Inclusive Pedagogy Toolkit: Bibliography

 

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. https://www.hbs.edu/faculty/Pages/item.aspx?num=54034

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. https://www.wiley.com/en-us/How+Learning+Works%3A+Seven+Research+Based+Principles+for+Smart+Teaching-p-9780470484104

American Psychological Association. (n.d.) Stereotype Threat Widens Achievement Gap. American Psychological Association. https://www.apa.org/research/action/stereotype  

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  https://cepa.stanford.edu/content/bias-online-classes-evidence-field-experiment

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 Educationhttps://doi.org/10.3389/feduc.2018.00069

Banaji, M. R. & Greenwald, A. G. (2013). Blindspot: Hidden Biases of Good People. Delacorte. http://blindspot.fas.harvard.edu/Book

Batty, D. (2020, July 6). Universities criticised for 'tokenistic' support for Black Lives Matter. The Guardian. https://www.theguardian.com/education/2020/jul/06/universities-criticised-for-tokenistic-support-for-black-lives-matter

Baxter, M. B. & King, P. M. (2004). Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship. Stylus. https://styluspub.presswarehouse.com/browse/book/9781579220853/Learning-Partnerships

Berkley Center. (n.d.) Discernment as a Tool for Decision-Making. Georgetown University. Retrieved May 17, 2021, from https://berkleycenter.georgetown.edu/responses/discernment-as-a-tool-for-decision-making

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. https://psycnet.apa.org/record/2011-19926-008

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. https://journals.sagepub.com/doi/abs/10.1111/1467-9280.00340?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed&

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. https://www.tandfonline.com/doi/abs/10.1080/0260293042000227254

Blum, S. D. (2020). Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press. https://muse.jhu.edu/book/78367

Boston University Center for Teaching and Learning. (n.d.) Getting Feedback from Students. Boston University. Retrieved May 17, 2021, from http://www.bu.edu/ctl/teaching-resources/start-stop-continue/

Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79, 1023-1037. https://link.springer.com/article/10.1007/s10734-019-00453-w

Brookfield, S. D. & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd ed.). Wiley. https://www.wiley.com/en-us/Discussion+as+a+Way+of+Teaching%3A+Tools+and+Techniques+for+Democratic+Classrooms%2C+2nd+Edition-p-9780787978082

BYU Center for Teaching and Learning. (n.d.). Concept Mapping. Brigham Young University. https://ctl.byu.edu/tip/concept-mapping

Cavanagh, S. R. (2016). The Spark of Learning: Energizing the College Classroom with the Science of Emotion. West Virginia University Press. https://wvupressonline.com/node/642

Center for New Designs in Learning and Scholarship. (n.d.). Accessibility in Virtual Learning Environments. Georgetown Instructional Continuity. Retrieved May 10, 2021, from  https://instructionalcontinuity.georgetown.edu/accessibility-2/

Center for New Designs in Learning and Scholarship. (n.d.). Active Learning. The CNDLS Teaching Commons. Retrieved May 12, 2021, from https://commons.georgetown.edu/teaching/teach/

Center for New Designs in Learning and Scholarship. (n.d.). Alternative Modes of Grading. Georgetown Instructional Continuity. Retrieved May 10, 2021, from https://instructionalcontinuity.georgetown.edu/pedagogies-and-strategies/alternative-grading/

Center for New Designs in Learning and Scholarship. (n.d.). Bottlenecks and Thresholds. The CNDLS Teaching Commons. Retrieved May 10, 2021, from  https://commons.georgetown.edu/teaching/design/bottlenecks_thresholds/#thresholds

Center for New Designs in Learning and Scholarship. (n.d.). Gathering Teaching Feedback. The CNDLS Teaching Commons. Retrieved May 17, 2021, from https://commons.georgetown.edu/teaching/teach/feedback/#gathering  

Center for New Designs in Learning and Scholarship. (n.d.). Grading. The CNDLS Teaching Commons. Retrieved May 10, 2021, from  https://commons.georgetown.edu/teaching/teach/grading/#grading_assignments

Center for New Designs in Learning and Scholarship. (n.d.). Icebreakers in Remote Teaching. Georgetown Instructional Continuity. Retrieved May 10, 2021, from  https://instructionalcontinuity.georgetown.edu/pedagogies-and-strategies/icebreakers-in-remote-teaching/

Center for New Designs in Learning and Scholarship. (n.d.). Ignatian Pedagogy. The CNDLS Teaching Commons. Retrieved May 10, 2021, from  https://commons.georgetown.edu/teaching/design/ignatian-pedagogy/

