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.
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Indigenous students' journeys to and through allied healthcare programs
Andrea Simpson
,
2022
This NCSEHE Equity Fellowship study investigated the national profile of Indigenous students enrolled in select higher education and vocational education allied healthcare study, as well as the institutional factors linked with success in access and retention.
Building a stronger evidence base to support effective outreach strategies for Aboriginal and Torres Strait Islander students: Increasing impact and university participation
Katelyn Barney
,
2022
This Equity Fellowship focused on outreach programs for Aboriginal and Torres Strait Islander students and examines “what works” and what could be improved in these programs. Most universities are running outreach initiatives for Indigenous high school students. The study identified the need for improved post-camp engagement with students, as well as cultural aspects and Indigenous perspectives in the curriculum.
Re-imagining exams: How do assessment adjustments impact on inclusion?
Joanna Tai, Rola Ajjawi, Margaret Bearman, Joanne Dargusch, Mary Dracup, Lois Harris, Paige Mahoney
,
2022
NCSEHE-funded research found working with staff and students on refining assessment design and processes can improve experiences of inclusive exams and other high-stakes assessments for students with disability.
Equity through complexity: Inside the “black box” of the Block Model
Jen Jackson, Kathy Tangalakis, Peter Hurley, Ian Solomonides
,
2022
This study investigated an innovation in higher education that has achieved demonstrable results for equity students: the Block Model at Victoria University.
Open textbooks and social justice: A national scoping study
Sarah Lambert, Habiba Fadel
,
2022
Research found free textbooks with more diverse content could reduce inequities in learning experiences and outcomes for students from disadvantaged backgrounds.
The great social divide: The reality of career advice for our disadvantaged youth
Dawn Bennett, Jane Coffey
,
2022
Research has found found that students who attend private schools and students from middle to high socioeconomic status (SES) backgrounds have greater access to career information and are more likely to be directed toward university pathways when compared to students from low SES backgrounds, who are commonly directed towards VET and TAFE pathways.
It’s time for an Australian Widening Participation Statement of Ethics
Maria Raciti
,
2022
In this blog post, Maria Raciti proposes a set of ethical principles to guide Australia’s widening participation community.
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.
Informing Policy and Practice V
Sarah O’Shea
,
2022
The fifth volume in the 'Informing Policy & Practice' series collates 21 reports from the NCSEHE Student Equity Research Grants & Equity Fellows programs.
Informing Policy and Practice V
Sarah O’Shea
,
2022
The fifth volume in the Informing Policy and Practice series collates 21 reports from the NCSEHE Student Equity in Higher Education Research Grants and Equity Fellows Programs.
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