Digital Commons Network^™

Teaching In The Cracks: Using Familiar Pedagogy To Advance Lgbtq-Inclusive Curriculum, Michelle L. Page

Education Publications

English language arts teachers and other literacy educators have the opportunity to create more positive and more inclusive school experiences for gender‐ and sexual‐minority students, but many hesitate to transform their curricula and practices because of fear of community protest. To support educators who feel vulnerable or constrained, this article summarizes challenges facing gender‐ and sexual‐minority students and then describes the benefits and limitations of a variety of familiar instructional approaches that teachers can use to make curricula more inclusive, ultimately reducing isolation and invisibility of LGBTQIA students and experiences.

English Discipline 5-Year Assessment Plan 2016-2021, English Discipline

Assessment of Student Learning Reports

No abstract provided.

English Discipline Assessment Report 2015/2016, English Discipline

Assessment of Student Learning Reports

No abstract provided.

The Prairie Connect Spring 2016, English Discipline, University Of Minnesota, Morris

The Prairie Connect (English Discipline Newsletter)

The Prairie Connect is the bi-annual English discipline newsletter.

Featuring the Faculty Feature: The Publishing Process with Chrissy Kolaya, Creative Writing: "When, With Autumn Hands, We Dig" by Joshua Johnson, Student Profiles: Brittany Grady and Dan Nicla, Alumni Profiles: Jessie Hennen and Don Lifto, Feature Story: One Degree, Five Paths to Success, and Student, Alumni, and Faculty News