Inclusive Course Design

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., and Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: John Wiley & Sons.

Appert, L., Simonian Bean, C., Irvin, A., Jungels, A., Klaf, S., Phillipson, M. (August 2017). Guide for inclusive teaching at Columbia. Available online.

Butler, A. C.; Godbole, N., & Marsh, E. J.(2012). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology. Available online.

Davis, B.G. (2009). Tools for teaching. Second Edition. San Francisco: John Wiley & Sons.

Dweck, C. (2007). Mindset: The new psychology of success. Ballantine Books.

"Improving learning by reducing unnecessary mental load." Carl Wieman Science Education Initiative. Available online.

Kardia, D. & Saunders, S. (n.d.) Creating inclusive college classrooms. Available online.

Meyer, A., Rose, D., Gordon, D. (2014).Universal Design for Learning: Theory and practice. CAST Professional Publishing.

National Academies of Sciences, Engineering, and Medicine (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students' diverse pathways. Washington, DC: The National Academies Press. Available Online.

Rose, D. H., Hall, T. E., & Murray, E. (2008, Fall). Accurate for all: Universal design for learning and the assessment of students with learning disabilities. Perspectives on Language and Literacy, 23-28.

Roska, J., Kilgo, C.A., Trolian, T.L., Pascarella, E.T., Blaich, C. & Wise, K.S. (2017). Engaging with diversity: How positive and negative diversity interactions influence students’ cognitive outcomes. The Journal of Higher Education 88 (3), 297-322.

Sellers, S. (2007). Reaching all students: A resource for teaching in STEM. Center for the Integration of Research, Teaching, and Learning (CIRTL). Available online.

Tobin, T.J. (2014). Increase online student retention with Universal Design for Learning. Quarterly Review of Distance Education 15 (3): 13-24,48.

Verschelden, C. (2017). Bandwidth recovery: Helping students reclaim cognitive resources lost to poverty, racism, and social marginalization. Stylus Publishing.

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. Available online.

Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. Available online.

Inclusive Interactions

Ambrose, S. A., Bridges, M.W., DiPietro, M. & Lovett, M.C. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass.

Appert, L., Simonian Bean, C., Irvin, A., Jungels, A., Klaf, S., Phillipson, M. (August 2017). Guide for inclusive teaching at Columbia. Available online.

Barr, J.J. (2016). Developing a positive classroom climate. IDEA (paper #61). Available online.

Cheung, F., Ganote, C., and Souza, T. (2016). Microaggressions and microresistance: Supporting and empowering students. Faculty Focus Special Report: Diversity and Inclusion in the College Classroom 15-17. Available online.

DeSurra, C. J., and Church, K.A. (November 1994). Unlocking the classroom closet: Privileging the marginalized voices of gay/lesbian college students. Paper presented at the Annual Meeting of the Speech Communication Association: New Orleans, LA.

DiPietro, M. (2012). Applying the seven learning principles to creating LGBTQ-inclusive classrooms. Diversity & Democracy 15, 1. Available online.

Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1), 1–20.

Gariby, J.C. (2015). Creating a positive classroom climate for diversity. UCLA Diversity & Faculty Development. Available online.

Hess, J. A., & Smythe, M.J. (2001). Is teacher immediacy actually related to student cognitive learning? Communication Studies, 52, 197-219.

Hirschy, A.S. & Braxton, J.M. (2004). Effects of student classroom incivilities on students. New Directions for Teaching and Learning (99), 67-76.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Hurtado, S., C. L., Alvarez, C. Guillermo-Wann, M. Cuellar, and Arellano, L. (2012). A model for diverse learning environments: The scholarship on creating and assessing conditions for student success. In J. C. Smart and M. B. Paulsen (eds.), Higher Education: Handbook of Theory and Research, vol 27. New York, NY: Springer.

Locks, A.M., Hurtado, S., Bowman, N.A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education, 31, 257-285.

Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination Theory. South African Journal of Psychology 34 (2), 169-901.