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  https://instructionalcontinuity.georgetown.edu/sources-for-podcasts-and-open-educational-resources/

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 https://instructionalcontinuity.georgetown.edu/pedagogies-and-strategies/structuring-zoom-sessions-for-engagement/

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  https://storage.googleapis.com/cndls-website-static/documents/CombinedTipsStrategies.pdf

Center for New Designs in Learning and Scholarship. (n.d.). Universal Design for Learning. The CNDLS Teaching Commons. Retrieved May 10, 2021, from  https://commons.georgetown.edu/teaching/design/universal-design/

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. https://doi.org/10.1187/cbe.08-06-0029

Chavez, A. F. & Longerbeam, S. D. (2016). Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. Stylus. https://styluspub.presswarehouse.com/browse/book/9781620363249/Teaching%20Across%20Cultural%20Strengths

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. https://www.tandfonline.com/doi/abs/10.1080/07393148.2018.1489091

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

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. https://science.sciencemag.org/content/324/5925/400.full

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. https://www.sciencedirect.com/science/article/abs/pii/S8755722319300079

DeSoto, A. M. (2005). A Canvas of Desire: The Racialized and Sexualized Professor in the Classroom. MELUS, 30(2), 209-223. https://www.jstor.org/stable/30029856?seq=1

DiClementi, J. D., & Handelsman, M. M. (2005). Empowering Students: Class-Generated Course Rules. Teaching of Psychology, 32(1), 18–21. https://journals.sagepub.com/doi/10.1207/s15328023top3201_4

Donald, J. G. (2002). Learning To Think: Disciplinary Perspectives. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass. https://eric.ed.gov/?id=ED462060

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). https://www.lifescied.org/doi/full/10.1187/cbe.14-03-0050

Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does Rejection Hurt? An fMRI Study of Social Exclusion. Science, 302(5643), 290-292. https://science.sciencemag.org/content/302/5643/290.full

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. https://link.springer.com/article/10.1007/s11199-017-0872-6

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. https://www.tandfonline.com/doi/abs/10.1080/03634523.2014.881516

Frisby, B. N. & Martin, M. M. (2010). Instructor–Student and Student–Student Rapport in the Classroom. Communication Education, 59(2), 146-164. https://www.tandfonline.com/doi/abs/10.1080/03634520903564362  

Georgetown University. (n.d.). Classroom Assessment Techniques. Assessment.georgetown.edu. Retrieved May 17, 2021, from http://assessment.georgetown.edu/courselevel/gather-evidence-of-student-learning/classroom-assessment-techniques/index.html  

Georgetown University. (n.d.). Rubrics. Assessment.georgetown.edu. Retrieved May 10, 2021, from http://assessment.georgetown.edu/courselevel/interpret-evidence-of-learning/rubrics/

Georgetown University Campus Ministry. (n.d.). Spirit of Georgetown. Georgetown University. Retrieved May 10, 2021, from https://missionandministry.georgetown.edu/mission/spirit-of-georgetown/

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. https://science.sciencemag.org/content/332/6034/1213.full

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. https://www.cambridge.org/core/books/nature-of-human-creativity/i-never-intended-to-become-a-research-psychologist/18B61B1591480674EC1F922025AA33E0

Hudd, S. (2003). Syllabus under Construction: Involving Students in the Creation of Class Assignments. Teaching Sociology, 31(2), 195-202. https://www.jstor.org/stable/3211308

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. https://www.jstor.org/stable/2673270?seq=1

Inoue, A. B. (2019). Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. University Press of Colorado. https://wac.colostate.edu/books/perspectives/labor/

Jafar, A. (2016). Student Engagement, Accountability, and Empowerment: A Case Study of Collaborative Course Design. Teaching Sociology, 44(3), 221–232. https://journals.sagepub.com/doi/10.1177/0092055X16644489

Jesuit Institute. (1986). The Characteristics of Jesuit Education Document. Jesuit Institute. Retrieved May 10, 2021, from  http://jesuitinstitute.org/Pages/CharacteristicsJesuitEducation.htm

Johnson, J., Bauman, C., & Pociask, S. (2019). Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom. Student Success, 10(3), 92-103. https://studentsuccessjournal.org/article/view/1418

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. https://onlinelibrary.wiley.com/doi/abs/10.1002/tl.429?casa_token=ojquOmBTtm0AAAAA:r7MWnnEdzj_wB-OfyBTsrcR9y1vv01HPnwtEFBnBd6_YSMYpETDZaoEYR5RQAQPiJMb9EJQrH3WBAR0

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. https://tinyurl.com/6puexjz5

