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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Murdoch University

Murdoch University
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The importance of trust in nurturing student engagement online
This feature article highlights the importance of nurturing trusting relationships between students and teachers in online learning environments.
Interrogating relationships between student support initiatives and Indigenous student progression
This NCSEHE-funded research investigated the enrolment-completion gap and questioned what supports are available to Indigenous undergraduate students, and how likely they are to access them.
Creative arts outreach initiatives in schools: effects on university expectations and discussions about university with important socialisers
For youth in disadvantaged schools, university expectations and participation are often limited by access to social and cultural capital that support expectations. This study investigated the utility of creative arts outreach initiatives (CAI) in supporting students’ university expectations and building cultural capital in homes, schools and neighbourhoods in the southwest corridor of Perth, Western Australia.
Addressing Social and Emotional Learning: Fostering Resilience and Academic Self-efficacy in Educationally Disadvantaged Learners Transitioning to University
This paper reviewed and revised the curricula of two of Murdoch University's key enabling programs to incorporate material which focused on developing skills such as resilience and self-efficacy. This paper presents our rationale and examples of our diverse approaches to addressing social and emotional learning in curricula which aims to support and enable the transition of educationally disadvantaged students into undergraduate studies.