This book helps instructors get down to business, truly operationalizing inclusive teaching. Building on foundational pedagogical pillars, chapters infuse cultural sensitivity into tried-and-true methods while pushing educators to consider novel equitable alternatives. A bounty of pragmatic solutions to meet a long-standing need.
Regan A. R. Gurung, Associate Vice Provost and Executive Director, Center for Teaching and Learning, Oregon State University
This edited volume is highly practical, focused, and valuable for today's equity-minded educators. Establishing a definition and the importance of culturally affirming and meaningful assignments, this collection provides specific guidelines for creating these tasks with discipline-specific and discipline-agnostic examples.
Flower Darby, Associate Director of the Teaching for Learning Center, University of Missouri
From beginning to end, this book centers students and their lived experiences as a necessary component for student success. The authors do an excellent job of providing readers with research, resources, and guidance to incorporate their students' experiences into the classroom through culturally affirming assignments.
Paul Hernandez, Senior Advisor to the President at Achieving the Dream
This book is an excellent teaching resource for new and seasoned faculty who want to engage their students through inclusive assignments. Faculty will find the numerous practical strategies and assignment examples helpful in this must-have resource as they develop their assignments.
Linda Garcia, Executive Director of the Center for Community College Student Engagement (CCSSE) at the University of Texas at Austin
This book focuses on what students want-and deserve: meaningful assignments that are inclusive of the range of experiences and backgrounds they bring to a course. Instructors are eager for guidance on examining and creating such assignments. This is the book we need for engaging in this important work.
Ellen Hernandez, Retired English Professor, Camden County College
This book helps instructors get down to business, truly operationalizing inclusive teaching. Building on foundational pedagogical pillars, chapters infuse cultural sensitivity into tried-and-true methods while pushing educators to consider novel equitable alternatives. A bounty of pragmatic solutions to meet a long-standing need.
Regan A. R. Gurung, Associate Vice Provost and Executive Director, Center for Teaching and Learning, Oregon State University
This edited volume is highly practical, focused, and valuable for today's equity-minded educators. Establishing a definition and the importance of culturally affirming and meaningful assignments, this collection provides specific guidelines for creating these tasks with discipline-specific and discipline-agnostic examples.
Flower Darby, Associate Director of the Teaching for Learning Center, University of Missouri
From beginning to end, this book centers students and their lived experiences as a necessary component for student success. The authors do an excellent job of providing readers with research, resources, and guidance to incorporate their students' experiences into the classroom through culturally affirming assignments.
Paul Hernandez, Senior Advisor to the President at Achieving the Dream
This book is an excellent teaching resource for new and seasoned faculty who want to engage their students through inclusive assignments. Faculty will find the numerous practical strategies and assignment examples helpful in this must-have resource as they develop their assignments.
Linda Garcia, Executive Director of the Center for Community College Student Engagement (CCSSE) at the University of Texas at Austin
This book focuses on what students want-and deserve: meaningful assignments that are inclusive of the range of experiences and backgrounds they bring to a course. Instructors are eager for guidance on examining and creating such assignments. This is the book we need for engaging in this important work.
Ellen Hernandez, Retired English Professor, Camden County College
