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<h3>Annotated References and Resources </h3>
<p>The activities and information presented in this online module resulted from synthesizing existing resources and scholarly works on inclusive teaching. <span style="color: #313131; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;">In addition to the references included within the course materials already, here</span> we list a number of references, practical resources, and guides by topic that we found particularly helpful in creating this module. These curated references reflect some of the resources that have informed our thinking about inclusive teaching, although this list is by no means exhaustive. Many contain other links and references from educational research that further support inclusive teaching. Explore each topic by navigating to the pages linked to in the following list. Items with an <strong>*</strong> denotes that this reference/resource is highly recommended. </p>
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<li><a href="/courses/course-v1:MITx+7.InT+2021_Fall/jump_to_id/2f8f5b712df84277b39c516add7239c8" target="_blank">General Education and Inclusive Syntheses </a></li>
<li><a href="/courses/course-v1:MITx+7.InT+2021_Fall/jump_to_id/488afc1f7d434cb6a485840acc06dbee " target="_blank">Identity, Bias, and Stereotype Threat in Education </a></li>
<li><a href="/courses/course-v1:MITx+7.InT+2021_Fall/jump_to_id/7f6ecdb9abc04870b56c047c3dc8531f" target="_blank">Self-Efficacy, Belongingness, and Future-Orientation</a></li>
<li><a href="/courses/course-v1:MITx+7.InT+2021_Fall/jump_to_id/a914d5c0f6f7400b8c9fa2efe3bc0edd " target="_blank">Frameworks for Accessible, Active, and Remote Learning</a></li>
<li><a href="/courses/course-v1:MITx+7.InT+2021_Fall/jump_to_id/a2adf9755a954ae4bf2af5e249ff6218" target="_blank">More Strategies to Engage All Students in Learning</a></li>
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<h2 class="hd hd-2 unit-title">General Education and Inclusive Syntheses</h2>
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<h3>General Education</h3>
<p><strong></strong></p>
<p><strong>*</strong> A fantastic primer on evidence-based teaching practices, including inclusive strategies:</p>
<p style="padding-left: 30px;">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. John Wiley & Sons.</p>
<p></p>
<p>A great book on how to engage with self-reflection in your ever-evolving education practice:</p>
<p style="padding-left: 30px;">Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.</p>
<p></p>
<p>A foundational book on teaching with a social justice lens, the last chapter on critical self-knowledge for educators is especially helpful in connecting identity with education:</p>
<p style="padding-left: 30px;">Bell, L.A., Washington, S., Weinstein, G. and Love, B. (2016). Teaching for diversity and social justice, 3rd Edition. Routledge/Taylor & Francis Group.</p>
<p></p>
<p>A list of principles and examples of trauma-informed teaching and learning for college classrooms:</p>
<p style="padding-left: 30px;"><a href="https://traumainformedteaching.blog/resources/ " target="_blank">https://traumainformedteaching.blog/resources/ </a></p>
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<h3>Inclusive Teaching Syntheses </h3>
<p></p>
<p><strong>*</strong> Life Sciences Education (LSE) has a wonderfully thorough guide to improving your inclusive teaching, linking to supporting educational research:</p>
<p style="padding-left: 30px;"><a href="https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching/" target="_blank">https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching/</a></p>
<p style="padding-left: 30px;"></p>
<p>A companion paper to the LSE Inclusive Teaching Guide, this outlines foundational concepts important to inclusive teaching: </p>
<p style="padding-left: 30px;">Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2), fe2.</p>
<p></p>
<p>A detailed synthesis of research on inclusion in different levels of higher education organization in the UK:</p>
<p style="padding-left: 30px;">Hockings, C. (2010). Inclusive Learning and Teaching in Higher Education: A Synthesis of Research. York: Higher Education Academy.</p>
<p></p>
<p>An update to Hockings’ synthesis, this paper examines progress in inclusive course design, delivery, assessment, and institutional commitment:</p>
<p style="padding-left: 30px;">Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., Roelofs, F. and Van Dam, L., (2017). Moving towards inclusive learning and teaching: A synthesis of recent literature. Teaching & Learning Inquiry, 5(1), pp.1-13.</p>
<p></p>
<p>The Center for the Integration of Research, Teaching and Learning Network has a collection of articles, posters, and other media on the topic of inclusive teaching:</p>
<p style="padding-left: 30px;"><a href="https://cirtl.net/inclusive-teaching/" target="_blank">https://cirtl.net/inclusive-teaching/ </a></p>
