The Center for Research on Learning and Teaching (CRLT) developed the following guidelines to help instructors facilitate classroom discussions about affirmative action. When there are classroom discussions about this topic, it is best that they be carefully planned and informed, not simply unstructured expressions of opinion. Ideally, discussions should provide an opportunity to extend the discourse about affirmative action beyond polarized debates.

Spontaneous Discussions: Dealing with the Unanticipated

Affirmative action is a contentious topic, in part because the media often present oversimplified information and opinions about affirmative action. Also, both students and instructors at the University of Michigan feel personally involved in the national debate because affirmative action is a current practice here. For these reasons and many others, it is better not to have unplanned discussions. If a student raises the issue of affirmative action during class, consider the following strategies:

1. Acknowledge the student who raised the issue while noting that students may vary in their responses and concerns.

2. Quickly assess whether the class would like to spend time sharing views about the topic. If students want to have a dialogue, schedule a discussion for a later class and suggest ways that students could prepare. Consider the strategies outlined in the “Planned Discussions” section below. Read more »

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Links to National Resources on Teaching and Learning

The Carnegie Foundation for the Advancement of Teaching
(http://www.carnegiefoundation.org)

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