Center for Teaching and Learning University of North Carolina at Chapel Hill Teaching for Inclusion Diversity in the College Classroom
© 1997 by the UNC-CH Center for Teaching and Learning Any parts of this book may be copied, reproduced or adapted to meet local needs without permission from the Center for Teaching and Learning, provided the parts reproduced are distributed free or at cost (not for profit) and written credit is given to the UNC-CH Center for Teaching and Learning. For reproduction with commercial ends, permission must first be obtained from the Center: Center for Teaching and Learning CB #3470 - 316 Wilson Library University of North Carolina at Chapel Hill Chapel Hill, NC 27599-3470 This handbook was developed with assistance from the Jessie Ball duPont Religious Charitable, and Educational Fund: Grant No. 91-99 Designed and produced by Anne Geer Acknowledgments The staff of the Center for Teaching and Learning would like to express their appreciation to the following graduate students who collaborated with Center staff and UNC students, staff and faculty to produce this handbook: Lisa Perfetti Christine Reimers Cheryl A. Boyce Deborah DeRosa Robin Vander Please note that much information in this handbook is reproduced or adapted with permission from Teaching a Diverse Student Body (1994), a publication of the Teaching Resource Center at the University of Virginia at Charlottesville. Thank you to Director Marva Barnett for her permission to use this work. 3500 copies of this handbook were published at a cost of $3.25per copy
iii Preface With the United States’ changing demographics and an ever more inclusive univer- sity system, students of diverse cultural, racial, and ethnic backgrounds are making American education both more exciting and more complex. Inclusion of new groups not traditionally found at the university has led to increased interest in promoting multicultural understanding. Unfortunately, college teachers do not always receive good information on how to address such issues in their classrooms. Many new teachers at UNC must learn how to promote an inclusive classroom by trial and error, rather than by preparing for it before they start to teach. This can lead to unfortunate situations, for both the stu- dents and the teachers. This handbook provides college teachers with an easy-to-use source of ideas and teaching techniques to help create an inclusive classroom atmo- sphere. The consultants at the Center for Teaching and Learning, located on the ground floor of Wilson Library, are available to consult with UNC teaching staff about their par- ticular classes and to suggest other useful resources on campus.
I NTRODUCTION Why is Diversity on Campus Important? vii Part I Teaching for Inclusion C HAPTER 1 Your Diversity, Academic Culture, and Teaching and Learning Styles Diversity Issues for the Instructor 1 Learning and Teaching Styles: the Academic Culture 6 C HAPTER 2 Strategies for Inclusive Teaching 16 General Strategies 16 In the Classroom 19
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