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As the Australian higher education population further diversifies as a result of federal government policy changes, the collective understanding of effective university teaching in the Australian context will need to evolve to incorporate such shifts. The Australian Government has set clear targets for increased university participation of people from low socio-economic status (LSES) backgrounds. While their performance is comparable to students from higher SES backgrounds, many LSES students face particular challenges in undertaking university study. Using a 'success-focused' (Devlin 2009) methodological approach, this research documents the factors that a sample of 53 later-year, LSES students at one Australian university report have assisted them to manage and overcome the challenges of remaining at, progressing through and succeeding in their studies. The most helpful factors included teacher availability to help, their enthusiasm and dedication; and their effective communication with students particularly but not exclusively around assessment requirements.

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Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LSES students what had helped them succeed. Twenty-six staff experienced in effectively teaching and supporting LSES students were also interviewed about what approaches they used in their work. Analysis of the study's findings indicates a strong theme related to the use of technology in effectively teaching and supporting LSES students. In particular, the use of a range of resources and media, facilitating interactive and connected learning, enabling personalised learning and assuring high academic standards were found to contribute to student success. The implications of these findings are discussed with a specific focus on promoting effective teaching practice and informing related policy. At a time when the diversity of the student cohort in Australian higher education institutions is increasing, the findings reported in this paper are both timely and critical for educators and institutions.

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The Australian Government's response to the 2008 Bradley Review of higher education has set clear targets for increased university participation of people from low socioeconomic status backgrounds. Using a 'success-focused' methodological approach, this research documents the factors that a sample of 53 later-year, low socioeconomic status background students at one Australian university report have assisted them to manage and overcome the challenges of remaining at, progressing through and succeeding at university. Thematic analyses of the data identified the most helpful factors as including the students' own study behaviour around, and attitude toward, study; teacher characteristics; institutional support of particular kinds; and student-to-student connections. Directions for institutional policy and practice are outlined.

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Most postsecondary institutions have historically used advisors to help students select and register for courses, but postsecondary institutions are increasingly asking advisors to play an instrumental role in helping students progress through college. This expanded advising role often involves ensuring students are connected to both academic supports and non-academic supports that enable students to overcome barriers to persistence and completion. In this expanded role, advisors help students formulate personal, academic, and career goals; navigate college requirements and resources; develop study skills; make sound decisions about financing college; balance academic and non-academic obligations such as work or childcare; and overcome other social, emotional, or academic barriers they might face.

This practice guide draws upon studies of effective postsecondary student advising systems and practices to provide four evidence-based recommendations for designing and delivering comprehensive, integrated advising to support students' educational success: (1) Intentionally design and deliver comprehensive, integrated advising that incorporates academic and non-academic supports to empower students to reach their educational goals; (2) Transform advising to focus on the development of sustained, personalized relationships with individual students throughout their college career; (3) Use mentoring and coaching to enhance comprehensive, integrated advising in ways that support students' achievement and progression; and (4) Embed positive incentives in intentionally designed advising structures to encourage student participation and continued engagement.

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Community colleges are grappling with low rates of degree completion and transfer. The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) aims to improve graduation rates by providing a range of comprehensive support services to community college students in select majors. Using student-unit record data, [the authors] employed propensity score matching to examine short-term and three-year outcomes from ASAP's first cohort, as well as logistic regression to identify program factors related to graduation. [The authors] found that ASAP participation was significantly positively related to retention, credit accrual, transfer, and degree attainment. Regression analyses indicated that a key influence on graduation is participation in advisement sessions. This study provides evidence that encouraging academic momentum via structured and comprehensive support can significantly improve community college graduation rates. It also provides evidence that ongoing and intrusive advisement can encourage positive academic outcomes among community college students.

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The Australian government has set ambitious targets for increased higher-education participation of people from low socioeconomic backgrounds. There is, thus, a pressing need to explore how best to empower these students with what they require to progress and succeed at university. The paper draws on a literature review and qualitative data from a national study in which 89 students from low socioeconomic backgrounds and 26 staff were interviewed. The paper argues that demystifying academic culture and discourses for these students is a key step institutions and staff can take in assisting students from low socioeconomic backgrounds to progress and succeed at university. A recurring theme to emerge from both the literature and interviews with students and staff was that teaching the discourse empowers and enables students to learn, has a positive impact on their sense of belonging and ultimately helps them succeed in higher education.

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