Teaching students from diverse backgrounds

Australian universities are characterised by multiple and overlapping forms of student diversity:

Government-recognised equity groups - students from lower socioeconomic backgrounds; students from rural and isolated areas; students with a disability; students from a non-English speaking background; women in non-traditional areas of study and higher degrees; indigenous students
Pre- admission experiences - students who come from various state schools or independent private schools; students who are not traditional school-leavers; students who have been in an out-of-State education system
International citizenship (of students predominantly onshore, but also those studying at offshore locations) with a range of cultural and language traditions
Age groups, from the under-18s to mature-aged students
Study modes - customised degree combinations; full-time and part-time loads; students on different campuses; work-based and distance-education students

After p.389-391 in McInnis, C. (2003). From marginal to mainstream strategies: Responding to student diversity in Australian universities European Journal of Education, 38(4), 387-400.

Your learning in this module

As a teaching academic, are you familiar with what current research says about plagiarism attitudes and behaviours among diverse groups of students?

Topic: Evidence-based teaching

Have you heard about strategies that other academics use to help diverse groups of students to make the transition to the university's academic standards?

Topic: Supporting transitions from previous education

What do you know about the factors that make academic integrity concepts and practices hard to understand for students from certain cultural and language backgrounds?

Topic: Working with cultural and language backgrounds

Are you aware of the features of youth culture in which some students are building plagiarism-related values and skills?

Topic: Engaging with youth culture