How can we help you? Call us at 1.800.200.3908
Teaching Diversity Conference Proceedings By James Lin and Carrie Wastal
    Print $51.95

Teaching Diversity Conference Proceedings

By James Lin and Carrie Wastal

Paperback ISBN: 978-1-60927-165-7, 304 pages

This book is a collection of articles, student testimonials, transcriptions, and syllabi that summarize best practices about how to infuse diversity issues into the college curriculum. This book will be useful to educators as a:

  • Text for students and a handbook for faculty and teachers interested in looking at the various methods to teach diversity.
  • Guidebook for administrators who are looking to effectively educate the student population about the harmful implications of unaware oppressive actions or comments.
  • Collection of student voices about the transformative effects a course can have on altering the perspectives students have about people from different backgrounds.
  • Sampling of comments by the public that demonstrate why teaching diversity is now more than ever a crucial element in education.
  • Description of efforts to make science a more welcoming subject for underrepresented students.
James Lin has been a Professor of Mathematics at UCSD since 1974. He has been actively involved with recruiting and retaining underrepresented students and women in the UCSD math graduate program. When he became Acting Provost of UCSD’s Muir College, he challenged the university to consider how to effectively teach students about issues of power, privilege and discrimination. Together with co-editor Carrie Wastal, he spoke to hundreds of student groups, faculty, college staff, alumni, post docs and administrators encouraging them to share their best practices around teaching diversity.
Carrie Wastal is the Director of the Muir College Writing Program at UCSD. A non-traditional student herself, Dr. Wastal’s primary areas of interest include the role of pedagogy for writing curriculum in questions of diversity, access to higher education, underrepresented, and non-traditional students. Under her guidance, the writing program addresses the challenges these students and their instructors face when teaching writing to undergraduates from diverse education, socio-economic, ethnic, and cultural backgrounds.