<p></p>
<p>Cornell University’s Center for Teaching Innovation has a nested set of resources on various aspects of inclusive teaching:</p>
<p style="padding-left: 30px;"><a href="https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms" target="_blank">https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms</a></p>
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<h2 class="hd hd-2 unit-title">Identity, Bias, and Stereotype Threat in Education</h2>
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<h3>Identity and Education</h3>
<p><strong></strong></p>
<p><strong>*</strong>An account of the experiences of women of color in college-level physics highlights the challenges they face and poses suggestions of how to equitize university science departments:</p>
<p style="padding-left: 30px;">Ong, M. (2005). Body projects of young women of color in physics: Intersections of gender, race, and science. Social Problems, 52(4), 593-617.</p>
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<p>Although leaning towards teacher-education training, this chapter explores what identity construction and awareness means for educators at large:</p>
<p style="padding-left: 30px;">Rodgers, C.R. & Scott, K.H. (2008). The development of the personal self and professional identity in learning to teach. In Cochran-Smith, M. Feiman-Nemser, McIntyre, D.J., and Demers, K.E. (Eds.), Handbook of research on teacher education. Abingdon: Routledge.</p>
<p></p>
<p>Although focused on secondary education, the theoretical bases supporting culturally relevant teaching are applicable to higher education as well: </p>
<p style="padding-left: 30px;">Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.</p>
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<h3>Bias in Education</h3>
<p><strong></strong></p>
<p><strong>*</strong> An important study that addresses how bias can shape the future of academia- faculty are more responsive to requests from prospective doctoral students that have names typically identified as white and male:</p>
<p style="padding-left: 30px;">Milkman, K.L., Akinola, M. & Chugh, D., 2015. What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations. Journal of Applied Psychology, 100(6), p.1678.</p>
<p></p>
<p>White male students get more attention in online learning environments:</p>
<p style="padding-left: 30px;">Baker, R., Dee, T., Evans, B. & John, J. (2018). Bias in online classes: Evidence from a field experiment. CEPA Working Paper No. 18-03. Stanford Center for Education Policy Analysis.</p>
<p></p>
<p>Systematic gender bias in whole-class participation favors male voices in introductory biology courses:</p>
<p style="padding-left: 30px;"> Eddy, S.L., Brownell, S.E. & Wenderoth, M.P. (2014). Gender gaps in achievement and participation in multiple introductory biology classrooms. CBE—Life Sciences Education, 13(3), pp.478-492.</p>
<p></p>
<p>Teachers have similar pro-white/anti-Black biases compared to the general population:</p>
<p style="padding-left: 30px;">Starck, J.G., Riddle, T., Sinclair, S. & Warikoo, N. (2020). Teachers are people too: Examining the racial bias of teachers compared to other American adults. Educational Researcher, p.0013189X20912758. </p>
<p></p>
<p>Gender bias in education starts early and continues through higher education, but there are tools to combat it:</p>
<p style="padding-left: 30px;">Sadker, M. & Sadker, D. (1986). Sexism in the classroom: From grade school to graduate school. The Phi Delta Kappan, 67(7), pp.512-515.</p>
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<h3>Racial Justice in Education</h3>
<p></p>
<p><strong>*</strong> This is a fantastic and practical guide to responding to common criticisms of anti-racist efforts in STEM:</p>
<p style="padding-left: 30px;"><a href="https://antiracisminstem.wordpress.com/ " target="_blank" rel="noopener">https://antiracisminstem.wordpress.com/ </a></p>
<p></p>
<p>An intersectional guide suggesting how specific engagement strategies can be antiracist as well as accessible through Universal Design for Learning:</p>
<p style="padding-left: 30px;">Schomberg, J., & Harsma, E. (2022). <a href="https://mlpp.pressbooks.pub/mavlearn/chapter/10-strategies-for-engaging-learners-with-universal-design-for-learning-and-antiracism/" target="_blank" rel="noopener">10 Strategies for Engaging Learners with Universal Design for Learning and Antiracism</a>.</p>
<p></p>
<p>A framework for approaching racial justice and decolonization in higher education:</p>
<p style="padding-left: 30px;">Quaye, S.J., Aho, R.E., Jacob, M.B., Domingue, A.D., Guido, F.M., Lange, A.C., Squire, D. & Stewart, D.L. (2018). A bold vision forward: A framework for the strategic imperative for racial justice and decolonization.</p>
<p></p>
<p>Data and commentary on the exclusion of PEERs (Persons Excluded because of Ethnicity or Race) in STEM, which advocates for a shift in thinking from “fixing” the students to fixing institutions:</p>
