The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. 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.
Murdoch University
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The importance of trust in nurturing student engagement online
Rebecca Bennett, Cathy Stone, Ameena L. Payne
,
2022
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
Bep Uink, Rebecca Bennett, Braden Hill, Chanelle van den Berg, Justine Rolfe
,
2022
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
Antoinette Geagea
,
2018
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
Joanne Lisciandro
,
2016
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.
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