Inclusive Teaching

[prefacing paragraph in development]

Online

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass.
Conrad, R.-M., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass.
Darby, F. & Lang, J. M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass.
Bailey, T. L., & Brown, A. (2016, June 1). Online student services: Current practices and recommendations for implementation. Journal of Educational Technology Systems 44(4), 450–462. https://doi.org/10.1177/0047239515616956

Microaggressions and Biases

Barnes, M., & Gonzalez, J. (2015). Hacking education: 10 quick fixes for every school. Times 10 Publications.
Cooper, J. N., & Hawkins, B. (2016). An anti-deficit perspective on black male student athletes’ educational experiences at a historically black college/university. Race Ethnicity and Education, 19(5), 950–979. https://doi.org/10.1080/13613324.2014.946491
Deady, K. (2020, August 12). 5 steps to becoming a culturally responsive teacher. Teachaway. https://www.teachaway.com/blog/5-steps-becoming-culturally-responsive-teacher
Feldman, J. (2020, January 27). Improved grading makes classrooms more equitable. Inside Higher Ed. https://www.insidehighered.com/views/2020/01/27/advice-how-make-grading-more-equitable-opinion
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Harrison, C., & Tanner, K. D. (2018). Language matters: Considering microaggressions in science. Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.18-01-0011
Jensen, E. (2021). Why your secret bias matters in the classroom. Jensen Learning. https://www.jensenlearning.com/why-your-secret-bias-matters-in-the-classroom/
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1): 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Malouff, J. (2008). Bias in grading. College Teaching, 56(3), 191–192. https://doi.org/10.3200/CTCH.56.3.191-192
Malouff, J. M., Emmerton, A. J., & Schutte, N. S. (2013). The risk of a halo bias as a reason to keep students anonymous during grading. Teaching of Psychology, 40(3), 233–237. https://doi.org/10.1177/0098628313487425
Saul, J. (2013). Implicit bias, stereotype threat, and women in philosophy. In K. Hutchison & F. Jenkins (Eds.), Women in philosophy: What needs to change (pp. 39–60). Oxford University Press.
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Wiley.
Staats Cheryl, et al. (2017). State of the Science: Implicit Bias Review. Kirwan Institute for the Study of Race and Ethnicity.
Yale Poorvu Center for Teaching and Learning. (2021). Awareness of implicit biases. https://poorvucenter.yale.edu/ImplicitBiasAwareness

