Conclusion
These in-practice reflections likely mirror aspects of your own composition classes, and I hope, reflect back common pedagogical practices in new frameworks, as new topoi. My intention for this chapter is to further Critel’s argument in favor of a participation expectation that is built in the spirit of universal design, if not adhering strictly to its principles, and to do so by providing both theoretical and implementable tools. By building on Critel’s conclusion to cultivate student-informed participation expectations, we can use both the topoi and tools in the appendices for creating our own class-specific participation requirements. The appendices in particular are intended to demonstrate best practices for collecting student feedback and for designing course materials with a range of different students in mind. The materials are an extension of Critel’s work in the way they provide concrete tools to redesign our participation expectations using local information. They are my own resources based on educational development scholarship and materials and can be adapted as is useful for a range of pedagogical contexts.
