ECU offers innovative and practical courses across a variety of disciplines and we have a vibrant research culture. ECU is a leader in developing alternative entry pathways to higher education.
We have three campuses in Western Australia. Joondalup and Mount Lawley in the Perth metropolitan area and our South West campus in Bunbury, 200km south of the Perth CBD.
ECU provides a variety of services and facilities that go beyond the classroom, with opportunities for personal development and social interaction for students and staff.
We collaborate with all types of businesses, including new start-ups, small to medium enterprises, not-for-profits, community organisations, government and large corporates in the resources sector.
Children's University Edith Cowan aims to inspire students between seven and fourteen to develop confidence and a love of learning through validated activities beyond the school curriculum.
The Inspiring Minds scholarship program are equity scholarships that give students an opportunity to access an education that may otherwise be out of reach.
Rahmawati, Y., Taylor, L., Taylor, PC., Koul, R. (2020). Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research, 2020(Article in press), 1-18. https://doi.org/10.1007/s10984-020-09336-9.
Taylor, L., Taylor, P., Hill, J. (2019). Ethical dilemma story pedagogy - A constructivist approach to values learning and ethical understanding. Empowering science and mathematics for global competitiveness. Proceedings of the Science and Mathematics International Conference (SMIC 2018) (118-124). CRC Press.
Taylor, P., Taylor, L. (2019). Transformative STEAM education for sustainable development. Empowering science and mathematics for global competitiveness. Proceedings of the Science and Mathematics International Conference (SMIC 2018) (125-131). Taylor & Francis.
Taylor, L., Taylor, PC. (2018). Breaking Down Enlightenment Silos: From STEM to ST2EAM Education, and Beyond. Thirteen Questions: Reframing Education's Conversation: Science (455-472). Peter Lang Publishing.
Journal Articles
Taylor, L. (2018). Reaching out to the disaffected: mindfulness and art therapy for building resilience to violent extremism. Learning: Research and Practice, 4(1), 39-51. https://doi.org/10.1080/23735082.2018.1428109.
Taylor, L. (2017). Recovery From Eating Disorders and Child Sexual Abuse: Enhancing Personal Sustainability through Mindfulness-Based, Transpersonal Art Therapy. Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives (371-386). Sense Publishers.
Journal Articles
Taylor, L., Taylor, PC., Karnovsky, S., Aly, A., Taylor, N. (2017). "Beyond Bali": a transformative education approach for developing community resilience to violent extremism. Asia Pacific Journal of Education, 37(2), 193-204. https://doi.org/10.1080/02188791.2016.1240661.
Sonja, K., Taylor, L., Taylor, PC. (2015). When Policy and Infrastructure Provisions are Exemplary but Still Insufficient: Paradoxes Affecting Education for Sustainability (EfS) in a Custom-designed Sustainability School. Journal of Education for Sustainable Development, 9(2), 179-195.
Penna, KN., Taylor, L. (2014). Benefits of Using Qualitative Ethnographic Methodology in the Evaluation of Preservation Training Programs' Performance in Developing Countries: A Case Study of the Northeast Region of Brazil. Preservation Education - Sharing Best Practices and Finding Common Ground (97-114). University Press of New England.
Journal Articles
Aly, A., Taylor, L., Karnovsky, S. (2014). Moral Disengagement and Building Resilience to Violent Extremism: An Education Intervention. Studies in Conflict and Terrorism, 37(4), 369-385. https://doi.org/10.1080/1057610X.2014.879379.
Taylor, L., Taylor, PC., Chow, M. (2013). Diverse, Disengaged and Reactive: A Teacher's Adaptation of Ethical Dilemma Story Pedagogy as a Strategy to Re-engage Learners in Education for Sustainability. Science Education for Diversity: Theory and Practice (97-117). Springer.
Peter Charles, T., Taylor, L., Chandra Luitel, B. (2012). Multi-paradigmatic Transformative Research as/for Teaching Education: An Integral Perspective. Second International Handbook of Science Education (373-387). Springer. https://doi.org/10.1007/978-1-4020-9041-7_26.
Doctor of Philosophy, Transformative education at the interface of spirituality and positive psychology: An auto/ethnographic inquiry of enhancing resiliency through psychospiritual counselling
Co-principal Supervisor
Doctor of Philosophy, A data-informed approach to training volunteers to teach eal to adult refugees and asylum seekers
Associate Supervisor
Doctor of Philosophy, Girls and secondary education opportunities in rural Tanzania: Perceptions and beliefs of men in the Sukuma community in the Magu
Doctor of Philosophy, Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls
Doctor of Philosophy, Teacher empowerment : an interpretive study of the experience of Asian migrant teachers in Western Australia
Doctor of Philosophy, Engaging students through the use of dilemma stories
Doctor of Philosophy, Teacher education for cultural diversity
Doctor of Philosophy, Engaging students through the use of dilemma stories
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