Inclusive Pedagogy Toolkit: Bibliography



Amabile, T. M. (2018). Creativity and the Labor of Love. In R. J. Sternberg & J. C. Kaufman (Eds.), The Nature of Human Creativity (pp. 1–15). Cambridge University Press.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Wiley.

American Psychological Association. (n.d.) Stereotype Threat Widens Achievement Gap. American Psychological Association.  

Baker, R., Dee, T., Evans, B., & John, J. (2018). Bias in Online Classes: Evidence from a Field Experiment. Center for Education Policy Analysis. Retrieved May 10, 2021, from

Balloo, K., Evans, C., Hughes, A., Zhu, X., & Winstone, N. (2018). Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation. Frontiers in Education

Banaji, M. R. & Greenwald, A. G. (2013). Blindspot: Hidden Biases of Good People. Delacorte.

Batty, D. (2020, July 6). Universities criticised for 'tokenistic' support for Black Lives Matter. The Guardian.

Baxter, M. B. & King, P. M. (2004). Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship. Stylus.

Berkley Center. (n.d.) Discernment as a Tool for Decision-Making. Georgetown University. Retrieved May 17, 2021, from

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, J. R. Pomerantz (Eds.) & FABBS Foundation, Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). Worth Publishers.

Blascovich, J., Spencer, S. J., Quinn, D., & Steele, C. (2001). African Americans and High Blood Pressure: The Role of Stereotype Threat. Psychological Science, 12(3), 225–229.

Bloxham, S. & West, A. (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), 721-733.

Blum, S. D. (2020). Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press.

Boston University Center for Teaching and Learning. (n.d.) Getting Feedback from Students. Boston University. Retrieved May 17, 2021, from

Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79, 1023-1037.

Brookfield, S. D. & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd ed.). Wiley.

BYU Center for Teaching and Learning. (n.d.). Concept Mapping. Brigham Young University.

Cavanagh, S. R. (2016). The Spark of Learning: Energizing the College Classroom with the Science of Emotion. West Virginia University Press.

Center for New Designs in Learning and Scholarship. (n.d.). Accessibility in Virtual Learning Environments. Georgetown Instructional Continuity. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Active Learning. The CNDLS Teaching Commons. Retrieved May 12, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Alternative Modes of Grading. Georgetown Instructional Continuity. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Bottlenecks and Thresholds. The CNDLS Teaching Commons. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Gathering Teaching Feedback. The CNDLS Teaching Commons. Retrieved May 17, 2021, from  

Center for New Designs in Learning and Scholarship. (n.d.). Grading. The CNDLS Teaching Commons. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Icebreakers in Remote Teaching. Georgetown Instructional Continuity. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Ignatian Pedagogy. The CNDLS Teaching Commons. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Sources for Podcasts and Open Educational Resources. Georgetown Instructional Continuity. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Tip Sheet: Structuring Zoom Sessions for Engagement. Georgetown Instructional Continuity. Retrieved May 12, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Tips and Strategies for Difficult Discussions. The CNDLS Teaching Commons. Retrieved May 10, 2021, from

Center for New Designs in Learning and Scholarship. (n.d.). Universal Design for Learning. The CNDLS Teaching Commons. Retrieved May 10, 2021, from

Chamany, K., Allen, D., & Tanner, K. (2008). Making biology learning relevant to students: integrating people, history, and context into college biology teaching. CBE life sciences education, 7(3), 267–278.

Chavez, A. F. & Longerbeam, S. D. (2016). Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. Stylus.

Clancy, K. A. & Bauer, K. (2018) Creating Student-Scholar-Activists: Discourse Instruction and Social Justice in Political Science Classrooms, New Political Science, 40(3), 542-557.

Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the Racial Achievement Gap: A Social-Psychological Intervention, Science, 313(5791), 1307-1310.

Cohen, G. L., Garcia, J., Purdie-Vaughns, V. Apfel, N., & Brzustoski, P. (2009). Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap. Science, 324(5925), 400-403.

