The composition of classrooms in higher education is rapidly becoming more diverse, presenting new challenges to faculty regarding their teaching and curricular practices. One response in higher education has been the development of programs aimed at helping faculty provide successful, quality education to diverse students. This study describes how faculty who participated in the Teaching and Learning in Diverse Classroom Faculty and TA Partnership Project (1994-2000) at the University of Massachusetts, Amherst, reflected on their experiences and pedagogical practices as instructors in diverse classrooms.

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