Fostering Connections In Higher Education:
Inclusive Pedagogies And Practices
This special issue will be a collection of scholarly articles that focus on the ‘connections’ that enhance the experience of students embarking upon and participating in higher education, and that impact their academic progress and other goals. While there are many possible ‘connections’ and relationships that foster student success, this special issue will focus on the pedagogies and practices that contribute to students being included, connected and supported. We also ask contributors to reflect on how the educational experience is enriched for all through the participation of students from equity, non-traditional or underrepresented backgrounds or groups.
It is anticipated the special issue will explore the multitude of ‘connections’ that are two-way, including the attention that has been paid to inclusive practices and the broader (potential) benefits that these bring. These connections may be:
We are seeking empirical studies, articles and practice reports which focus on supporting and enhancing students’ learning through various pedagogies and practices that foster important connections. Submissions should also reflect on how paying attention to students and the diversity they bring has enriched higher education, for the (potential) benefit of all.
We would like to invite contributions that provide insights on ‘connections’ and the tertiary student experience from a range of perspectives and areas including:
In terms of format, each submission should include a 150-word abstract and be no more than 12 pages in length (including references). Submissions that do not comply with SSJ author guidelines and formatting requirements will be returned to authors for correction prior to being sent for review.
Student Success Author Guidelines: https://studentsuccessjournal.org/public/journals/3/SSJ_AuthorGuidelines_Special%20Issue.pdf
Full papers due: June 6 2022
Peer review: June/July 2022
Final selection of papers: August 2022
Special Issue published: December 2022
Please indicate the submission is for the 2022 Special Issue: Fostering Connections In Higher Education in a subheading on the first page (i.e., under the title).
Dr Katelyn Barney is a Senior Lecturer in the Aboriginal and Torres Strait Islander Studies Unit at The University of Queensland. Her research focuses on improving pathways for Indigenous students into and through higher education and advancing understanding about the role of collaborative research and music making between Indigenous and non-Indigenous people. She was a 2019/2020 Equity Fellow with the National Centre for Student Equity in Higher Education (NCSEHE) exploring what works in university outreach programs for Indigenous secondary school students. Katelyn is also Managing Editor of The Australian Journal of Indigenous Education.
Dr Nicole Crawford is a Senior Research Fellow at the National Centre for Student Equity in Higher Education (NCSEHE). She was a 2019/2020 NCSEHE Equity Fellow and investigated proactive approaches that support the mental wellbeing of mature-aged university students in regional and remote Australia. Prior to the fellowship, she was a Lecturer in Pre-degree Programs at the University of Tasmania (UTas). Her research focuses on equity and inclusion in higher education, enabling education, and student and staff mental wellbeing. She initiated UTas’s Social Inclusion Community of Practice, and the National Association of Enabling Educators of Australia (NAEEA) Special Interest Group on Mental Health.
Dr Janine Delahunty is an Honorary Lecturer in Faculty of Arts, Social Sciences & Humanities, formerly Senior Lecturer in Academic Development and Recognition at the University of Wollongong and a 2020 Equity Fellow with the National Centre for Student Equity in Higher Education (NCSEHE). She has a longstanding interest in educational equity-related issues which has been fostered through involvement in a range of equity-focused projects, involving people from a diversity of backgrounds and educational pathways. Janine has published across higher education, linguistic and academic development journals and made significant contributions to translating empirical data into practical end-user resources. She is a Fellow of the Higher Education Academy (FHEA).