Bibliography

Audette, D. S., Bennett, S., Chan, M. C., Chapman, D., Elmendorf, H., & Floyd, J. (2023). Building an inclusive community of learners by centering a strong culture of care in large lecture classes. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1167879

Barre, B., Berkson, M., Cates, D. F., Clem, S., Ilesanmi, S. O., Lewis, T. A., Mathewes, C., McCarty, J., Oh, I., Omer, A., Patton, L. L., & Wheeler, K. R. (2023). Teaching Religion and Upholding Academic Freedom. Journal of Religious Ethics, 51(2), 343–373. https://doi.org/10.1111/jore.12431

Bell Foundation. (n.d.). Jigsaw Activities. The Bell Foundation. Retrieved July 17, 2024, from https://www.bell-foundation.org.uk/resources/great-ideas/jigsaw-activities/

Bennett, K. (2024, June 11). Active Listening And Generative Listening – Listening Between The Lines. LEADERFLIP. https://leaderflip.com/blog/active-listening-vs-generative-listening-listening-between-the-lines/

Boring, A. (2017). Gender biases in student evaluations of teaching. Journal of Public Economics, 145, 27–41. https://doi.org/10.1016/j.jpubeco.2016.11.006

Brammer, L. R. and Morton, A. (2014) Course-based Civic Engagement: Understanding Student Perspectives and Outcomes. International Journal for the Scholarship of Teaching and Learning, 8(1). http://digitalcommons.georgiasouthern.edu/ij-sotl/vol8/iss1/9

Brammer, L., & Wolter, S. (2008). Public Discourse: Experiential Training for Citizenship. The International Journal of Learning: Annual Review, 15(7): 307-314. doi:10.18848/1447-9494/CGP/v15i07/45842

Britt, L. (n.d.). 1.6 Understanding Values in Context. CollaborativeToolkit. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/16understandingvaluesincontext

Britt, L. (n.d.). 3.3 Awareness of Context, Bias, & Assumptions. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/33awarenessofcontextbiasassumptions

Britt, L. (n.d.). 4.6 Asking Questions to Promote Curiosity. CollaborativeToolkit. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/46askingquestionstopromotecuriosity

Britt, L. (n.d.). 5.2 Developing an Awareness of Stakeholders. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/52developinganawarenessofstakeholders

Britt, L. & Miller, N. (n.d.). 4.5 Nurturing Intentional Empathy. CollaborativeToolkit. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/45nurturingintentionalempathy

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

Byrd, J. Jr. (n.d.). 1.5 The Role of Values in Collaborative Discussion. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/15theroleofvaluesincollaborativediscussion

Byrd, J. Jr. (n.d.). 1.9 Collaborative Goal Setting. Collaborative Discussion Project, Thinking Better Together. Retrieved July 15, 2024, from https://www.collaborativediscussionproject.com/items-1/19collaborativegoalsetting

Byrd, J. Jr. (n.d.). 2.1 Promoting Curiosity. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/21promotingcuriosity

Byrd, J. Jr. (n.d.). 4.8 Expressing Beliefs with Confidence & Humility. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/48expressingbeliefswithconfidenceandhumility

Byrd, J. Jr & Wheatley Hartman, S.. (n.d.). 2.2 Embracing Contradictions. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/22embracingcontradictions

Carey, R. M., Stephens, N. M., Townsend, S. S. M., & Hamedani, M. G. (2022). Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur. Journal of Personality and Social Psychology, 123(5), 889–908. https://doi.org/10.1037/pspa0000302

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

Cayanus, J. (2004). Effective Instructional Practice: Using Teacher Self-Disclosure as an Instructional Tool. Communication Teacher, 18(1), 6–9. https://doi.org/10.1080/1740462032000142095

Center for New Designs in Learning and Scholarship. (n.d.). Ignatian Pedagogy. Georgetown University. Retrieved August 7, 2024, from https://cndls.georgetown.edu/resources/ignatian-pedagogy/

Center for New Designs in Learning and Scholarship. (n.d.). Learning Goals. Georgetown University. Retrieved July 11, 2024, from https://cndls.georgetown.edu/resources/learning-goals/

