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
- More about how active learning can narrow achievement gaps, Scientific American
- 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. CBE Life Sciences Education, 18(2), 1-5.
- 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?. CBE Life Sciences Education, 13(3), 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, 64, 573-590.
- Jordt, H., Eddy, S. L., Brazil, R., Lau, I., Mann, C., Brownell, S. E., King, K., & 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.
- Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How Learning Works. 8 Research-Based Principles for Smart Teaching (2nd ed.). Jossey-Bass.
- 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. Routledge.
- Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 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. https://doi.org/10.1371/journal.pone.0146487.
- Sathy, V., & Hogan, K.A. (2022). Inclusive Teaching Strategies for Promoting Equity in the College Classroom. 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, 12(3), 322–331.
- Tobin, T. J., & Behling, K. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. Morgantown: West Virginia University Press.