Participants' Stories four
Kenta - Undergraduate Student - Rural Student
The taping of lectures really helped because if I didn't understand something I could go to the library and listen to it again. However I like the personal interaction and talking directly to tutors. Honours students also have a mentoring program.
Kerry - Teaching Staff - Faculty of Arts and Social Sciences
"A technique I use if students are having difficulty with aspects of academic writing, is to extract examples of writing from essays. These examples are then presented to the class in an anonymous way. The students then need to suggest improvements. Some of the discussion points might be that the sentence is fragmented. As a group the students will need to identify the problem. This way the students look objectively rather than personally at the writing and can come up with constructive solutions. It's really relevant in that context. Students might also like to look at The Write Site."
Kyle - Undergraduate Student - Indigenous Student
"As an Indigenous student just starting Arts, I was really uncertain about contributing to class discussions. In one subject, the majority of indigenous students in the unit were shy, learning from others and the lecturer. Later, those shy students have come out of their shells and there was more participation in class discussion which is a reflection on block studying and face-to-face interaction with fellow Aboriginals. The Koori Centre is also helpful. "
Kylie - Undergraduate Student - Student on a low Income
I've applied for a number of scholarships to help to pay for my study expenses.
Lee - Lecturer - Teacher of Indigenous students
"There are various factors which affect Aboriginal students' participation. Many students come from a background in which they have experienced racism, either directly or indirectly, or feel like outsiders because of their socioeconomic or cultural background. This may make students feel less confident to participate in class discussions, more hesitant about approaching their assessments, and reluctant to seek help or advice. Some students tend to blame themselves or get too scared to approach lecturers until it is late."
Lesley - Mature Age Student - Student with a Disability
I try to plan my day around reduced movement. I can use the mobility service to drive me between buildings or take advantage of the note-taking service which is invaluable. There are online resources available which are often more accessible than the physical campus. I also made use of special provisions for exams and was later able to get a university-provided parking pass, which helped a lot. The counselling services provided me with support and advice.
Lina - Undergraduate student - Student with a Disability
"A little bit of compassion can go a long way. Help with exams (the disability exam room) has proved fundamental for me to continue with my studies. It allows for a stress-free location, with extra breaks and times which really helps me to remain focussed and pain-free during the exam time. Thank you for making this service available."
Lisa - Teaching Staff - Faculty of Arts and Social Sciences
If a student has a disability, it can mean a lot of absences. If it is possible we can intervene to support them. I feel responsible to help them as much as possible as the alternative is they may fall behind. Sometimes these students don't access specialised support services like Disability Services. It can mean a hard time adjusting to university.