Inclusive Teaching
Inclusive Teaching Source Library
Use the resources below to learn more about inclusive teaching strategies you can use to design and teach your course.
Syllabi & Course Design
Amayo et al. “12 Tips for Inclusive Teaching”
Ariely & Wertenbroch “Procrastination, Deadlines, and Performance: Self-Control by Precommitment”
“How to Use a Course Workload Estimator with Betsy Barre” (Podcast)
Course Workload Estimator
Brame, “Writing Good Multiple Choice Questions”
British Dyslexia Association “Dyslexia Friendly Style Guide”
Brown University, “Diversity and Inclusion Syllabus Statements”
Casper, Eddy, & Freeman, “True Grit: Passion and persistence make an innovative course design work”
Chi & Wylie, “The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes”
Dewsbury & Brame, “Inclusive Teaching”
Eddy & Hogan, “Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?”
Gannon, “How to Create a Syllabus”
—. “The Syllabus from a Student Perspective”
Harnish & Bridges, “Effect of Syllabus Tone: Students’ Perceptions of Instructor and Course”
Hogan & Sathy, “How to Make Your Teaching More Inclusive Advice Guide”
“Part I: Achievement Gap, or Opportunity Gap? What’s Stopping Student Success” (Podcast)
University of Iowa, “Syllabus Checklist”
Waggoner-Denton & Veloso, “Changes in syllabus tone affect warmth (but not competence) ratings of both male and female instructors”
Sibley, “7 Mistakes to Avoid When Writing Multiple-Choice Questions”
Supiano, “Traditional Teaching May Deepen Inequality. Can a Different Approach Fix it?”
Grading
Allen & Tanner “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners”
Malouff & Emmerton, “The Risk of a Halo Bias as a Reason to Keep Students Anonymous During Grading”
Malouff & Thorsteinsson, “Bias in grading: A meta-analysis of experimental research findings”
Mollin, “Grading on a Curve Creates Toxic Competition”
Mulliner & Tucker, “Feedback on feedback practice: perceptions of students and academics”
Schinske & Tanner, “Teaching More by Grading Less (or Differently)”
Talbert & Clark, Grading for Growth (Substack)
Classroom Activities, Collaboration, & Community Building
Cooper, Schinske, & Tanner, “Rethinking the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research”
Feldburg-Dubin, “Top 11 Skills of an Effective Facilitator”
Griffin et al. “Starting the Conversation: An Exploratory Study of Factors That Influence Student Office Hour Use”
Hogan & Sathy, “8 Ways to be More Inclusive in Your Zoom Teaching”
Kohli & Solórzano, “Teachers, Please Learn Our Names! Racial Microaggressions and the K-12 Classroom”
Lang, “Small Changes in Teaching”
—. “Distracted Minds: The Role of Tempo in Good Teaching”
Lepper & Woolverton, “The Wisdom of Practice: Lessons Learned from the Study of Highly Effective Tutors”
Nadworny, “College Students: How to Make Office Hours Less Scary”
STEM-Specific Resources
Canning, et al. “STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes”
Cooper & Brownell, “Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students”
Freeman et al. “Active learning increases student performance in science, engineering, and mathematics”
Landhuis, “Making STEM Education More Welcoming to Underrepresented Minorities”
McCarthy, Abel, & Tisdell, “Community in classrooms: Practical strategies to foster engineering students’ sense of belonging”
Humanities-Specific Resources
Brill, “Inclusivity in Module Design and Assessment Methods in the Humanities”
Carballo, Cotán, and Spinola-Elias, “An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do”
Chanock, “Towards Inclusive Teaching and Learning in Humanities: Alternatives to Writing”
Collier, et al. “Inclusive pedagogy in the humanities: a workbook”
Resources to Share with Students
ASU Office Hours Video