Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one's own. The integrated design of the book's three parts - cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice - makes this book helpful to teaching faculty and academic administrators.

Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one's own. The integrated design of the book's three parts - cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice - makes this book helpful to teaching faculty and academic administrators.

Promoting learning among college students is an elusive challenging, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning ; and offers an empirically - based framework and model, together with practical strategies , to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and in Learning the highlights eight continua towards achieving the transformation of teaching , and developing more culturally balanced and inclusive practices, over time They present techniques - illustrated by numerous examples and narratives - for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises.

Promoting learning among college students is an elusive challenging, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning ; and offers an empirically - based framework and model, together with practical strategies , to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and in Learning the highlights eight continua towards achieving the transformation of teaching , and developing more culturally balanced and inclusive practices, over time They present techniques - illustrated by numerous examples and narratives - for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises.