The Albury-Wodonga Campus of CSU is a dynamic and expanding site, recognised for it's innovative design and leadership in environmentally sustainable development. We are proud to be an important part of our regional community not only through offering a range of quality courses in health, education, environmental and information technology, but also through community engagement and collaboration.
Message from the Head of Campus
Welcome to the Albury-Wodonga campus of Charles Sturt University, found on the border of New South Wales and Victoria and in the centre of a bustling regional social and economic region.
The origins of the Albury-Wodonga campus stem from the former Riverina College of Advanced Education and the Riverina-Murray Institute of Higher Education both located on the same site.
The campus became part of Charles Sturt University when it was instituted in 1989 and has since then been an integral part of the delivery of higher education in the Riverina and Murray region.
The campus prides itself on the close-knit community which has been formed over the years thanks to its small, friendly and cohesive environment.
The campus has also won numerous awards for a number of its sustainably designed buildings which feature many environmentally sensitive characters which minimise the use of heating and cooling.
The Albury-Wodonga campus offers courses from each of the three university faculties.
If you would like more information about the activities of Charles Sturt University on the Albury-Wodonga campus, contact the Head of Campus, Dr Jennifer Munday.
Albury-Wodonga Head of Campus
Dr Jennifer Munday is a Senior Lecturer in the Faculty of Arts and Education, and has been working at Charles Sturt University for many years. She has maintained strong links with the Albury-Wodonga community through her research and practice in the performing arts. Her recent teaching has centred on Arts and Technology education in online learning, and she has received several teaching excellence awards. Jenni is also a Senior Fellow of the Higher Learning Academy.See full profile
Faculties and schools
Research engagement by Albury-Wodonga Campus academics has been significant across the disciplines. Key research is also conducted within the Institute for Land, Water and Society (ILWS) research centre. The campus supports Doctoral, Masters and Honours students from all the faculties, who are conducting innovative research, often in partnership with our community.
This series aims to engage our rural and regional communities in discussion and debate about major issues facing our regions, the nation and the world.
Supporting the development of our regions through contributions to cultural, economic, sporting and related activities to build higher education aspiration and awareness particularly among young people.
The Murray Hume Regional Consultative Committee (MHRCC)chevron_right
The committee includes local Mayors, State and Federal members of parliament and representatives from public and private sector organisations. The Committee meets twice a year to discuss CSU's role in and contribution to the region.
Presiding Officer: Albury-Wodonga Head of Campus
Contact: (02) 6051 9806
Critical Incident Response Groupchevron_right
The Critical Incident Response Group is responsible for implementing policy and procedure for dealing with critical incidents that occur on and off campus affecting the welfare of CSU staff and/or students.
Chairperson: Mr Mark Evans (Campus Manager)
Contact: (02) 6051 9616
Campus Environment Committeechevron_right
The Campus Environment Committee collaborates with University staff and students to develop appropriate environmental targets, strategies and initiatives to achieve long-term environmental sustainability.
Executive Officer: Wendy Rose Davison
Contact: (02) 6051 9806 or email@example.com
Ruth Whyte Bequest Committeechevron_right
Ruth Whyte came to Albury as a young woman in the 1940s and generously sponsored local musical events. Before her death in 1998, she requested that part of her estate be used for the advancement of music in the region. CSU administers and distributes the bequest funds in collaboration with the Ruth Whyte Bequest Committee, made up of the Director, Murray Conservatorium of Music, CSU Head of Campus and key community members
Find out more about the application process and access the application form for Ruth Whyte Bequest grants (PDF).
Grant applications for 2017 are closed.
Community engagement projects
Community Partnership Program chevron_right
All first year students of the School of Community health (programs of speech pathology, occupational therapy, physiotherapy, podiatry) complete 40 hours of service within local agencies who offer volunteer services to the community. The aim of this program is to foster within students the importance of volunteerism in building sustainable and compassionate communities. Specific learning objectives include the development of:
- A sense of community spirit (human inter-connectedness)
- A willingness to give help without thought of monetary benefit (altruism)
- A desire to continue with the giving of self, and of time, to the volunteering context (integrity)
- An ability to look deep within the self to find untapped resources of giving to others (reflective compassion)
- An ability to give of self with cheerful determination (hope).
- The facilitation of reflective writing practice.
From 2013, approximately 210 students are involved. This means a net contribution of 8400 hours of service to the community.
Contact Judith Crockett
Diabetes Screening Complications Research Initiative (DiScRi) chevron_right
Diabetes is the fastest growing chronic condition in Australia. With the increase in diabetes there is also an increase in associated complication including heart disease, kidney disease, peripheral vascular disease and cognitive impairment as well as depression. Dr Jelinek coordinates DiScRi, which screens members of the public in the Albury-Wodonga region within a 300km radius in some cases.
