ABSTRACT
This chapter focuses on the integration of professors’ reflective assessment with formal systems of evaluation. It discusses whole student development, reflects on engaged learning as a missing link, and uses integrative pedagogies as a means of improving diversity and inclusion. The chapter includes a case study of teaching assessment as content to further encourage readers to rethink how integrative pedagogies can be used to promote diversity and inclusion in higher education classrooms. Research informing litigation of affirmative action cases can inform system reforms in assessment, as well as provide a starting point for student-centered assessment by teaching faculty. Diversity is a legally defensible goal in American universities in spite of their increasing elitism. Assessment is one major component in ensuring that students’ postsecondary experience is socially just. Postsecondary institutions are currently facing some common challenges. These challenges include greater numbers of students attending college, shrinking capital and human resources, and diminishing public confidence.