<p style="padding-left: 30px;">Asai, D. J. (2020). Race matters. Cell, 181(4), 754-757.</p>
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<h3>Stereotype Threat</h3>
<p></p>
<p>A foundational paper that demonstrates test performance of Black students is impaired when under stereotype threat:</p>
<p style="padding-left: 30px;">Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797.</p>
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<p>The connection between stereotype threat and impaired performance is explored through cognitive, psychological, and behavioral factors: </p>
<p style="padding-left: 30px;">Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115(2), 336.</p>
<p></p>
<p>An extensive literature review of the psychological mediators of stereotype threat for those who are interested in different factors influencing stereotype threat: </p>
<p style="padding-left: 30px;">Pennington, C. R., Heim, D., Levy, A. R., & Larkin, D. T. (2016). Twenty years of stereotype threat research: A review of psychological mediators. PloS one, 11(1), e0146487.</p>
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<p><strong>*</strong> MIT’s own Professor Drennan has put together a guide to reducing stereotype threat in students and mentees. </p>
<p style="padding-left: 30px;"></p>
<p style="padding-left: 30px;"><a href="http://drennan.mit.edu/wp-content/uploads/2016/01/Diversity_reading2015.pdf" target="_blank">http://drennan.mit.edu/wp-content/uploads/2016/01/Diversity_reading2015.pdf</a></p>
<p style="padding-left: 30px;">A wonderful recording of Professor Drennan's training on stereotype in the classroom made available by OCW follows this text. </p>
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<h2 class="hd hd-2 unit-title">Self-Efficacy, Belongingness, and Future-Orientation</h2>
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<h3>Self-Efficacy and Belongingness</h3>
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<p><strong>*</strong> This article posits that faculty have a personal responsibility to broaden participation in STEM classrooms, and presents suggestions for promoting belongingness and mitigating stereotype threat and bias:<span style="white-space: pre;"> </span></p>
<p style="padding-left: 30px;">Killpack, T.L. & Melón, L.C. (2016). Toward inclusive STEM classrooms: what personal role do faculty play?. CBE—Life Sciences Education, 15(3), p.es3.</p>
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<p>How self-efficacy, belongingness, and science identity influence learning are explored:</p>
<p style="padding-left: 30px;">Trujillo, G., & Tanner, K. D. (2014). Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity. CBE—Life Sciences Education, 13(1), 6-15.</p>
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<p>Supportive science experiences, such as research experience and mentorship, positively affect self-efficacy and science identity in undergraduate and graduate students as well as postdocs, which in turn promotes career commitment to science: </p>
<p style="padding-left: 30px;">Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491.</p>
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<p>Supportive classroom environments can increase student sense of belongingness, which in turn promotes self-efficacy, engagement, and achievement: </p>
<p style="padding-left: 30px;">Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: A mixed method study. Instructional Science, 42(5), 661-684.</p>
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<p>This review of social-psychological education interventions provides thorough context and examples of effective interventions while acknowledging constraints and common misconceptions:</p>
<p style="padding-left: 30px;">Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267-301.</p>
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<h3>Leveraging Future-Oriented Thinking in Education </h3>
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<p>The idea of possible selves, or how we envision our potential future outcomes and identities, is explored in relation to adult education:</p>
<p style="padding-left: 30px;">Rossiter, M. (2007). Possible selves: An adult education perspective. New Directions for Adult and Continuing Education, 2007(114), 5-15.</p>
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<p><strong>*</strong> A practical example of how we might use representations of possible science selves to counter stereotypes is explored: </p>
<p style="padding-left: 30px;">Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15(3), ar47.</p>
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<h2 class="hd hd-2 unit-title">Frameworks for Accessible, Active, and Remote Learning</h2>
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<h3>Accessibility and Universal Design for Learning</h3>