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

Leslie, S., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265. https://science.sciencemag.org/content/sci/347/6219/262.full.pdf

Longmore-Avital, B. (n.d.). High Impact Practices and Historically Underrepresented Minority Students. Elon University. Retrieved May 17, 2021, from https://www.centerforengagedlearning.org/resources/high-impact-practices-and-historically-underrepresented-minority-students/

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. https://search.proquest.com/openview/d7b7d1c4f6ca7be9064aba498a2cc8e2/1?pq-origsite=gscholar&cbl=26636

Mann, S. B. (2019, March 25). 15 Perfect Icebreakers for College Students. Icebreaker Ideas. https://icebreakerideas.com/icebreakers-college-students/

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. https://journals.sagepub.com/doi/10.1177/0092055X17754120

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. https://doi.org/10.1177/01461672022812004

McNair, T. B. (2016). Designing Purposeful Pathways for Student Achievement through Transparency and Problem-Centered Learning. Peer Review, 18(1/2), 3-5. https://search.proquest.com/openview/d7b7d1c4f6ca7be9064aba498a2cc8e2/1?pq-origsite=gscholar&cbl=26636

Mengel, F., Sauermann, J., & Zölitz, U. (2019). Gender Bias in Teaching Evaluations, Journal of the European Economic Association, 17(2), 535–566. https://academic.oup.com/jeea/article-abstract/17/2/535/4850534?redirectedFrom=fulltext

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. https://www.pnas.org/content/109/41/16474

Nussbaum, M. (2002). Education for Citizenship in an Era of Global Connection. Studies in Philosophy and Education, 21, 289–303. https://www.lawrence.edu/mw/Nussbaum%20-%20Education%20for%20Citizenship%20in%20an%20Era%20of%20Global%20Connection.pdf

Payette, P. R. & Brown, M. K. (2018). Gathering Mid-semester Feedback: Three Variations to Improve Instruction. IDEA. Retrieved May 17, 2021 from https://files.eric.ed.gov/fulltext/ED588349.pdf

Pedelty, M. (2001). Reflections from the Field: Teaching Anthropology through Performance. Anthropology & Education Quarterly, 32(2), 244-253. http://www.jstor.org/stable/3196094

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. https://psycnet.apa.org/buy/2008-02998-005

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. https://doi.apa.org/doiLanding?doi=10.1037%2Fa0019865

Rendón Linares, L. I. & Muñoz, S. M. (2011) Revisiting Validation Theory: Theoretical Foundations, Applications, and Extensions. Enrollment Management Journal, 5(2), 12-33. https://psycnet.apa.org/buy/2008-02998-005

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. https://www.sciencedirect.com/science/article/abs/pii/S002210311730478X

Sangaramoorthy, T. & Richardson Jr., J. B. (2020, October 16). ‘Black Lives Matter’ Without Black People? Inside Higher Ed. https://www.theguardian.com/education/2020/jul/06/universities-criticised-for-tokenistic-support-for-black-lives-matter

Sensoy, O. & DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy & Education, 22(2), 1-10. https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1138&context=home

Siegel, H. (2017). Education's Epistemology: Rationality, Diversity, and Critical Thinking. Oxford University Press. https://oxford.universitypressscholarship.com/view/10.1093/oso/9780190682675.001.0001/oso-9780190682675

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. https://files.eric.ed.gov/fulltext/EJ1109954.pdf

Starting Point: Teaching Entry-Level Geoscience. (n.d.). Think-Pair-Share. Carleton College. Retrieved May 17, 2021, from https://serc.carleton.edu/introgeo/interactive/tpshare.html

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. https://doi.org/10.1177/0146167208321269

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. https://peer.asee.org/designing-for-assets-of-diverse-students-enrolled-in-a-freshman-level-computer-science-for-all-course.pdf  

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. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3762997/

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. https://doi.org/10.1037/0022-0663.99.2.253

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. http://web.apsanet.org/wp-content/uploads/sites/9/2016/10/Teaching-Civic-Engagement-Across-the-Disciplines_opt.pdf#page=36

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. http://randomdomainnamehere.com/docs/Uhlmann%20and%20Cohen%202007.pdf

Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Stylus. https://styluspub.presswarehouse.com/browse/book/9781620366059/Bandwidth-Recovery

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. https://science.sciencemag.org/content/331/6023/1447.full

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. https://www.sciencedirect.com/science/article/abs/pii/S036013151300119X

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. https://tinyurl.com/d3x9v8f3

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. https://tinyurl.com/5hf8b3a4

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. https://doi.org/10.1080/1361332052000341006  

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