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.

2020
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53 items found
Building a stronger evidence base to support effective outreach strategies for Aboriginal and Torres Strait Islander students: Increasing impact and university participation
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.
My Story — Student Voice: Reflections on 2020 from the NCSEHE vloggers
In March 2020, the NCSEHE invited eight university students from diverse backgrounds to document their personal experiences of living, working and studying during COVID-19 by recording regular video blogs.
COVID-19 has cooled low-SES parents’ access to ‘hot knowledge’ about supporting their university-bound children. But are ‘warm knowledge’ solutions up to the challenge?
Alberti and Raciti discuss changes in low-SES parents' access to 'hot knowledge' around university, and if 'warm' or 'cool knowledge' is the solution.
Thriving through COVID-19: Reflections from Tertiary Students with Disability at a National Online Forum
On 9 December 2020, the Australian Disability Clearinghouse on Education and Training (ADCET) invited university and TAFE students with disability to participate in a student forum, supported by the NCSEHE, entitled Thriving through COVID-19.
More help needed for vulnerable learners in the age of COVID-19 school closures
This article explores the educational, psychosocial and emotional repercussions of school closures, in particular the long-term ramifications for vulnerable or disadvantaged children.
Vulnerable learners in the age of COVID-19: A scoping review
This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions.
NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
The NCSEHE hosted an online panel discussion on 23 November 2020, conducted as part of Dr Katelyn Barney’s NCSEHE Equity Fellowship. Katelyn's research focuses on developing evidence to demonstrate success factors and highlight areas to strengthen outreach initiatives for Aboriginal and Torres Strait Islander students.
NCSEHE Impact Report: Improving student outcomes in online learning
In 2016, the NCSEHE supported three Equity Fellowships with funding from the Australian Government Department of Education and Training (DET), now the DESE.
NCSEHE Briefing Note — Equity student participation in Australian higher education: 2014–2019
The 2020 NCSEHE Equity Briefing Note reports on undergraduate student data collected by the Department of Education, Skills and Employment (DESE).
NCSEHE Student Equity Snapshots Forum — Pathways to allied health: Insights from Indigenous health professionals
The NCSEHE hosted a series of lightning talks and online discussions presented by the 2019/20 Equity Fellows on 26–30 October 2020. In her lightning talk, Andrea Simpson draws upon her NCSEHE Equity Fellowship research which asked, why do Indigenous students choose to study health; what is their student experience, and would they recommend their choice to others?