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The authors report on a study that examined how academics in two faculties (Business and Science) at a large, research-focused university use information about student diversity to inform their teaching. Ninety-nine Science academics completed an online survey regarding their knowledge of their student cohort’s demographic, cultural, language, and educational backgrounds at the beginning of semester. They then received a concise two-page, course-specific document, Knowing Your Students (KYS) report, summarizing aspects of their students’ diversity. At the end of the semester, 44 of the same staff completed a second survey with open-ended questions regarding how they used the report information in their teaching and curriculum design. The report was new to Science while Business academics had received the reports for three years. To compare Science with Business, Business academics also completed the second survey. Academics across both faculties had a very positive response to the reports and engaged with the information provided. Provision of the report to Science academics brought their self-assessed knowledge of their student cohort’s diversity to a level comparable with that of Business. This chapter shares how KYS reports improved academics’ knowledge of student diversity, and challenged them to respond with suitable curriculum and pedagogical changes.

The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy, which is being gradually replaced by natural resources. The chapter authors in this volumes stress on the value of mentorship program with a focus toward mentoring those who are neglected and underprivileged. Programs that help students with visual or audio impairment has been discussed along with bridge programs, which might help in imparting an inclusive and equitable HE with accessibility to all. Case studies from Ghana to South Africa, Glasgow, and Australia are discussed to increase motivation and willingness among educators and students to apply new skills and foster new teaching experiences that can help shape effective learning outcomes for students.