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Regardless of course content, instructors can approach class conversations with values and guidelines informed by Diversity, Equity, and Inclusion
Regardless of course content, instructors can approach class conversations with values and guidelines informed by Diversity, Equity, and Inclusion
Howard, J. (23 May 2019). The Chronicle. [5000 words]
This article’s contents include specific examples of how to ask better discussion questions, strategies for disrupting norms of classroom discussion, how to keep a discussion on track, and approaches to participation grades.
Ask better questions by:
posing inquiries with more than one correct answer
asking different students to apply different theories or perspectives to the same example
asking about process instead of content
CRLT. University of Michigan. [2000 words]
This site is an extremely comprehensive manual for U-M instructors on reducing the likelihood of unexpected “hot moments” in classrooms, how to plan discussions of controversial topics, and University resources for dealing with incidents that do arise.
Iturbe-LaGrave, V. (2 June 2020). Office of Teaching and Learning, University of Denver. [1000 words]
“To help you navigate these complex and challenging times, we offer a brief summary of trauma-informed critical pedagogy as a way to consider how trauma may be impacting you and your students… Below are some critical trauma-informed pedagogy considerations, suggested readings, and resources to help you on this journey.”
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