I create opportunities for students to hone their reading and writing skills, challenge themselves, and adopt responsibility for their own learning. To accomplish my goals, I base my pedagogical techniques on tenets of Universal Design for Learning, which recommends offering students various avenues of engagement, representation, and expression. I teach in a variety of modalities, including collaborative group work, class discussion, structured activities, in-class drafting time, presentations, one-on-one conferences, quizzes, and lectures. I also encourage students to cultivate personal connections to the course material and assignments. I find that being transparent about the value of my course content empowers students to deeply engage with and ultimately pursue their own learning, even beyond the classroom. To that end, I prioritize representing a diversity of authors in my syllabi, and I ensure that my students grapple with the intersectional implications of our course texts. Making my classroom an anti-racist and accessible place will always be an ongoing project in which I learn new information and adjust my practices to better support my students.