Additional Resources and References

Looking for more on inclusive teaching?

Recommendations for leveraging mindset science in the classroom, SERN, Stanford University
Comprehensive framework and guidelines for Universal Design for Learning (UDL), CAST
Podcast with Saundra Y. McGuire discussing how to teach students to learn, Teaching in Higher Ed
Overview of studies on academic belonging, Teaching + Learning Lab, MIT
Equitable Assessment Strategies, Center for Teaching and Learning, Columbia University
Summary of metacognition research and strategies, Center for Teaching, Vanderbilt University
More about how active learning can narrow achievement gaps, Scientific American

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2023). How learning works. John Wiley & Sons.
Cavanagh, S. R. (2016). The Spark of Learning: Energizing the College Classroom with the Science of Emotion. West Virginia University Press.
Cohen, G.L.; Steele, C.M., & Ross, L.D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin 25, 1302-1318
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. Life Sciences Education
Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.
Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work?. Life Sciences Education, 453-468.
Harper, S. R., & Davis III, C. H. (2016). Eight actions to reduce racism in college classrooms. Academe 102(6), 30-34.
Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational technology research and development, 573-590.
Jordt, H., Eddy, S. L., Brazil, R., Lau, I., Mann, C., Brownell, S. E., ... & Freeman, S. (2017). Values affirmation intervention reduces achievement gap between underrepresented minority and white students in introductory biology classes. CBE—Life Sciences Education, 16(3), ar41.
Maimon, M. R., Howansky, K., & Sanchez, D. T. (2023). Fostering Inclusivity: Exploring the Impact of Identity Safety Cues and Instructor Gender on Students’ Impressions and Belonging. Teaching of Psychology, 50(2), 105–111.
McGuire, S. Y. (2015). Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, Virginia: Stylus Publishing, LLC.
Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education 40, 331-344.
Pennington, C. R., Heim, D., Levy, A. R., & Larkin, D. T. (2016). Twenty Years of Stereotype Threat Research: A Review of Psychological Mediators. PloS one, 11(1), e0146487.
Sathy, V., & Hogan, K.A. (2022). Inclusive TeachingStrategies for Promoting Equity in the College Classroom. Morgantown: West Virginia University Press.
Tanner K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE life sciences education(3), 322–331.
Tobin, T. J., & Behling, K. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. Morgantown: West Virginia.