ABSTRACT
This chapter begins with a brief historical context that sets the stage for why culturally affirming and meaningful assignments are needed. Next, the importance of instructors reflecting on their positionality and teaching philosophies is discussed. Instructors are encouraged to explore their identities, values, and lived experiences and how these influence their teaching actions, including the types of assignments required. Next, assignments are contextualized within the instructional design process. Two instructional design approaches are shared—the backward design and ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Instructors are reminded that resources such as instructional designers and teaching and learning centers often exist to support them as they engage in the process of revising or reimagining assignments. Finally, the importance of instructors communicating their course design, including assignments, in the syllabus is discussed.