Teaching Strategies

Bain, K. (2012). What the best college students do. BelknapPress.
Blackburn Center. (2020, March 4). Why sharing your gender pronouns is important. https://www.blackburncenter.org/post/2020/03/04/why-sharing-your-gender-pronouns-is-important
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). Jossey-Bass.
Brown, P.C., Roediger, H.L., III,& McDaniel, M.A. (2014). Make it stick: The science of successful learning. BelknapPress.
Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87–95. https://uncw.edu/jet/articles/vol11_2/burke.pdf
CDHE (Colorado Department of Higher Education). (2018). Equity toolkit: Inclusive teaching and learning. http://masterplan.highered.colorado.gov/wp-content/uploads/2020/09/CDHE-CTL-Inclusion-Guide.pdf
Center for Teaching Innovation. (n.d.). Designing your course: Incorporating diversity. Cornell University. https://teaching.cornell.edu/teaching-resources/designing-your-course/incorporating-diversity
Davis, B. G. (2009). Tools for teaching (2nd ed.). Jossey-Bass.
Davis, S. E. (2007). Effects of motivation, preferred learning styles, and perceptions of classroom climate on achievement in ninth and tenth grade math students (Doctoral dissertation). University of Florida.
Effectiviology. (n.d.). The protégé effect: How you can learn by teaching others. https://effectiviology.com/protege-effect-learn-by-teaching/
Elsesser, K. (2020, July 8). How to use gender-neutral language, and why it’s important to try. Forbes. https://www.forbes.com/sites/kimelsesser/2020/07/08/how-to-use-gender-neutral-language-and-why-its-important-to-try/ - 1b50f95f26ba
Faculty Focus. (2016). Diversity and inclusion in the college classroom. Magna Publication. https://provost.tufts.edu/celt/files/Diversity-and-Inclusion-Report.pdf
Fan, X., Luchok, K., & Dozier, J. (2021). College students’ satisfaction and sense of belonging: Differences between underrepresented groups and the majority groups. (2021). SN Soc Sciences, 1, Article 22. https://doi.org/10.1007/s43545-020-00026-0
Gopalan, M., & Brady, S. T. (2020, March 1). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137. https://doi.org/10.3102/0013189X19897622
Greer, A. (2014). Increasing inclusivity in the classroom. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-%20%20sub-pages/increasing-inclusivity-in-the-classroom/
Kaplan, M. & Miller, A. T. (Eds.). (2007). Special Issue: Scholarship of multicultural teaching and learning. New Directions for Teaching and Learning, (111).
Laldin, M. (2016, February 11). The psychology of belonging (and why it matters). Learning & the Brain. https://www.learningandthebrain.com/blog/psychology-of-belonging/
McGuire, S. Y. (with McGuire, S.). (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Stylus Publishing.
McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46(3), 235–261.
Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for teaching for student success. College Teaching, (67)3, 160–168. https://www.tandfonline.com/doi/abs/10.1080/87567555.2019.1579699
NYU Steinhardt. (2020, September 16). An asset-based approach to education: What it is and why it matters. https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-what-it-is-and-why-it-matters/.
Panadero, E., & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review, 30, Article 100329.
Pappas, C. (2017). 9 microlearning techniques to use in instructional design. eLearning Industry. https://elearningindustry.com/microlearning-techniques-use-instructional-design
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Posey, A. (n.d.). Universal Design for Learning (UDL): A teacher’s guide. Understood. https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/understanding-universal-design-for-learning?utm_source=google&utm_medium=paid&utm_campaign=evrgrn-may20-edu&gclid=CjwKCAiA8Jf-BRB-EiwAWDtEGpsbrJ3N2pP0FLtZ-qad4RzkY1e
Renkly, S., & Bertolini, K. (2018). Shifting the paradigm from deficit oriented schools to asset based models: Why leaders need to promote an asset orientation in our schools. Empowering Research for Educators, (2)1, Article 4. https://openprairie.sdstate.edu/ere/vol2/iss1/4
Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262–1281.
Rock, D., & Grant, H. (2016, November 4). Why diverse teams are smarter. Harvard Business Review. https://hbr.org/2016/11/why-diverse-teams-are-smarter
Rock, D., Grant, H., & Grey, J. (2016, September 22). Diverse teams feel less comfortable—And that’s why they perform better. Harvard Business Review. https://hbr.org/2016/09/diverse-teams-feel-less-comfortable-and-thats-why-they-perform-better
Satyanarayana, A., Lansiquot, R., & Rosalia, C. (2019, October). Using prescriptive data analytics to reduce grading bias and foster student success. In 2019 IEEE Frontiers in Education Conference (FIE) (pp. 1–5). IEEE.
Sczesny, S., Formanowicz, M., & Moser, F. (2016, February 2). Can gender-fair language reduce gender stereotyping and discrimination? Frontiers in Psychology, 7, Article 25. https://doi.org/10.3389/fpsyg.2016.00025
Sherbin, L., & Rashid, R. (2017, February 1). Diversity doesn’t stick without inclusion. Harvard Business Review. 01 February. https://hbr.org/2017/02/diversity-doesnt-stick-without-inclusion
Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge. https://doi.org/10.4324/9781315297293
Study International. (2020, January 7). Here’s why a sense of belonging in college matters more than you know. https://www.studyinternational.com/news/sense-of-belonging/
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Wiley.
Tadmor, C. T., Satterstrom, P., Jang, S., & Polzer, J. T. (2012). Beyond individual creativity: The superadditive benefits of multicultural experience for collective creativity in culturally diverse teams. Journal of Cross-Cultural Psychology, 43(3), 384–392.
Thomas, C., & Sedell, J. (2018). Improving student learning through faculty empathy in a hybrid course community. Association of American Colleges & Universities. https://www.aacu.org/liberaleducation/2018/summer/thomas_sedell
Uhlmann, E. L., & Cohen, G. L. (2005). Constructed criteria: Redefining merit to justify discrimination. Psychological Science, 16(6), 474–480.
Usher, K. (2019, April 10). Differentiating by offering choices. Edutopia. https://www.edutopia.org/article/differentiating-offering-choices
Warren, L. (n.d.). Managing hot moments in the classroom. Derek Bok Center for Teaching and Learning, Harvard University. https://www.elon.edu/u/academics/catl/wp-content/uploads/sites/126/2017/04/Managing-Hot-Moments-in-the-Classroom-Harvard_University.pdf
Wiedemann, C. (2019, February 6). Why diversity is crucial to success in STEM. CERIC. https://ceric.ca/2019/02/why-diversity-is-crucial-to-success-in-stem/
Winkelmes, M.-A. (2013). Transparency in learning and teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes. NEA Higher Education Advocate, 30(1), 6–9.
Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Harriss Weavil, K. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2). https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