Center for New Designs in Learning and Scholarship. (n.d.). Planning and Leading Class. Georgetown University. Retrieved July 15, 2024, from https://cndls.georgetown.edu/resources/planning-and-leading-class/

Center for New Designs in Learning and Scholarship (n.d.). Structuring Zoom Sessions for Engagement. Georgetown University. Retrieved July 17, 2024, from https://instructionalcontinuity.georgetown.edu/pedagogies-and-strategies/structuring-zoom-sessions-for-engagement/

Center for New Designs in Learning and Scholarship. (n.d.). Syllabus Policies: Office Hours. Georgetown University. Retrieved July 12, 2024, from https://cndls.georgetown.edu/resources/syllabus-policies/office-hours/

Center for New Designs in Learning and Scholarship. (n.d.). Teaching Communities. Georgetown University. Retrieved July 15, 2024, from https://cndls.georgetown.edu/services/teaching-communities/

Center for New Designs in Learning and Scholarship. (n.d.). Trauma-Informed Teaching. Georgetown University. Retrieved July 15, 2024, from https://cndls.georgetown.edu/resources/trauma-informed-teaching/

Center for Teaching Innovation. (n.d.). Establishing Community Agreements and Classroom Norms. Retrieved July 17, 2024, from https://teaching.cornell.edu/resource/establishing-community-agreements-and-classroom-norms

Center for Teaching Innovation. (n.d.). Icebreakers. Cornell University. Retrieved July 15, 2024, from https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/icebreakers

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://doi.org/10.1080/07393148.2018.1489091

Collaborative Discussion Project. (n.d.). Evaluating Your Discussion Style. (n.d.). Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://docs.google.com/forms/d/e/1FAIpQLSfeH6G0ZvmXHiYNiJyd-UlfJqxdS_iCUZRMAt_zF1LZ_T4DGQ/viewform?edit_requested=true&usp=embed_facebook

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE Life Sciences Education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Crittenden, J.. (n.d.). 3.4 Developing Comfort with Ambiguity. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/34developingcomfortwithambiguity

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://doi.org/10.1016/j.profnurs.2019.01.002

Deutchman, M. & Yap, E. (n.d.). It’s Not a Zero-Sum Game. AAC&U. Retrieved July 15, 2024, from https://www.aacu.org/liberaleducation/articles/its-not-a-zero-sum-game

Dewsbury, B. M. (2019). Deep teaching in a college STEM classroom. Cultural Studies of Science Education, 15(1), 169–191. https://doi.org/10.1007/s11422-018-9891-z

Dewsbury, B. M., Swanson, H. J., Moseman-Valtierra, S., & Caulkins, J. (2022). Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance. PLOS ONE, 17(6), e0268620. https://doi.org/10.1371/journal.pone.0268620

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

Erfan, A. (2024). Middle East student dialogue: As an expert in deep conflict, what I’ve learned about making conversation possible. The Conversation. https://theconversation.com/middle-east-student-dialogue-as-an-expert-in-deep-conflict-what-ive-learned-about-making-conversation-possible-227027

Friedrichs, J. (n.d.). 3.1 Critical Thinking in Discussions. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/31criticalthinkingindiscussions

Friedrichs, J. (n.d.). 4.2 Listening to Understand. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/42listeningtounderstand

Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G. (2024). Participation Apprehensive Students: The Influence of Face Support and Instructor-Student Rapport on Classroom Participation. Communication Education, 63(2), 105–123. https://doi.org/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://doi.org/10.1080/03634520903564362

Gallup. (2014). The 2014 Gallup-Purdue Index Report (p. 29). Gallup. https://www.gallup.com/services/176768/2014-gallup-purdue-index-report.aspx

Georgetown University Faculty Handbook. L. Policy on Speech and Expression. (n.d.). Georgetown University. Retrieved July 15, 2024, from https://facultyhandbook.georgetown.edu/section4/l/

Georgetown University Speech and Expression Policy (1989). Georgetown University. Retrieved July 30, 2024, from https://studentaffairs.georgetown.edu/policies/student-life-policies/speech-expression/?_ga=2.115516230.1569952927.1720189570-314853362.1717010219#Preamble

