den Hollander
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CADET

  • A state-of-the-art engineering facility approved for funding

under the federal government's Regional Priorities Round of the Education Investment Fund (EIF).

  • Represents $55 million investment
  • EIF funding provides $21.5 million with Deakin contributing the remainder
  • Great news for Deakin, Geelong and the broader south-west region
  • Economic modelling by the City of Greater Geelong suggests that, during

construction, the project will generate over 180 new jobs in Geelong with an economic impact of around $160 million.

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CADET will:

  • offer programs for young people right from Year 8 through to PhD level
  • be a vital resource for secondary school science and maths programs
  • ease articulation pathways between high school, VET and higher education
  • emphasise product design and development through virtual and physical

modelling, simulation and prototyping

  • increase the awareness and attractiveness of engineering as an education

and career option, particularly for women and regional schools

  • be an extension of the current engineering precinct at Waurn Ponds
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  • In developing the concept for CADET, Deakin has drawn on

new and emerging insights from Asia, Europe and the United States

  • To ensure that our programs hit the mark, we have been

working closely with secondary schools in the Geelong area to design the educational program for CADET

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THANK YOU...

Thank you… Thank you… …for your ongoing support of Deakin and the courses offered by the Faculty of Science, Engineering and Built Environment. … because without your help we wouldn’t be able to welcome so many of your students into our programs.