Inclusive Pedagogy: Best Practices
›Ambrose, S. (Ed.). (2010)
Drawing on research from multiple disciplines (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) this book identifies a set of key principles underlying learning. It integrates theory with real-classroom examples to help faculty improve their own teaching.
›Bain, K. (2004)
This book, the conclusion of a fifteen-year study, defines best practices exhibited by nearly one hundred college teachers in a wide variety of fields and universities. It discusses what teachers know, how they prepare and conduct classes, their expectations and evaluations of themselves and their students, and offers practical advice for fostering strategic learning.
›Davis, B. (2009)
A practical, accessible reference manual designed to improve the teaching of beginning, mid-career, or senior faculty members. Addresses the traditional tasks of teaching, as well as issues of diversity and inclusion, technology and teaching in large classrooms, among many others.
›Ginsberg, M. , & Wlodkowski, R. (2009)
Designed to apply across disciplines, this book defines norms, illustrates practices, and provides tools to develop four foundational conditions for learning: establishing inclusion, developing a positive attitude, enhancing meaning, and engendering competence.
›Gurung, R. (Ed.)., & Prieto, L. (2009)
This book identifies classroom practices that can optimize students’ learning; describes principles of education that that promote learning for all students; and addresses principles of effective on-line instruction for diverse populations. It also offers methods, techniques, and activities that can be applied in classrooms to create more inclusive learning spaces.
Inclusive Pedagogy: Tools, Tips, Checklists
›Barkley, E. (2010)
This book offers more than one hundred tips, strategies, and techniques, proven across disciplines, to help college teachers motivate and connect with their students. The format demonstrates how to apply each technique in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources.
Inclusive Pedagogy: Audience-Specific Resources
›Davis, J. (2010)
Offers insights into the first-generation student experience, suggestions for defining their status and quantifying their enrollment, and suggestions for meeting the challenges they face in attending college.
›Reddy, M. (Ed.)., & TuSmith, B. (2002)
In this volume of essays, professors from the humanities, social sciences, sciences, and education consider topics such as how the classroom environment is structured by race; complexities faced by faculty of color in mostly white classrooms; and the varying ways in which white faculty and faculty of color are impacted by teaching about race.
›Singleton, G. , & Linton, C. (2006)
Explains the need for candid conversations about race so that educators can better understand why the achievement gap persists, and learn how to develop courses and curriculum that promotes academic equity regardless of race, culture and class. Includes implementation exercises, conversation guides, activities, and action steps. K-12 focus, but applicable to higher ed settings.
Creating Inclusive Classrooms
›Bean, J. (2001)
This book provides practical approaches to integrating critical thinking and writing across the curriculum in a way that encourages inquiry, exploration, discussion, and debate. Includes information about quantitative/scientific literacy, blended and online learning, and other current issues.
›Adams, M. (Ed.)., Bell, L. , & Griffin, P. (2007)
A sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice, this book provides teachers and facilitators with an accessible pedagogical approach and curriculum design strategies for issues of oppression in classrooms. Includes a CD with printable worksheets and teaching resources.
›Branche, J. (Ed.)., Mullennix, J. , & Cohn, E. (2007)
A collection vignettes profiling the ways in which exceptional college professors actively incorporate diversity into their teaching, including practical guidance on culturally inclusive course design, syllabus construction, textbook selection, and assessment strategies. The book is organized by discipline, and includes profiles from health sciences, humanities, sciences, and social sciences.
›Morey, A. (Ed.)., & Kitano, M. (1997)
Offers a two-dimensional model for infusing multicultural elements into a course, and provides examples of how the model may be applied in specific disciplines and courses.
Describes a broad array of current “best practices” in the design, implementation, and assessment of multicultural change initiatives on college and university campuses. Offers theoretical models and demonstration projects that address change processes at three levels: individual courses, programs and departments, and across schools and institutions.
Diversity in Arts, Humanities, Social Sciences
›Chin, J. (Ed.)., Berheide, C. , & Rome, D. (2002)
Washington, D.C.: American Association for Higher Education. written by sociology faculty for their colleagues, this book provides a practice-oriented approach for promoting success and retention among students of color in gateway sociology courses.
›Fowler, S. B. & Villanueva, V. (2002)
Written by English studies faculty for their colleagues, this book provides a practice-oriented approach for promoting success and retention among students of color in gateway courses.
›Trent, J. (Ed.). (2002)
Written by communication faculty for their colleagues, this book provides a practice-oriented approach for promoting success and retention among students of color in gateway courses.
Promoting Inclusive Excellence at the Department/College Level
›Harper, S. (Ed.)., & Quaye, S. (2009)
A resource for understanding how diverse populations of students experience college and encounter group-specific barriers to success. Each chapter focuses on a different population – from low-income students to students of color to religious minority students, among others – and offers strategies for engaging these populations more effectively.
›Kuh, G. (Ed.). (2010)
Offers descriptions of policies, programs, and practices used by twenty institutions to create success-oriented campus cultures and learning environments and enhance student achievement.
›Ouellett, M. (Ed.). (2005)
Describes a broad array of current "best practices" in the design, implementation, and assessment of multicultural change initiatives on college and university campuses. Offers theoretical models and demonstration projects that address change processes at three levels: individual courses, programs and departments, and across schools and institutions.