Ghousseini, H. (2017). Rehearsals of Teaching and Opportunities to Learn Mathematical Knowledge for Teaching. Cognition and Instruction, 35(3), 188–211. https://doi.org/10.1080/07370008.2017.1323903

Halteman Zwart, M. (2022). Dialogue, Not Debate. Inside Higher Ed. https://www.insidehighered.com/views/2022/04/28/help-students-learn-dialogue-not-just-debate-opinion

Hennessey, B. A. (2018). I Never Intended to Become a Research Psychologist. In J. C. Kaufman & R. J. Sternberg (Eds.), The Nature of Human Creativity (pp. 110–124). Cambridge University Press. https://doi.org/10.1017/9781108185936.010

Hensley, L. C., Iaconelli, R., & Wolters, C. A. (2021). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning. Journal of Research on Technology in Education, 54(S1), S203–S218. https://doi.org/10.1080/15391523.2021.1916414

In Your Shoes. (n.d.). Laboratory For Global Performance & Politics. Retrieved July 11, 2024, from https://globallab.georgetown.edu/projects/iys/

Intergroup Dialogue Project. (n.d.). Intergroup Dialogue Project. Retrieved July 11, 2024, from https://idp.cornell.edu/

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://doi.org/10.1002/tl.429

Kiely, R. (n.d.). 4.1 Awareness of Social Identity. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/41awarenessofsocialidentity

Kralovec, J.. (2024, July 12). The Importance of Reflection in Professional and Continuing Education – Mission in motion. Mission in Motion: Reflections on Incorporating Jesuit Values at Georgetown’s School of Continuing Studies. https://scsvalues.georgetown.domains/reflections-on-covid-19/the-importance-of-reflection-in-professional-and-continuing-education/

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching. Journal of Teacher Education, 64(3), 226–243. https://doi.org/10.1177/0022487112473837

Longo, N. (n.d.). 1.1 What is Collaborative Learning? Collaborative Discussion Project, Thinking Better Together. Retrieved July 15, 2024, from https://www.collaborativediscussionproject.com/items-1/11whatiscollaborativelearning

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(2), 426–448. https://doi.org/10.1007/s12528-019-09214-1

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://doi.org/10.1177/0092055X17754120

McMillan, J. (n.d.). 4.7 Recognizing Power Imbalances in Decision Making. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/47recognizingpowerimbalancesindecisionmaking

McMillan, J. (n.d.). 5.3 Identifying Your Communities. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/53identifyingyourcommunities

McMillan, J. & Wheatley Hartman, J. (n.d.). 4.4 Identities & Issues Intersections. Collaborative Discussion Project, Thinking Better Together. Retrieved July 15, 2024, from https://www.collaborativediscussionproject.com/items-1/44identitiesandissuesintersections

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. https://doi.org/10.1093/jeea/jvx057

Mind Tools Content Team. (n.d.). The Learning Zone Model: Moving Beyond Your Comfort Zone. MindToMind. Retrieved July 11, 2024, from https://www.mindtools.com/a0bop9z/the-learning-zone-model

Minson, J. A., Chen, F. S., & Tinsley, C. H. (2020). Why won’t you listen to me? Measuring receptiveness to opposing views. Management Science, 66(7), 3069–3094. [https://doi.org/10.1287/mnsc.2019.3362[(https://psycnet.apa.org/doi/10.1287/mnsc.2019.3362)

Nossel, S. (2020). Dare to speak: Defending free speech for all (First edition.). Dey St., an imprint of William Morrow.

