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Equity practitioners’ Canadian study tour: effective initiatives, learnings and reflections
Citation
Pollard, L and Mann, M and Crawford, N, Equity practitioners' Canadian study tour: effective initiatives, learnings and reflections, Proceedings from the Student transitions Achievement Retention and Success, 8-11 July 2018, Auckland, New Zealand, pp. 1-6. (2018) [Conference Extract]
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Abstract
In June 2017, Louise Pollard, 2017 NCSEHE Equity Fellow, and Associate Fellows, Melinda Mann and Nicole Crawford, visited Canadian universities and participated in the Canadian Association of College and University Student Services (CACUSS) annual conference. The trio met with Student Experience staff from a range of institutions across the country. They discussed effective student success strategies; reflected on different approaches to supporting regional and remote students; and considered innovative ways to engage students in most need. During this presentation, the trio’s learnings and reflections will be shared. They will showcase effective initiatives from Canadian universities and explore how the initiatives, their learnings and reflections can shape the way universities in New Zealand and Australia engage and support regional and remote students now and in the future.
Item Details
| Item Type: | Conference Extract |
|---|---|
| Keywords: | student experience, equity, higher education, student advising, indigenous student support, wellbeing and mental health |
| Research Division: | Education |
| Research Group: | Other education |
| Research Field: | Other education not elsewhere classified |
| Objective Division: | Education and Training |
| Objective Group: | Schools and learning environments |
| Objective Field: | Equity and access to education |
| UTAS Author: | Crawford, N (Dr Nicole Crawford) |
| ID Code: | 128443 |
| Year Published: | 2018 |
| Deposited By: | Office of Executive Director Student Experience |
| Deposited On: | 2018-09-22 |
| Last Modified: | 2021-07-05 |
| Downloads: | 1 View Download Statistics |
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