MTU Library Catalogue

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The Norton guide to equity-minded teaching / Isis Artze-Vega, Flower Darby, Bryan Dewsbury and Mays Imad.

By: Artze-Vega, Isis, 1978- [author].
Contributor(s): Darby, Flower [author] | Dewsbury, Bryan [author] | Imad, Mays [author].
Material type: materialTypeLabelBookPublisher: New York : W.W. Norton and Company, [2023]Copyright date: ©2023Description: xxvi, 285 pages : illustrations ; 26 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780393893717 (paperback); 0393893715 (paperback).Other title: Guide to equity-minded teaching.Subject(s): College teaching | Educational equalization | Racial justice in educationDDC classification: 378.125
Contents:
Introduction: An invitation to equity-minded teaching -- Section one: Design for equity -- Relevance and rigor: connect courses to students' lives and challenge them -- Transparency: create an equity-minded assessment and grading strategy -- Welcome and support students: design an inclusive syllabus and online course -- Section two: Inclusive day-to-day teaching -- Relationships: earn and maintain students' trust -- Belonging: validate students' presence and abilities -- Structure: plan ahead to support student learning and success -- An inside look: examples of an equity-minded online class and in-person classroom -- Section three: Learning through critical reflection -- Reflection: take the time to look inward and engage with student ratings data -- Inquiry: gather and learn from additional student feedback -- Conclusion: A learning sanctuary
Summary: Looking to make your teaching more inclusive? Start here! Written by renowned teaching and learning experts, this guide offers concrete steps to help any instructor striving to ensure that all students -- and, in particular, historically underserved students -- have an equal chance for success. Here's you'll find actionable tips, grounded in research, for teaching college classes online, in person, and everywhere in between

Enhanced descriptions from Syndetics:

Written by renowned teaching and learning experts, this guide offers concrete steps to help any instructor striving to ensure that all students--and, in particular, historically underserved students--have an equal chance for success. Here you'll find actionable tips, grounded in research, for teaching college classes online, in person, and everywhere in between.

While we are pleased to offer this title as a print book, this title is also available as a free ebook for educators. To learn more and register for access, visit https://seagull.wwnorton.com/equityguide

Praise for The Norton Guide to Equity-Minded Teaching

"Sometimes resistance to change comes less from a difference in values than from simply not knowing how to change. This guide is a remedy to that conundrum--a lucid and inspiring collection of useful strategies and actionable know-how's on exactly how to make teaching more equitable and effective at the same time. A must-read for all teaching communities, it is a book whose time has come!"

--Claude M. Steele, author of Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do

"Colleges are racialized organizations whose practices maintain inequalities in academic opportunities and outcomes for Black, Latinx, Indigenous, and marginalized Asian American and Pacific Islander students. This book gifts practitioners and their students with the knowledge and practices needed to transform the classroom into a site of racial justice."

--Estela Mara Bensimon, founder, USC Center for Urban Education

"I can't praise this book highly enough. The authors have produced a thoughtful and well-written guide to creating equity-minded college courses. Into their deft summaries of the research and theory they have woven well-chosen examples, plenty of starter tips, and material for further reflection. Change the lives of your students, and reshape your teaching, with the help of this essential book."

--James M. Lang, author of Small Teaching: Everyday Lessons from the Science of Learning

Includes bibliographical references

Introduction: An invitation to equity-minded teaching -- Section one: Design for equity -- Relevance and rigor: connect courses to students' lives and challenge them -- Transparency: create an equity-minded assessment and grading strategy -- Welcome and support students: design an inclusive syllabus and online course -- Section two: Inclusive day-to-day teaching -- Relationships: earn and maintain students' trust -- Belonging: validate students' presence and abilities -- Structure: plan ahead to support student learning and success -- An inside look: examples of an equity-minded online class and in-person classroom -- Section three: Learning through critical reflection -- Reflection: take the time to look inward and engage with student ratings data -- Inquiry: gather and learn from additional student feedback -- Conclusion: A learning sanctuary

Looking to make your teaching more inclusive? Start here! Written by renowned teaching and learning experts, this guide offers concrete steps to help any instructor striving to ensure that all students -- and, in particular, historically underserved students -- have an equal chance for success. Here's you'll find actionable tips, grounded in research, for teaching college classes online, in person, and everywhere in between

Author notes provided by Syndetics

Mays Imadis an Assistant Professor of Biology and Equity Pedagogy at Connecticut College. Prior to that, she founded the Teaching & Learning Center at Pima Community College in Tucson, Arizona, where she also taught for over ten years in the department of life and physical sciences. A Gardner Institute Fellow and an American Association of Colleges and Universities Senior Fellow, Mays's research focuses on stress, biofeedback and self-regulation, critical feeling, and cultivating resilience, and how these impact student learning and success. A nationally recognized expert on trauma-informed teaching and learning, Mays works to promote inclusive, equitable, and contextual education-all rooted in the latest research on the neurobiology of learning.