Rate My Professor Kate Carter

Kate Carter, known professionally as Katherine Carter, is the Academic Programs Co-ordinator (Monday to Thursday) and Associate Lecturer at the Oorala Aboriginal Centre, University of New England. With more than 30 years of dedicated experience in Aboriginal and Torres Strait Islander education across primary, secondary, and tertiary levels, she has specialized for the past 13 years in teaching academic literacy skills as part of the TRACKS Tertiary Preparation Program. Her academic background includes a Bachelor of Education (Primary), a Certificate IV in Training and Assessment from TAFE, and she is currently enrolled in a Master of Applied Linguistics (TESOL). Carter's teaching areas cover academic skills, information and communication technology (ICT), and Aboriginal studies. Since 2012, she has worked with UNE’s First Nations students, passionately creating culturally responsive online spaces and learning opportunities.

Carter develops culturally appropriate resources, such as instructional videos featuring Indigenous perspectives and voiced by Aboriginal people, to demystify university culture and support student success. She collaborates across the university, including building Indigenous perspectives into the School of Psychology curriculum, participating in the UNE HEPP Wellbeing project, and contributing to initiatives like the 'Your Place Our Country' photographic competition. Currently, she works with Oorala’s Student Recruitment team to build awareness and capacity for tertiary study in regional and remote Aboriginal communities within the Murdi Paaki Region. Her research interests include teaching and learning, higher education, linguistics, and the learning of academic English. Carter has contributed to several MATSITI and HEPP grant projects focused on Indigenous education and student support, such as the 2014 Exit Survey for Indigenous Students project team. She is presently involved in research employing an AI Assistant to enhance students’ self-reflection on culturally challenging topics and to cultivate culturally responsive learners. A key publication is her co-authorship in 'Improving Services to Aboriginal and Torres Strait Islander Students: A Critical Study' by Jones, T., Takayama, K., Posthausen, G., et al. (2016, Nova Science Publishers).