How Research-Based Approaches to Cross-Cultural Teachings Can Inform Our Practice: Findings and Implications From a National Study of Indigenous Teaching

In this session, findings from a study of exemplary practice in teaching Aboriginal students and curriculum in Australia will inform participants' active engagement with questions like: Is basic "good teaching" enough to ensure minority success, or is something extra needed? How can we enhance the intercultural understandings of all our students as global citizens in a diverse world? and What constitutes evidence of teaching success in relation to "fuzzy" outcomes such as students' attitudinal transformations?

After 15 years as a faculty developer, Christine Asmar moved to the University of Melbourne as Senior Lecturer in Indigenous Higher Education at Murrup Barak - Melbourne Institute for Indigenous Development. Her main task is to coordinate graduate programs for Aboriginal and Torres Strait Islander research students. In her research she focuses mainly on how Indigenous faculty and students experience universities, including an analysis of Indigenous student data from the Australasian Survey of Student Engagement (AUSSE). Funding from the Australian Learning & Teaching Council has enabled her to develop research-based resources for teachers of Indigenous students and curriculum (

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