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Teaching in Higher Education
Critical Perspectives
Volume 25, 2020 - Issue 8
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Articles

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

Caroline BrockDivision of Applied Social Sciences, University of Missouri Columbia, Columbia, MO, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7775-6688View further author information
ORCID Icon,
Ninive SanchezDivision of Applied Social Sciences, University of Missouri Columbia, Columbia, MO, USAORCID Iconhttps://orcid.org/0000-0003-3849-4408View further author information
ORCID Icon &
Deanna L. SharpeDivision of Applied Social Sciences, University of Missouri Columbia, Columbia, MO, USAView further author information
Pages 992-1009 | Received 04 Jan 2019, Accepted 02 Jun 2019, Published online: 12 Jun 2019

Citations (3)

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Read on this site (2)

Orna Levin, Merav Esther Hemi & Ronen Kasperski. (2023) Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners. Teaching in Higher Education 0:0, pages 1-15.
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Bonnie Farber Canziani, Yalda Esmizadeh & Hamid R. Nemati. (2021) Student engagement with global issues: the influence of gender, race/ethnicity, and major on topic choice. Teaching in Higher Education 0:0, pages 1-22.
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Articles from other publishers (1)

Khetsiwe P. Masuku & Anniah Mupawose. (2022) Students’ experiences of using a writing-intense programme to facilitate critical thinking skills on an online clinical training platform: A pilot study. South African Journal of Communication Disorders 69:2.
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