Day, L. & Beard, K. V. (2019). Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education. Journal of Professional Nursing, 35(4), 277-281.

DeSoto, A. M. (2005). A Canvas of Desire: The Racialized and Sexualized Professor in the Classroom. MELUS, 30(2), 209-223.

DiClementi, J. D., & Handelsman, M. M. (2005). Empowering Students: Class-Generated Course Rules. Teaching of Psychology, 32(1), 18–21.

Donald, J. G. (2002). Learning To Think: Disciplinary Perspectives. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass.

Eddy, S. L. & Hogan, K. A. (2017). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? CBE Life Sciences Education, 13(3).

Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does Rejection Hurt? An fMRI Study of Social Exclusion. Science, 302(5643), 290-292.

El-Alayli, A, Hansen-Brown, A. A., & Ceynar, M. (2018). Dancing Backwards in High Heels: Female Professors Experience More Work Demands and Special Favor Requests, Particularly from Academically Entitled Students. Sex Roles, 79, 136-150.

Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G. (2014). Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation. Communication Education, 63(2), 105-123.

Frisby, B. N. & Martin, M. M. (2010). Instructor–Student and Student–Student Rapport in the Classroom. Communication Education, 59(2), 146-164.  

Georgetown University. (n.d.). Classroom Assessment Techniques. Retrieved May 17, 2021, from  

Georgetown University. (n.d.). Rubrics. Retrieved May 10, 2021, from

Georgetown University Campus Ministry. (n.d.). Spirit of Georgetown. Georgetown University. Retrieved May 10, 2021, from

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology. Science, 332(6034), 1213-1216.

Hennessey, B. A. (2018). I Never Intended to Become a Research Psychologist. In R. J. Sternberg & J. C. Kaufman (Eds.), The Nature of Human Creativity (pp. 110–124). Cambridge University Press.

Hudd, S. (2003). Syllabus under Construction: Involving Students in the Creation of Class Assignments. Teaching Sociology, 31(2), 195-202.

Hurtado, S. & Carter, D. F. (1997). Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging. Sociology of Education, 70(4), 324-345.

Inoue, A. B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. University Press of Colorado.

Jafar, A. (2016). Student Engagement, Accountability, and Empowerment: A Case Study of Collaborative Course Design. Teaching Sociology, 44(3), 221–232.

Jesuit Institute. (1986). The Characteristics of Jesuit Education Document. Jesuit Institute. Retrieved May 10, 2021, from

Johnson, J., Bauman, C., & Pociask, S. (2019). Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom. Student Success, 10(3), 92-103.

Jones, S. R. & Wijeyesinghe, C. L. (2011). The promises and challenges of teaching from an intersectional perspective: Core components and applied strategies. New Directions for Teaching and Learning, 2011(125), 11-20.

Kelly, B. T., & Sihite, E. U. (2017). Overview of the Use of Visual Methods in Pedagogy. In B. T. Kelly & C. A. Kortegast (Eds.), Engaging Images for Research, Pedagogy, and Practice: Utilizing Visual Methods to Understand and Promote College Student Development. Stylus.

Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84.

Leslie, S., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265.

Longmore-Avital, B. (n.d.). High Impact Practices and Historically Underrepresented Minority Students. Elon University. Retrieved May 17, 2021, from

MacLeod, J., Yang, H. H., Shi, Y. (2019). Student-to-student connectedness in higher education: a systematic literature review. Journal of Computing in Higher Education, 31, 426-448.

Mann, S. B. (2019, March 25). 15 Perfect Icebreakers for College Students. Icebreaker Ideas.

Martinez-Cola, M., English, R., Min, J., Peraza, J., Tambah, J., & Yebuah, C. (2018). When Pedagogy Is Painful: Teaching in Tumultuous Times. Teaching Sociology, 46(2), 97–111.

Marx, D. M., & Roman, J. S. (2002). Female Role Models: Protecting Women’s Math Test Performance. Personality and Social Psychology Bulletin, 28(9), 1183–1193.

