ABSTRACT
Chapter 4 shares and expounds upon the perspectives of students on effective and inclusive endeavors within the class time itself, geared toward meeting the particular learning objectives of that specific course. It highlights common themes that emerged from a national survey of students and specific interview responses when they were asked to provide examples of when their instructors “did something well” or “have not done well” with regards to inclusive teaching in daily class activities. The chapter identifies specific points of progress in our practice and pitfalls to avoid, and supplements this information with educational literature on the topic and the personal teaching experiences of the authors. Throughout the chapter reflection questions are posed for the reader to consider.
