Ann Ranson

Boola Katitjin, which translates to “lots of learning” in Noongar, is a newly built, sustainable building that amplifies the Murdoch experience with new places to learn, study and socialise, while reflecting the University’s commitment to both in-person and online learning. With over 60% of the university’s classes able to be timetabled in the building in 2023, the Support for Academic Learning team piloted a team-teaching model to deliver communication skills units to undergraduate and postgraduate cohorts. At the centre of Murdoch University's Perth campus, Boola Katitjin provides a mindful and technology-rich educational experience to learn, connect and belong. Students, staff, and industry alike can meet, work, and engage in the building’s 21 large flat-floor format teaching and learning spaces, technology-rich labs, and immersive industry collaboration facilities. These spaces have been designed to put students at the centre of a social learning environment, enable innovative teaching methods with technology-enhanced features and aesthetic furnishings that encourage active and collaborative learning. Together, we embrace the pedagogical and technology affordances that the new building provides, to deliver memorable and impactful learning experiences for our students. This paper will explore how understanding ways to effectively use the learning spaces plays a significant role in teaching and learning, enabling both students and educators to construct meaning through their interactions with the content, and with one another, within the environment.

The shift in Australian higher education policy to widen participation and ensure equity across all student cohorts has led to the need for specific, structured transition programs. The First Year Advisor Network at Murdoch University in Perth, Australia has designed and implemented a transition program for commencing students called UniEdge. The aims of the program are: (1) to help foster a sense of community for first year students; (2) to make new students aware of the support services available; and (3) to improve the confidence and preparedness of new students. The program has received high praise from students, but rates of attendance have been problematic. By reflecting on student and staff feedback, the program has been adapted over multiple semesters, resulting in increased student attendance and therefore a greater impact on the first year experience at Murdoch University.

The First Year Advisor Network (FYAN) at Murdoch University has a three-tiered approach offering (i) individual, (ii) school-based and (iii) institution-wide student access to support that addresses the diverse needs of the contemporary student population. The programs, campaigns and open - door policy of the FYAN, along with the unique structure of the network, have been developed to provide these varied points of access to student support. Importantly, First Year Advisors (FYAs) act as a generalised support for all students and as a hub to accessing specialised support at the University. This paper highlights the range of initiatives developed by the FYAN and emphasises that while outreach contact is a successful way to promote access to support, many students still self identify as at-risk and will access FYAs for direct and referral advice.