Office of the Provost. (n.d.). Main Campus Faculty Ombudsman Home Page. (n.d.). Georgetown University. Retrieved July 11, 2024, from https://provost.georgetown.edu/main-campus-faculty-ombudsman-home-page/

Office of Mission & Ministry. Spirit of Georgetown. (n.d.). Georgetown University. Retrieved July 12, 2024, from https://missionandministry.georgetown.edu/mission/spirit-of-georgetown/

Philippe, F. L., & Houle, I. (2019). Cognitive integration of personal or public events affects mental health: Examining memory networks in a case of natural flooding disaster. Journal of Personality, 88(5), 861–873. https://doi.org/10.1111/jopy.12531

Porto, M., & Zembylas, M. (2024a). Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators. The Modern Language Journal, 108(2), 412–429. https://doi.org/10.1111/modl.12919

Porto, M., & Zembylas, M. (2024b). Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators. The Modern Language Journal, 108(2), 412–429. https://doi.org/10.1111/modl.12919

Renzi, D. & Green, C. (2020, November 9). Learn from the Experts Vol. 3: Anti-Racist Teaching - Repair and Recovery. Office of Transformational Learning. https://www.youtube.com/watch?v=u61gDxKQAYU

Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265–287. https://doi.org/10.1080/13450600500467548

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://doi.org/10.1016/j.jesp.2017.11.009

Sathy, V., & Hogan, K. A. (2022). Inclusive Teaching: Strategies for Promoting Equity in the College Classroom. West Virginia University Press. https://muse-jhu-edu.proxy.library.georgetown.edu/pub/20/monograph/book/100502

Schmutte, K. & Harte, S. Y. (2019) Relationship to Ambiguity. Stanford d school. https://dlibrary.stanford.edu/ambiguity/learning-zone-reflection-tool

Schutz, K. M., Danielson, K. A., & Cohen, J. (2019). Approximations in English language arts: Scaffolding a shared teaching practice. Teaching and Teacher Education, 81, 100–111. https://doi.org/10.1016/j.tate.2019.01.004

Sensoy, Ö., & DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22(2). https://democracyeducationjournal.org/home/vol22/iss2/1

Sheehan, M. N. (2022, August 8). Ignatian Insights on Difficult Conversations. Georgetown University Medical Center. https://gumc.georgetown.edu/gumc-stories/ignatian-insights-on-difficult-conversations/

Smith, K. D. (2021). Difficult Conversations in Class: How Not to Panic. In Teaching Gradually. Routledge.

Spong, S., & Haynie, A. (2022). Teaching Matters: A Guide for Graduate Students (First). West Virginia University Press. https://muse.jhu.edu/pub/20/monograph/book/97930

Stanton, A., Zandvliet, D., Dhaliwal, R., & Black, T. (2016). Understanding Students’ Experiences of Well-Being in Learning Environments. Higher Education Studies, 6(3), 90. https://doi.org/10.5539/hes.v6n3p90

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

Tanner, K. D. (2017). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE—Life Sciences Education, 12(3), 322–331. https://doi.org/10.1187/cbe.13-06-0115

Teaching & Learning Resource Center. (n.d.). Icebreaker Activities. Ohio State University. Retrieved July 15, 2024, from Our Method. (n.d.). Essential PARTNERS. Retrieved July 11, 2024, from https://whatisessential.org/our-method

Thomas, R. (n.d.). 1.8 Evaluating Your Discussion Style. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/18evaluatingyourdiscussionstyle

Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2019). Reflection as a core student learning activity in higher education—Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797

Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization (1st ed.). Taylor & Francis Group. http://ebookcentral.proquest.com/lib/georgetown/detail.action?docID=4983582

Von Esch, K. S., & Kavanagh, S. S. (2017). Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development. Journal of Teacher Education, 69(3), 239–251. https://doi.org/10.1177/0022487117717467

Waisanen, D. & Wheatley Hartman, S. (n.d.). 2.6 Building on the Ideas of Others. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/26buildingontheideasofothers

Wheatley Hartman, S. (n.d.). 1.3 Anticipating Conflict and Forming Group Guidelines. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/13anticipatingconflictandforminggroupguidelines

Wheatley Hartman, S. (n.d.). 1.4 Understanding Your Identity in Collaboration. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/14understandingyouridentityincollaboration

Wheatley Hartman, S. (n.d.). 3.7 Practicing Generosity of Interpretation. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/37practicinggenerosityofinterpretation

Wheatley Hartman, S. & Byrd J., Jr. (n.d.). 1.7 Taking Inventory of Collaboration Skills. Collaborative Discussion Project, Thinking Better Together. Retrieved July 17, 2024, from https://www.collaborativediscussionproject.com/items-1/17takinginventoryofcollaborativeskills