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<p><strong>*</strong> A very helpful guide to Universal Design for Learning (UDL), an evidence-based framework for teaching and learning, geared toward educators with a number of examples and activities:</p>
<p style="padding-left: 30px;">Takacs, S., Zhang, J (2020). Universal Design for Learning: A Practical Guide. Centre for Teaching, Learning, and Innovation. Justice Institute of British Columbia.</p>
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<p>A graphic organizer summarizing Universal Design for Learning Guidelines are made available by CAST:</p>
<p style="padding-left: 30px;"><a href="http://udlguidelines.cast.org/" target="_blank">http://udlguidelines.cast.org/</a></p>
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<p>The translation of Universal Design principles to an introductory psychology course illustrates the practical applications of this theory:</p>
<p style="padding-left: 30px;">Mino, J. J. (2004). Planning for inclusion: Using universal instructional design to create a learner-centered community college classroom. Equity & Excellence in Education, 37(2), 154-160.</p>
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<p>A wonderfully thorough guide to accessible learning environments made available for Vanderbilt University that is generalizable to other institutions:</p>
<p style="padding-left: 30px;">Thurber, A. and Bandy, J. (2018). Creating Accessible Learning Environments. Retrieved [January 5 2021] from <a href="http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments/ " target="_blank">http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments/ </a></p>
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<p>The folks over at Accessible Syllabus have created a wonderful set of guides with references to help ensure the accessibility of syllabi:</p>
<p style="padding-left: 30px;"><a href="https://www.accessiblesyllabus.com/" target="_blank">https://www.accessiblesyllabus.com/</a></p>
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<h3>Active Learning and Equity in the Classroom</h3>
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<p><strong>*</strong> A very accessible, applicable, and informative guide to strategies that increase inclusivity through class structure, participation, and interactions with students:</p>
<p style="padding-left: 30px;">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.</p>
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<p>Increasing time spent with active learning improves student performance, but to different extents across identities (e.g. race, first generation college students, etc):</p>
<p style="padding-left: 30px;">Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work?. CBE—Life Sciences Education, 13(3), 453-468.</p>
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<p>Active learning strategies promotes self-efficacy in all students, which also increases a sense of belongingness in underrepresented STEM students:</p>
<p style="padding-left: 30px;">Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE—Life Sciences Education, 16(4), ar56.</p>
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<h3>Teaching Remotely and Inclusively</h3>
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<p><strong>*</strong>A timely and important study on inclusive strategies for remote teaching during the COVID-19 pandemic, ways to encourage interest, capacity, and belongingness are explored:</p>
<p style="padding-left: 30px;">Matters, M. E., Brightman, A. O., Buzzanell, P. M., & Zoltowski, C. B. (2020). Inclusive Teaching in Isolating Situations: Impact of COVID-19 on Efforts Toward Increasing Diversity in BME. Biomedical Engineering Education, 1-5.</p>
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<p>A framework for approaching online teaching equitably with concrete suggestions for instructors: </p>
<p style="padding-left: 30px;">Pacansky-Brock, M., Smedshammer, M. & Vincent-Layton, K. (2019). Humanizing online teaching to equitize higher education. Manuscript submitted for publication.</p>
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<h2 class="hd hd-2 unit-title">More Strategies to Engage All Students in Learning</h2>
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<h3>Connecting Students to Course Material</h3>
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<p><strong>*</strong> Many resources and suggestions for infusing history and social context into biology classrooms to engage students and make meaningful connections to their own lives: </p>
<p style="padding-left: 30px;">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.</p>
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<p>Academic environments that use female STEM examples and indicators of female participation in STEM can improve women’s self-identification with science: </p>
<p style="padding-left: 30px;">Ramsey, L. R., Betz, D. E., & Sekaquaptewa, D. (2013). The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education, 16(3), 377-397.</p>
