Pen as a bridge: instructor perspectives on incorporating diversity and inclusion in writing intensive courses

This study examines how seventeen writing intensive instructors at a Midwestern, public university used writing as a mode of learning about complex, sensitive, and challenging issues across the disciplines. For their students, the pen effectively became a bridge to the development of critical thinking skills, greater self-awareness, and a deeper understanding of people perceived to be different from oneself. Instructors used inclusive teaching...