Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (Teaching and Learning in Higher Education)
Language: English
Published by West Virginia University Press, 2022
Series: Book 14 of 15 - Teaching and Learning in Higher Education
- Softcover
- Used
Condition: Used - Very good
£ 5.36
Quantity: 1 available
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Fast & Free Shipping – Very Good condition book with a firm cover and clean pages. Shows normal use and some light wear or limited notes markings. A solid, nice copy to enjoy.
Seller Inventory # ZWV.1952271630.VG
- Title
- Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (Teaching and Learning in Higher Education)
- Author
- Hogan, Kelly A.; Sathy, Viji
- Publisher
- West Virginia University Press
- Publication year
- 2022
- Condition
- very_good
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 1952271630
- ISBN 13
- 9781952271632
- Series
- Book 14 of 15: Teaching and Learning in Higher Education
Award-winning teachers offer practical tips for addressing inequities in the college classroom and for making all students feel welcome and included.
In a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices.
The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?
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