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<p>Writing about the utility and value of course offerings helps all students and can close gaps in performance for students that are in racial minorities in STEM and/or first generation college students:</p>
<p style="padding-left: 30px;">Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745.</p>
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<p>A practical guide to creating a more inclusive learning environment for LGBTQ+ individuals in a biology classroom context, but mostly generalizable to other contexts:</p>
<p style="padding-left: 30px;">Cooper, K.M., Auerbach, A.J.J., Bader, J.D., Beadles-Bohling, A.S., Brashears, J.A., Cline, E., Eddy, S.L., Elliott, D.B., Farley, E., Fuselier, L. & Heinz, H.M. (2020). Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology. CBE—Life Sciences Education, 19(3), p.es6.</p>
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<h3>Language and Tone Matter</h3>
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<p><strong>*</strong> The tone of a syllabus impacts student impressions of the instructor and difficulty of the course: </p>
<p style="padding-left: 30px;">Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330.</p>
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<p>The importance of knowing names and usage of name tents: </p>
<p style="padding-left: 30px;">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.</p>
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<p>The American Psychological Association has a thorough guide to inclusive language:</p>
<p style="padding-left: 30px;"><a href="https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines" target="_blank">https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines</a></p>
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<h3>Giving Students Feedback</h3>
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<p><strong>*</strong> Giving students assurance that they can meet your high standards along with constructive criticism can improve self-identification with the subject and task motivation, as well as reduce perceived bias, especially for Black students:</p>
<p style="padding-left: 30px;">Cohen, G.L., Steele, C.M. & Ross, L.D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), pp.1302-1318.</p>
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<p>Descriptions of the general benefits of formative feedback and qualities of different kinds of feedback may be helpful in giving written comments back to students:</p>
<p style="padding-left: 30px;">Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.</p>
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<p>The contextual factors that enable effective feedback in higher education are explored, although not directly in context of inclusion:</p>
<p style="padding-left: 30px;">Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401-1416.</p>
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<h3>Group Work Among Students</h3>
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<p>Peer discussion is influenced by gender, race, nationality, and relative knowledge in biology classrooms, suggesting that peer groups should be intentionally structured: </p>
<p style="padding-left: 30px;">Eddy, S. L., Brownell, S. E., Thummaphan, P., Lan, M. C., & Wenderoth, M. P. (2015). Caution, student experience may vary: social identities impact a student’s experience in peer discussions. CBE—Life Sciences Education, 14(4), ar45.</p>
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<p><strong>*</strong>How to intentionally structure student teams and the benefit from doing so is outlined here in an engineering context, but is broadly generalizable:</p>
<p style="padding-left: 30px;">Finelli, C. J., Bergom, I., & Mesa, V. (2011). Student Teams in the Engineering Classroom and Beyond: Setting up Students for Success. CRLT Occasional Paper No. 29. Center for Research on Learning and Teaching.</p>
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<h3>Setting Ground Rules / Class Norms</h3>
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<p>A guide to creating and setting ground rules is made available by Paul Gorski, see links on this page for other equity-based classroom ideas:</p>
<p style="padding-left: 30px;"><a href="http://www.edchange.org/multicultural/activities/groundrules.html" target="_blank">http://www.edchange.org/multicultural/activities/groundrules.html</a></p>
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<p>An academic treatment of the limitations of common guidelines (class norms) and suggestions for pushing them further:</p>
<p style="padding-left: 30px;">Sensoy, Ö., & DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in social justice education. Democracy and Education, 22(2), 1.</p>
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