Professional Development and Academic Life (When You’re Mentally Dis/abled) By Jenn Polish For the final installment of this series on mental health in college classrooms, I’d like to shift the focus to ourselves as instructors, and consider how those of us with dis/abilities navigate both the classroom and the professional spaces surrounding it. I […]
Assessment as a Process, Not an Event: Anti-Ableist Strategies for All Students By Jenn Polish This post will focus on developing anti-racist and anti-ableist modes of assessment, and how things like contract grading can be a way for students to create their own forms of success in classrooms (instead of being held unfailingly to […]
Final Projects and Research Papers: On Anti-Ableist Assignment Design By Jenn Polish Throughout this series, I’ve argued that anti-ableist practices in our classrooms should begin before the first day of term: before we’ve met our students, before students are forced to either “out” themselves as having dis/abilities, so that we can minimally “accommodate” them, […]
