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.
Center for Postsecondary and Economic Success. (2011). Yesterdays' nontraditional student is today's traditional students. Retrieved from http://www.clasp.org/admin/site/publications/files/Nontraditional-Students-Facts-2011.pdf
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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 http://www.fyecd2009.qut.edu.au/resources/PRE_MarciaDevlin_5Feb09.pdf
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 http://nces.ed.gov/pubs/web/97578.asp
Note: Definitions and data
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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.
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
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.
This work is licensed under a Creative Commons Attribution 2.5 Australia License
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