In the many conversations I have had with students, one rallying cry I hear regularly is for inclusive teaching. And our faculty aspire to be inclusive in their teaching.

But what exactly do we mean when we use the term “inclusive teaching?” And how do we get there? I hope you will join me for a conversation with Professor Anthony Jack on “Inclusive Teaching at Princeton” on Wednesday, September 30, 4:30 to 5:30 p.m. You can register via Zoom. I have many questions for Professor Jack on how we get to this ideal, and I hope you will, too.

Professor Jack’s scholarship has focused on the distinct culture and norms in elite institutions of higher education. While adapting to this environment can be challenging for many students, it can be especially so for those from low-income backgrounds. To better understand the challenges, he compares and contrasts the experiences of the “doubly disadvantaged” — low-income college students from disadvantaged public high schools — and the “privileged poor” — students from the same neighborhoods who had the opportunity to attend boarding, day, and preparatory high schools. In all of his work, he seeks to uncover the barriers to success low-income students face when they reach a college campus, and proposes remedies to ensure their success.