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Teaching Diversity 49 (New directions for teaching & learning, no 49, Spring, 1992 (Jossey-Bass Higher Education Series) - Softcover
Synopsis
In the charged atmosphere of the debate on multicultural issues, higher education professionals must take action, even in the face of incomplete information and complicated arguments and counterarguments, and are often expected to set standards when many assumptions are made in deep-rooted, taken-for-granted institutional practices. This volume speaks in a practical way to administrators, instructors, faculty/TA developers, and support staff who work in the multicultural classroom and offers valuable information that will serve as a basis for recognizing and solving issues in diversity.This is the 49th issue of the quarterly journal "New Directions for Teaching and Learning."
"synopsis" may belong to another edition of this title.
About the Author
LAURA L. B. BORDER is director of the Graduate Teacher Program, Graduate School, University of Colorado, Boulder. NANCY VAN NOTE CHISM is program director for faculty and TA development at the Center for Teaching Excellence, The Ohio State University, Columbus.
From the Back Cover
In the charged atmosphere of the debate on multicultural issues, higher education professionals must take action, even in the face of incomplete information and complicated arguments and counterarguments, and are often expected to set standards when many assumptions are made in deep-rooted, taken-for-granted institutional practices. This volume of New Directions for Teaching and Learning speaks in a practical way to administrators, instructors, facutly/TA developers, and support staff who work in the multicultural classroom and offers valuable information that will serve as a basis for recognizing and solving issues in diversity. This is the 49th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
From the Inside Flap
In the charged atmosphere of the debate on multicultural issues, higher education professionals must take action, even in the face of incomplete information and complicated arguments and counterarguments, and are often expected to set standards when many assumptions are made in deep-rooted, taken-for-granted institutional practices. This volume of New Directions for Teaching and Learning speaks in a practical way to administrators, instructors, facutly/TA developers, and support staff who work in the multicultural classroom and offers valuable information that will serve as a basis for recognizing and solving issues in diversity. This is the 49th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
"About this title" may belong to another edition of this title.
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Teaching for Diversity: New Directions for Teaching and Learning, Number 49 (J-B TL Single Issue Teaching and Learning)
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Teaching for Diversity: New Directions for Teaching and Learning, Number 49 (J-B TL Single Issue Teaching and Learning)
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