Course Design (Syllabus)

AFB (American Foundation for the Blind). (n.d.). Screen readers. https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/screen-readers
Bates College. (n.d.). Accessible education and student support. https://www.bates.edu/accessible-education/faculty/sample-syllabus-statement/
Carnegie Mellon University. (n.d.). Diversity statement on a syllabus. Eberly Center. https://www.cmu.edu/teaching/designteach/syllabus/checklist/diversitystatement.html
Center for Urban Education. (n.d.). Syllabus review guide for equity-minded practice. University of Southern California. https://www.cuesta.edu/about/documents/vpaa-docs/Syllabus_Review_Protocol_CUE.pdf
Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Diversity statement on a syllabus. Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/syllabus/checklist/diversitystatement.html
Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course.
Social Psychology of Education, 14(3), 319–330. https://poorvucenter.yale.edu/sites/default/files/basic-page-supplementary-materials-files/effect_of_syllabus_tone_student_perceptions_of_instructor_and_course_spe_2011_0.pdf
Harris, J. K., Croston, M. A., Hutti, E.T., & Eyler, A. A. (2020). Diversify the syllabi: Underrepresentation of female authors in college course readings. PLOS ONE 15(10). https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0239012
Kwak, J. (2020). Reflect and check: 3 ways to center equity in course design. Every Learner Everywhere. https://www.everylearnereverywhere.org/blog/reflect-and-check-3-ways-to-center-equity-in-course-design
Lopez-Garrido, G. (2020, August 9). Self-efficacy theory. Simply Psychology. August 9. https://www.simplypsychology.org/self-efficacy.html
Mays, D., Klaiman, T., Kumanyika, S., & Bernhardt, J. M. (2008). A call to action to address diversity in public health professional preparation. Diversity & Equality in Health and Care. https://diversityhealthcare.imedpub.com/a-call-to-action-to-address-diversity-in-public-health-professional-preparation.php?aid=2133
Office of Assessment for Curricular Effectiveness. (n.d.). Transparent assessment design. Washington State University. https://ace.wsu.edu/assignment-design/transparent-assignment-design/
Richmond, A. S. (2016). Constructing a learner-centered syllabus: One professor’s journey (IDEA Paper #60). IDEA. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf
Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191–209. https://www.jstor.org/stable/1050133
Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students’ perceptions of teacher effectiveness. Teaching of Psychology, 37(3), 186–189.
Tufts University. (n.d.). How can I use my syllabus as a tool for inclusion? Center for the Enhancement of Learning and Teaching. https://provost.tufts.edu/celt/the-syllabus-as-a-tool-for-setting-the-climate/
University of Iowa College of Education. (n.d.-b). Syllabus checklist. https://education.uiowa.edu/office-dean/policies/syllabus-checklist
University of Massachusetts Amherst. (n.d.). Inclusive syllabus design. Center for Teaching and Learning. https://www.umass.edu/ctl/inclusive-syllabus-design
Yale Poorvu Center for Teaching and Learning. (n.d.). Diversity statements. Yale University. https://poorvucenter.yale.edu/DiversityStatements