DiScRi is an international research project, which provides information on health and disease prevention and includes research groups from the United Kingdom, Germany, Finland, Austria, Canada, Brazil and Australia.
Contact: Dr Herbert Jelinek
Grey Water Ponds Water Grant chevron_right
Charles Sturt University has secured a grant from the Australian Government Water Fund of a Community Water Grant (ID 23431) to the value of $45,990 (including GST).
The purpose of this grant is to upgrade an existing wetland on the Thurgoona site with the intent of not only restoring the wetland but also to provide a valuable research and demonstration project. As described below knowledge gained in this project is to be documented so that other communities can build on the CSU experience.
What is the primary purpose of your project? Treating water for discharge
Existing problem: The artificial wetland has three problems: inadequate drainage, occasional blockage around inflow, and insufficient monitoring detail. There is also no operations manual detailing how to effectively monitor and maintain grey water treatment systems in inland Australia.
Method to solve problem: Raise inflow pipes to ponds, raise base of primary ponds to increase flow into secondary pond. Construct drain from secondary pond into existing contour drain. Install sediment removal system at inflow pipes. Install devices to measure inflow/outflow and allow sampling of water for analysis. Production of detailed information booklet.
Expected results: Improvement in system performance, prevention of blockages that interrupt normal function, and detailed performance data allowing intensive research resulting in possible improvements to design for distribution to other users. Information booklet produced for other communities on how to design, construct and maintain grey water treatment system in inland Australia.
It is expected that the Division of Facilities Management (DFM) will manage this project. Indeed DFM has already set up a small working party that are currently collecting information on grey water ponds and the experience CSU has already had with grey water systems.
CSU has finalized the contract with the Department of Environment and Heritage to secure funds.
Learning Exchange chevron_right
In Teams of 2, all 3rd year speech pathology students exchange knowledge across a ten week, one day a week interaction with local disability service agencies, and through conversation with local people who identify themselves as having a disability. This is because students need to gain an understanding of health and disability systems and the role of speech pathology within those systems, and to also gain knowledge of the ways in which clients with significant and/or complex communication needs can be assessed and appropriate AAC resources be developed.
Contact: Ruth Beecham
Refugee Action Support Program chevron_right
Each year, groups of speech pathology students in their second year of study participate in the Refugee Action Support (RAS) program, which is a joint initiative of the NSW Department of Education and Communities (NSW DEC), the Australian Literacy and Numeracy Foundation (ALNF) and Charles Sturt University. Students work within a local school one day per week for 8-10 weeks, alongside teachers and learning support officers.
The specific aims of the program are to:
- support school students from refugee backgrounds to improve their English language and literacy skills, develop their understanding and increase their confidence to participate and achieve goals in the classroom and school context.
- assist pre-service professionals (university students) to develop the skills and knowledge to support the learning of individuals from different linguistic and cultural backgrounds.
- encourage understanding of roles and enable collaborative practice among different professional groups.
Contact: Jane McCormack
SpICE (Specialist Integrated Community Engagement) chevron_right
SpICE (Specialist Integrated Community Engagement) is a partnership model of community engagement that uses students, in consultation and collaboration with communities, to develop skills in the rural workforce so as to reduce the unnecessary and unfair disadvantage faced by rural, remote and Indigenous families.
CSU SpICE student placements aim to develop skills and knowledge inherent within good citizenship and contribution to community, and link the development of these attributes to discipline-specific learning from a number of CSU's teaching programs – including speech pathology, physiotherapy and dentistry.
SpICE focuses on building the capacity of the community concerned by developing partnerships between government services, outreach specialist services, the non-government and university sectors, as well as with community members. By participating in activities with a specific focus, a 'Community of Learners' evolves. Together, the Community of Learners develops solutions to address local needs.
SpICE placements run as either 'day-a-week' each semester of the University year for communities clustered around CSU campuses, or on 3 to 5 week block placements twice a year for more distant communities.
