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This essay explores how one enlisting the spirit of the “Choose Your Own Adventure” approach to accepting major papers or projects might support students who are learning to take agency and understand themselves as political negotiators in the classroom and in their own learning. To that end, this essay will first briefly explore the method of Universal Design for Learning in the classroom, and then survey how dedication to an inclusive classroom can assist and encourage students of multiple identities in taking responsibility for the management of their own time and their learning.
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The Wabash Center Journal on Teaching is published pursuant to a Creative Commons Attribution-Non-Commercial License (CC-BY-NC).