McNair, T. B. (2016). Designing Purposeful Pathways for Student Achievement through Transparency and Problem-Centered Learning. Peer Review, 18(1/2), 3-5.

Mengel, F., Sauermann, J., & Zölitz, U. (2019). Gender Bias in Teaching Evaluations, Journal of the European Economic Association, 17(2), 535–566.

Moallem, I. (2013). A Meta-Analysis of School Belonging and Academic Success and Persistence [Unpublished doctoral dissertation]. Loyola University.

Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Faculty's subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479.

Nussbaum, M. (2002). Education for Citizenship in an Era of Global Connection. Studies in Philosophy and Education, 21, 289–303.

Payette, P. R. & Brown, M. K. (2018). Gathering Mid-semester Feedback: Three Variations to Improve Instruction. IDEA. Retrieved May 17, 2021 from

Pedelty, M. (2001). Reflections from the Field: Teaching Anthropology through Performance. Anthropology & Education Quarterly, 32(2), 244-253.

Purdie-Vaughns, V., Steele, C. M., Davies, P. G., Ditlmann, R., & Crosby, J. R. (2008). Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psychology, 94(4), 615-630.

Reid, L. D. (2010). The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com. Journal of Diversity in Higher Education, 3(3), 137–152.

Rendón Linares, L. I. & Muñoz, S. M. (2011) Revisiting Validation Theory: Theoretical Foundations, Applications, and Extensions. Enrollment Management Journal, 5(2), 12-33.

Rubinstein, R. S., Jussim, L. & Stevens, S. T. (2018). Reliance on individuating information and stereotypes in implicit and explicit person perception. Journal of Experimental Social Psychology, 75, 54-70.

Sangaramoorthy, T. & Richardson Jr., J. B. (2020, October 16). ‘Black Lives Matter’ Without Black People? Inside Higher Ed.

Sensoy, O. & DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy & Education, 22(2), 1-10.

Siegel, H. (2017). Education's Epistemology: Rationality, Diversity, and Critical Thinking. Oxford University Press.

Stanton, A., Zandvliet, D., Dhaliwal, R., & Black, T. (2016). Understanding Students’ Experiences of Well-Being in Learning Environments. Higher Education Studies, 6(3), 90-99.

Starting Point: Teaching Entry-Level Geoscience. (n.d.). Think-Pair-Share. Carleton College. Retrieved May 17, 2021, from

Stewart, B. D., & Payne, B. K. (2008). Bringing automatic stereotyping under control: implementation intentions as efficient means of thought control. Personality & Social Psychology Bulletin, 34(10), 1332–1345.

Svihla, V., Lim, W., Esterley, E. E., Lee. I. A., Moses, M.E, Prescott, P., & Peele-Eady, T. B. (2017). Designing for assets of diverse students enrolled in a freshman level “Computer Science for All” course. American Society for Engineering Education.  

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.

Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273.

Thomas, N. & Brower, M. (2017). The Politically Engaged Classroom. In E. C. Matto, A. Rios, M. McCartney, E. A. Bennion, & D. Simpson (Eds.), Teaching Civic Engagement Across the Disciplines (pp. 21-33). American Political Science Association.

Uhlman, E. L. & Cohen, G. L. (2007). ‘‘I think it, therefore it’s true’’: Effects of self-perceived objectivity on hiring discrimination. Organizational Behavior and Human Decision Processes, 104, 207–223.

Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Stylus.

Walton, G. M. & Cohen, G. L. (2011). A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students. Science, 331(6023), 1447-1451.

Waycott, J., Sheard, J., Thompson, C., & Clerehan, R. (2013). Making students' work visible on the social web: A blessing or a curse? Computers & Education, 68, 86-95.

Wideman, M. & Kumar, K. (2014). Accessible by Design: Applying UDL Principles in a First Year Undergraduate Course. Canadian Journal of Higher Education, 44, 125-147.

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavill, K.H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 31-36.

Yosso, T.J. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.  

Back to Top