The Australian Centre for Student Equity and Success acknowledges Indigenous peoples as the Traditional Owners of the lands on which our campuses are situated. With a history spanning 60,000 years as the original educators, Indigenous peoples hold a unique place in Australia. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

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Regional and remote

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Regional and remote
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104 items found
Supporting rural, mature-aged nursing & allied health students: An interdisciplinary collaboration to build the rural health workforce
Research finds greater university and broad scale support is needed in attracting, supporting and retaining rural, mature-aged nursing and allied health students.
Student Voice — Stories of Success: Helen Miller
This NCSEHE Student Voice project updates the story of Helen Miller, as she navigated the online learning environment brought on by the COVID-19 pandemic.
Supporting persons with disabilities to succeed in higher education
This NCSEHE Equity Fellowship Report showed a universal approach to accessible facilities, course delivery, and disability awareness will enhance participation and success for university students with disability, particularly those from regional areas.
‘You going to uni?’ Exploring how people from regional, rural and remote areas navigate into and through higher education
Dr Janine Delahunty's 2020 NCSEHE Equity Fellowship report recommends engaging and supporting students from RRR areas to identify their strengths and hopes for the future and communicate their challenges to improve educational outcomes.
Proactively supporting students’ mental wellbeing: Guidelines and recommendations for staff and universities
A concise set of Guidelines for staff and Recommendations for universities on supporting students' mental wellbeing, informed by NCSEHE Equity Fellowship research by Nicole Crawford.
NCSEHE-funded website: Regional Student Futures
The Regional Student Futures website has been developed by NCSEHE Equity Fellow Janine Delahunty, for people from regional, rural and remote locations who are planning for, and working towards, achieving their future goals and dreams.
Provision of equitable careers education in Australia: The case for middle years outreach programmes
Disparity in educational and career outcomes between rural, regional and remote (RRR) students and their metropolitan counterparts persists despite successive federal and state government initiatives. In this paper, we will present a study that highlights one important, yet overlooked, avenue to improve outcomes for RRR students: early-stage careers education.
Local, face-to-face support offers a lifeline for uni students in regional and remote Australia
This article provides an early indication that Regional University Centres are successfully complementing the online education universities are providing. The physical space, technology and face-to-face support the centres offer are making a difference.
A novel approach to mapping changes in student attitudes towards science and mathematics in reaction to changes to their learning environment
This project set out with the intent of exploring the potential of an innovative research method for use in the evaluation of university outreach programs in STEM fields. Based on the central research question: “Can novel research methods provide access to useful and usable evaluative data on student attitudes towards their school subjects particularly in response to changes in their learning program?”
Exploring benefits and challenges of online Work Integrated Learning for equity students
This project explored the benefits and challenges of online WIL for students from equity groups in Australia and the US, as reported by students and educators. We conducted a questionnaire for students who had participated in online WIL at any time over the past ten years and interviewed students and educators who had participated in online WIL in Australia or the US.