thinking and our practices. She provides an impressively wide range of conceptual frameworks, concrete approaches, and helpful examples that can guide the necessarily ongoing work of promoting inclusive classroom dynamics."
Alison Cook-Sather, Professor of Education and Director, Peace, Conflict and Social Justice concentration and Director, Teaching and Learning Institute, and co-author of Promoting Equity and Justice through Pedagogical Partnership (Stylus, forthcoming)
Bryn Mawr and Haverford Colleges
"This book offers essential, evidence-based strategies for faculty and students to foster transparent learning and teaching conditions, including the sense of belonging and the collaborative, intentional support for equitable learning that is so essential to students' persistence and success in college."
Mary-Ann Winkelmes, executive director of the Center for Teaching and Learning; and co-editor, Transparent Design in Higher Education Teaching and Leadership
Brandeis University
"Every new and seasoned faculty member who reads this book will make more intentional decisions in how they bring themselves into their classes and organize small group engagement. Faculty developers will rely on this book as an essential resource for the how and why of inclusive group dynamics in higher education."
Becky Wai-Ling Packard, Professor of Psychology and Education; author of Successful STEM Mentoring Initiatives for Underrepresented Students
Mount Holyoke College
