Many thanks for making an exception!

Thank you!

Thank you!

HUP Is running a back to school promotion that features the book (among other educational titles) on sale—25% off—until September 30: www.hup.harvard.edu/features/bac...

And check this out, from the mighty @biblioracle.bsky.social!

If you can believe it, I was lucky enough to be read by @susandblum.bsky.social!

And @thetattooedprof.bsky.social!

It's @kfitz.info!

Here’s what some very smart people have said about One Classroom at a Time:

It’s a book for instructors who want to help all of their students succeed and for higher ed decision-makers who want their institutions to follow through on the promises in their brochures and on their websites.

One Classroom at a Time makes the case that the right kind of teaching, enacted throughout our institutions, can make colleges more equitable. It also, of course, lays out exactly what the right kind of teaching is.

It’s still the case that many of us still teach the way our professors teach (which is pretty much how their professors taught.) Our students have changed a ton over the past few decades, but our teaching has not.

I spent much of the past five years reading study after study looking at interventions that would help marginalized students succeed in college courses. We know A LOT. But universities are not putting this knowledge to use.

This despite the fact that a) first-year GPA is by some measures the strongest predictor of whether a student will graduate within six years, and (more to the point) b) we now know SO MUCH about which teaching strategies can help lead to more equitable outcomes within individual classes.

Even though universities have presumably fought for decades against achievement gaps along the axes of race, socioeconomic status, disability, and (in certain fields) gender, they’ve done almost nothing to try to change how professors teach.

Teaching has been wildly underused as a means of combatting inequities in higher education.

I also want you to read it because I think that a more equitable university is possible, that achieving this isn’t as complicated as we think, and that the best path there is through better teaching.