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Successful university teaching in times of diversity offers a contemporary, practical and effective introduction to university teaching. This book, edited by Nicola Rolls, Senior Lecturer at Charles Darwin University (Australia), Andrew Northedge and Ellie Chambers, Emeritus Professors at the Open University (UK), suggests practical tips with solid theoretical foundations aimed at equipping university teachers with transferable skills to enable them to face a multitude of challenges in current diverse university contexts. Throughout the book, there is a strong emphasis on the important underlying role of language and communication for learning and engaging with academic knowledge. Given the clear emphasis on academic language and learning, this book is to be highly recommended to academic language and learning practitioners, not only for their own teaching, but also in their efforts to work collaboratively with subject academics across all disciplines.

Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal.

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