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A guide to resources of interest to teachers of first year units at the University of New England, Australia.
Last Updated: Aug 20, 2017 URL: Print Guide RSS Updates

Diversity Print Page


Diversity - First year undergraduate students are a non-homogenous group and may include non-traditional students, first-in-family, low socio-economic students, mature-aged learners, school leavers, gifted and talented high achievers, and lower ATAR students.


Research articles

Center for Postsecondary and Economic Success. (2011). Yesterdays' nontraditional student is today's traditional students. Retrieved from

Expositi, S. & Bernheimer, S. (2012). Nontraditional Students and Institutions of Higher Education: A Conceptual Framework. Journal of Early Childhood Teacher Education, 33(2), 178-189.

Devlin, M. (2009). Socioeconomic status and indigenous background: Implications for first year university curriculum. Paper presented at the First Year Experience Curriculum Design Symposium. Brisbane: Queensland University of Technology. Retrieved from

First Year in Higher Education 2004 Conference - 'Dealing with Diversity'.
This collection of over 80 refereed papers, posters, etc includes many full text items.

Institute of Education Sciences. (1996). Nontraditional Undergraduates: Trends in enrollment from 1986 to 1992 and persistence and attainment among 1989-90 beginning postsecondary students. Retrieved from
Note: Definitions and data

Jehangir, R. R. (2010). Higher education and first-generation students: Cultivating community, voice, and place for the new majority. New York: Palgrave Macmillan Ltd. Retrieved from

Simson, L., Moore, I., Woolnough, J., Pittard, S., & Conference, U. S. (2011). Evaluation and management of student diversity : a new model for tertiary science education. Paper presented at the Proceedings of the Australian Conference on Science and Mathematics Education 2011 (17th Annual Uniserve Science Conference) September 28th - September 30th 2011 the University of Melbourne : teaching for diversity - challenges and strategies.

Stupans, I., Elliot, E. E., March, G. J., & Conference, U. S. (2011). Exploring student diversity : local and international first year pharmacy students. Paper presented at the Proceedings of the Australian Conference on Science and Mathematics Education 2011 (17th Annual Uniserve Science Conference) September 28th - September 30th 2011 the University of Melbourne : teaching for diversity - challenges and strategies.


International Students

Brydon, K., & Liddell, M. (2011). Supporting International Students Undertaking Australian University Studies. Social Work Education, 31(8), 995-1011. doi: 10.1080/02615479.2011.610786

Gu, Q., Schweisfurth, M., & Day, C. (2009). Learning and growing in a ‘foreign’ context: intercultural experiences of international students. Compare: A Journal of Comparative and International Education, 40(1), 7-23. doi: 10.1080/03057920903115983

Liu, D. W. Y., & Winder, B. (2012). Exploring foreign undergraduate students’ experiences of university. International Journal of Qualitative Studies in Education, 1-23. doi: 10.1080/09518398.2012.736643

Murray, N.L. (2010). Conceptualising the English language needs for first year university students. The International Journal of the First Year in Higher Education, 1(1). 55-64.

Yeh, C. J., & Inose, M. (2003). International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15-28. doi: 10.1080/0951507031000114058


The Cultural Diversity and Inclusive Practice Toolkit (CDIP)

Cultural Diversity and Inclusive Practice (CDIP) toolkit
The Cultural Diversity and Inclusive Practice Toolkit was created by Flinders University and has been adapted by staff in the Teaching & Learning Centre at UNE for use by the UNE community. The CDIP toolkit aims to assist all members of the UNE community to increase awareness of cultural diversity and inclusive practice and to promote mutual respect and intercultural understanding.


Lecturing Diverse Groups


Finding Common Ground

Finding common ground: Enhancing interaction between domestic and international students

Sophie Arkoudis (project director), Chi Baik, Shanton Chang (Melbourne), Ian Lang (Melbourne), Kim Watty (Melbourne), Helen Borland (Victoria), Amanda Pearce (Victoria) and Josephine Lang (RMIT)
Funded by: The Australian Learning and Teaching Council (ALTC)

This research project investigated local and international student interaction within teaching and learning contexts. A key outcome from the project was the development of a six-dimension conceptual framework, the Interaction for Learning Framework.

cc logoThis work is licensed under a Creative Commons Attribution 2.5 Australia License


Large Classes

Oliver, R. (2007). Exploring an Inquiry-Based Learning Approach with First-Year Students in a Large Undergraduate Class. Innovations in Education and Teaching International, 44(1), 3-15.

Mostert, M., & Snowball, J. D. (2012). Where angels fear to tread: online peer-assessment in a large first-year class. Assessment & Evaluation in Higher Education, 38(6), 674-686. doi: 10.1080/02602938.2012.683770

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