Contact: School Secretary
Squirrel Glider chevron_right
The squirrel glider is a small tree-loving marsupial that is struggling to survive as its habitat is being eroded by human population pressures
The Squirrel Glider project is currently being run by Charles Sturt University and the Riverina TAFE. It was funded by the Murray Catchment Management Authority through a Threatened Species and Communities grant. The squirrel Glider (Petaurus norfolcensis) is classed as a vulnerable species in NSW by the Department of the Environment and Climate Change (DECC). It has declined in numbers due to loss of habitat and predation. It is to be found on the 87 Ha campus of Charles Sturt University campus at Thurgoona; typically along a treed creek line that lies to the north of the campus and which is contiguous with the Riverina TAFE's National Environment Centre. A grant received from the Murray Catchment Management Authority (CMA) allowed the following interventions to occur:
- Construction and placing of nesting boxes;
- Removal of barb wire;
The design of the nest boxes was based on drawing given to the University from Ray Thomas of Benalla. They were construction of rough swan untreated pine timber sourced directly from the local saw mill. The critical part of the design is to use the correct hole size; in this case only 38mm in diameter. Originally 60 nest boxes were to be made but with the help from the work-for-the-dole crew in the end over 800 were produced which were subsequently sold to landcare groups and some industrial organisations keen to 'green' the environment. Some boxes were disassembled and made into packs for local schools to reassemble and us.
The gliders can become entangled in barbed wire when gliding and perish. Therefore approximately 8 km of fencing had all the barbed wire replaced and electric fencing installed.
In order to further increase habitat opportunities 10 Ha of land has been made ready for revegetation. This has consisted of spraying to kill the very tough Phalaris grass so that direct drilling of seeds can take place. Sowing is expected to occur in 2008 as there was insufficient seed available for collection in 2006 due to the drought. However, there will be planting of 1000 native trees and shrubs by students before the end of winter using tube stock. The design for the planting is being developed by students in conjunction with the TAFE
A full description of the project will be presented at the ACTS conference at Wentworth falls.
The Parent and Client Tutor Schemes chevron_right
The Client Tutor Program
In order to work effectively with people with communication problems due to neurological impairment, third year speech pathology students need to understand how daily life and relationships are affected when living with these communication problems. The Client Tutors are members of our local community, and are paid at academic tutorial rates, as existing academic staff cannot replicate the value of their educative input. By virtue of their salaried status, the tutors are expected to assume teaching and learning responsibility for their student groups. Over an 8 week period, Client Tutors teach students about their experiences of therapy (and of the health service in general), of their needs and aspirations, and how students can help in meeting these needs in the future.
For the first 4 weeks, students reflect on the understandings and insights they gain from hearing the Client Tutor's experiences. For the final 4 weeks, students negotiate with their Client Tutor how they could help address their speech, language and/or communication needs.
Contact: Ruth Beecham
The Parent Tutor Program
In the Parent Tutor program, second year speech pathology students meet parents of children with communication and other complex needs, who act as tutors to the students, giving them an 'insider' view on speech pathology practice. The meetings occur weekly for approximately one month in the parent's home or another community setting. The content of the weekly meetings is determined by the students with their tutor, but often incorporates topics such as diagnosis, grief/loss, service provision, and advocacy.
The aim of the program is to provide students with an understanding of the complementary roles that families and health professionals have in supporting children with communication difficulties and complex needs. Students learn the importance of respecting, considering, and involving, the whole family in decisions about a child's care.
The Schools Project chevron_right
This is a partnership project between the Department of Education and Training (DET), (Riverina Region), Albury Community Health (part of Greater Southern Area Health Service), and the speech pathology program at CSU. Supervision of students is supplied by Albury Community Health, while the DET offers access to any of 45 schools in the local area, as well as administrative and schools-based support in the form of an Assistant Principal Learning Adviser. In the Schools Project, and by having 4th year students mentor the 2nd year cohort, up to 60 students service ten local schools per annum. The aim of the Schools Project is to work with teachers, in classrooms, to support the integration of the K-6 Talking and Listening Outcomes of the NSW schools curriculum.
The Project educates speech pathology students in the basic therapeutic sequence of needs analysis, planning, implementation and evaluation of service. It does so, however, by stepping away from the traditional 1:1 context of speech pathology practice. In terms of accountability to our partners, the resources the students make for the schools are left for their use. We are, however, collating a number of these resources into workbooks for sale to teachers and therapists. Any profits from these sales will be shared among the partners, thus contributing to the project's long-term sustainability. This cost-neutral model of community partnership has, and similar to the first year volunteer program, replaced the traditional, and administratively cost-intensive, podiatric block placement of the second year curriculum.
Friends of Woodstock Disability Services Inc and Charles Sturt University actively cooperate to enhance the Border Region and promote Friends of Woodstock Disability Services Inc internally and externally.
David Battersby Award
Professor David Battersby was the Head of the Albury-Wodonga Campus from 2000 to December 2003 and CSU's Deputy Vice-Chancellor until 2006. The award celebrates student leadership and good citizenship at Albury-Wodonga Campus; rewarding two students each year with $500 prizes for their contributions to student and community life.