Introduction to Instructor Resources

In the previous editions of the textbook, the accompanying electronic resources were termed the “Instructor’s Manual.” This time we choose the phrase “Instructor Resources.” This is not a manual. It is, however, a curated collection of documents that may help you in your courses when you are using this textbook. In addition to this introduction, the primary categories included are: Syllabus Examples, Sample Exams and Essay Questions,  Assignments and Rubrics, and Recommended Films. 

Syllabus Examples

We recognize that you may be teaching face-to-face, fully online, remote, or hybrid classes. When relevant, we provide specific resources related to these settings. For example, the two syllabus examples are for a face-to-face and fully online class. Depending on your method of delivery, you may need to restructure course elements that worked in one setting but not in another. Research tells us that in times of stress, students need activities that will help them to build community. It may be harder for them to be highly self-reflective. During the current pandemic of COVID-19, it is particularly important to think about the classroom climate, complicated dimensions of your students’ identities, the task load for students and how to build community.   

We have found that incorporating elements of Universal Design for learning maximizes opportunities for all students in your classes, particularly when paired with the Negotiated Syllabus. Students with learning differences who have used this text have told us that its organization helps them understand where to focus and how to read. Our 2017 paper on Universal Design—which is included in these resources—outlines specific ways to shift your class to have a stronger learner focus. To help students focus their reading, we recommend using the Synopsis, Scaffolding, and Core Concepts at the beginning of each chapter to remind students about what they do know and to help them predict information in the chapter. An alternative would be to have students read the discussion questions and vocabulary at the end of the chapter before beginning their full chapter reading. 

Sample Exams and Chapter Questions

This section contains two sets of data.  The sample exams include grading rubrics. There are two out-of-class essay exams and one in-class exam. The sample chapter questions contain at least three possible essay questions for each chapter. 

Assignments and Rubrics

There are several sample assignments here—a book review (with rubric), a PowerPoint assignment to substitute for an exam (with rubric), a Reading and Video Response paper (with rubric), and a Comprehensive Final Critical Reflection Paper (with rubric). Please note that we have adapted many of these rubrics from ones shared with us by colleagues.

If you have time, please consider using the chapter exercises. There are always three, at the end of each chapter.  All have been pilot-tested. The acronym ARE stands for Analyze, Reflect, and Expand. Students are asked to use or represent data in the A exercises, move inward to look for a personal connection in the R exercises, and link the chapter’s information to broader dimensions in the E exercises. 

Recommended films

This is an active document and we welcome recommendations for additional films. The categories parallel the general chapter headings as well as regions. 

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