Inclusive Pedagogies Resources:
- This site offers professional development for inclusive teaching practices in STEM.
- "Using a realistic online course experience and a large, diverse sample of first-year college students, we found that POC experienced more positive outcomes in a chemistry, math, or physics course when the instructor utilized MC as compared to CB language. Ours is the first study to show that instructors' use of diversity philosophies can affect the learning of novel STEM content, rather than simply disrupt their performance for previously learned material. We conclude that educators must be sensitive to the effects of their language and the way they communicate their thoughts about diversity rather than shying away from discussion or falsely equating varying student experiences and backgrounds. If we want to remove barriers to marginalized students' success in STEM, we must continue to study signals of exclusion and inclusion delivered by STEM authorities in the classroom."
“Who Speaks and Who Listens: Revisiting the Chilly Climate in College Classrooms,” Lee and McCabe (Gender & Society, 2020).
- “We find that women occupy sonic space in classrooms less frequently than men; and when women do speak, they also tend to engage hesitantly and use apologetic language” and “Men students also were far more likely to interrupt both the professor and their fellow classmates than women students.”
Here is the ACUE Inclusive and Equitable Teaching Curriculum Crosswalk (2020).
Here is a toolkit on inclusive pedagogies from the Association of College and University Educators.
Remote learning and campus life provide the opportunity to signal our gender pronouns as part of our display name. Check out Pronouns in Virtual Settings, a helpful resource from the Office of LGBTQ Services to see how.
Scientist Spotlight Initiative: "Our Scientist Spotlights Initiative aims to promote diversity and inclusion in science – middle school through college – through development, assessment, and dissemination of curriculum supplements that bring science role models to students in the context of learning science content."
Innovative teaching knowledge stays with users, Lane, et al., PNAS, September 2020
- This brief article finds that faculty employing “innovative teaching practices” or “evidence-based instructional practices” tend to talk about teaching with other faculty using such practices, rather than faculty colleagues more broadly. The authors suggest changes in institutional practices and structures so “that institutions and departments can develop a collective view of teaching that aligns with evidence-based practices.” The article references other research demonstrating that evidence-based teaching practices benefit all students, but particularly those from underrepresented groups.
The Research Basis for Inclusive Teaching (accessed March 2020).
- This page from the University of Michigan's Center for Research on Learning and Teaching links to multiple studies and a variety of research demonstrating the effectiveness of inclusive pedagogies.
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math, by Elli J. Theobald, et al. (PNAS, March 2020).
- "Active learning benefits all students but offers disproportionate benefits for individuals from underrepresented groups. Widespread implementation of high-quality active learning can help reduce or eliminate achievement gaps in STEM courses and promote equity in higher education."
How to Make Your Teaching More Inclusive, by Viji Sathy and Kelly A. Hogan (2019). An excellent primer on inclusive teaching, including sections on course design, interacting with students, and more.
Tips for Creating Inclusive Syllabi and Moodle pages from Dickinson ADS
About Taking Criticism, by Pam Oliver (2018). This essay offers "constructive ways for responding to criticism about how your style as a person of power or privilege may be hurting others in your teaching or advising."
Responding to Microaggressions in the Classroom by Tasha Souza (2018). This article offers specific tips and strategies to help faculty respond to microaggressions in their classrooms, and includes additional resources in the bibliography.
Micoaggressions in the Classroom, produced by Dr. Yolanda Flores Niemann (2017). This video explains microaggressions, provides examples specific to the classroom, and offers strategies for dealing with them.
Eight Actions to Reduce Racism in College Classrooms, by Shaun R. Harper and Charles H. F. Davis III (Academe; November 2016).
Pedagogical Approaches to Student Racial Conflict in the Classroom, by Penny A. Pasque, et al. University of Oklahoma (Journal of Diversity in Higher Education 2013).
Chatham University Women’s Institute offers 12 Evidence Based Teaching Strategies to Create a Productive and Inclusive Classroom Climate.
The Derek Box Center for Teaching and Learning at Harvard University includes resources on Inclusive Teaching.
The Center for Teaching and Learning at Columbia University offers a Guide to Inclusive Teaching as well as access to an Inclusive Teaching: Supporting All Students in the College Classroom MOOC.
University of California Tools for Department Chairs and Deans is designed for hiring committees, but includes strategies for recognizing and interrupting microaggressions.
The UCLA Office of Equity, Diversity and Inclusion two downloadable pdfs that might be useful: Creating a Positive Classroom Climate for Diversity and Diversity in the Classroom. Both include attention to microaggressions.
The Vanderbilt University Center for Teaching and Learning includes a guide to Increasing Inclusivity in the Classroom.
“From Safe Spaces to Brave Spaces,” Arao and Clemens. In The Art of Effective Facilitation (ACPA-Stylus, 2013).
This study by Sarah Eddy and Kelly Hogan Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? (2014) discusses pedagogical techniques that increased course performance for all student populations, but worked disproportionately well for black students and first-generation students to close the achievement gap in STEM courses.
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