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Chandler, R., Zaloudek, J. A., & Carlson, K. (2017). How Do You Intentionally Design to Maximize Success in the Academically Diverse Classroom? New Directions for Teaching and Learning, No. 151, 151-169.
https://doi.org/10.1002/tl.20254

has been cited by the following article:

• TITLE: Instructional Serendipity amid Diversity

  AUTHORS: Asa B. Wilson, Kyle J. Casler

  KEYWORDS: Diversity, Student Engagement, Academic Community

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.1, January 28, 2021

  ABSTRACT: Colleges and universities are faced with mission and instructional challenges. Society is emphasizing respect for diversity and inclusion. Higher education is working to ensure that individual and student group differences do not hinder academic progress or frustrate retention. Unfortunately, diversity can atomize a campus environment making instructional engagement difficult. A case-study approach to an in-class response describes an engaging experience that arose unexpectedly from a diverse class. This event is discussed as a serendipitous epiphenomenon anchored in class diversity yet transcending these differences. It is also a paradox since it cannot be instructionally scripted and will be overlooked if it is not considered a possibility. Equally unexpected gains in class climate and course content are discussed. Methods for fostering the probability of instructional serendipity are identified.