Teaching to Promote Belongingness

The promotion of belongingness should be a part of every fabric of any institutional identity and practice. The goal is to create an environment that is conducive to learning for all students from various backgrounds. To help build an enriching course climate that serves all students, instructors should strive for a classroom that fosters belonging and value for students of all identities, backgrounds, and experiences. Dr. Christina Cobb, the current Inclusive Teaching Fellow with the LT&ITC, sought out the opportunity to receive extensive training in Inclusive Teaching and the following resources have been gathered from her research and training. Additionally, the Center for Fairness, Justice, and Equity in the College of Education (FJE)offers Cultural Humility Labs where participants are encouraged to discuss aspects of culture, our individual cultural identities, and ways in which to improve our cultural humility when working with others. Please feel free to contact Dr. Cobb and/or the FJE to schedule a consultation and/or workshop.

Online

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass.
Conrad, R.-M., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass.
Darby, F. & Lang, J. M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass.
Bailey, T. L., & Brown, A. (2016, June 1). Online student services: Current practices and recommendations for implementation. Journal of Educational Technology Systems 44(4), 450–462. https://doi.org/10.1177/0047239515616956

Microaggressions and Biases

Barnes, M., & Gonzalez, J. (2015). Hacking education: 10 quick fixes for every school. Times 10 Publications.
Cooper, J. N., & Hawkins, B. (2016). An anti-deficit perspective on black male student athletes’ educational experiences at a historically black college/university. Race Ethnicity and Education, 19(5), 950–979. https://doi.org/10.1080/13613324.2014.946491
Deady, K. (2020, August 12). 5 steps to becoming a culturally responsive teacher. Teachaway. https://www.teachaway.com/blog/5-steps-becoming-culturally-responsive-teacher
Feldman, J. (2020, January 27). Improved grading makes classrooms more equitable. Inside Higher Ed. https://www.insidehighered.com/views/2020/01/27/advice-how-make-grading-more-equitable-opinion
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Harrison, C., & Tanner, K. D. (2018). Language matters: Considering microaggressions in science. Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.18-01-0011
Jensen, E. (2021). Why your secret bias matters in the classroom. Jensen Learning. https://www.jensenlearning.com/why-your-secret-bias-matters-in-the-classroom/
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1): 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Malouff, J. (2008). Bias in grading. College Teaching, 56(3), 191–192. https://doi.org/10.3200/CTCH.56.3.191-192
Malouff, J. M., Emmerton, A. J., & Schutte, N. S. (2013). The risk of a halo bias as a reason to keep students anonymous during grading. Teaching of Psychology, 40(3), 233–237. https://doi.org/10.1177/0098628313487425
Saul, J. (2013). Implicit bias, stereotype threat, and women in philosophy. In K. Hutchison & F. Jenkins (Eds.), Women in philosophy: What needs to change (pp. 39–60). Oxford University Press.
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Wiley.
Staats Cheryl, et al. (2017). State of the Science: Implicit Bias Review. Kirwan Institute for the Study of Race and Ethnicity.
Yale Poorvu Center for Teaching and Learning. (2021). Awareness of implicit biases. https://poorvucenter.yale.edu/ImplicitBiasAwareness

Teaching Strategies

Bain, K. (2012). What the best college students do. BelknapPress.
Blackburn Center. (2020, March 4). Why sharing your gender pronouns is important. https://www.blackburncenter.org/post/2020/03/04/why-sharing-your-gender-pronouns-is-important
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). Jossey-Bass.
Brown, P.C., Roediger, H.L., III,& McDaniel, M.A. (2014). Make it stick: The science of successful learning. BelknapPress.
Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87–95. https://uncw.edu/jet/articles/vol11_2/burke.pdf
CDHE (Colorado Department of Higher Education). (2018). Equity toolkit: Inclusive teaching and learning. http://masterplan.highered.colorado.gov/wp-content/uploads/2020/09/CDHE-CTL-Inclusion-Guide.pdf
Center for Teaching Innovation. (n.d.). Designing your course: Incorporating diversity. Cornell University. https://teaching.cornell.edu/teaching-resources/designing-your-course/incorporating-diversity
Davis, B. G. (2009). Tools for teaching (2nd ed.). Jossey-Bass.
Davis, S. E. (2007). Effects of motivation, preferred learning styles, and perceptions of classroom climate on achievement in ninth and tenth grade math students (Doctoral dissertation). University of Florida.
Effectiviology. (n.d.). The protégé effect: How you can learn by teaching others. https://effectiviology.com/protege-effect-learn-by-teaching/
Elsesser, K. (2020, July 8). How to use gender-neutral language, and why it’s important to try. Forbes. https://www.forbes.com/sites/kimelsesser/2020/07/08/how-to-use-gender-neutral-language-and-why-its-important-to-try/ - 1b50f95f26ba
Faculty Focus. (2016). Diversity and inclusion in the college classroom. Magna Publication. https://provost.tufts.edu/celt/files/Diversity-and-Inclusion-Report.pdf
Fan, X., Luchok, K., & Dozier, J. (2021). College students’ satisfaction and sense of belonging: Differences between underrepresented groups and the majority groups. (2021). SN Soc Sciences, 1, Article 22. https://doi.org/10.1007/s43545-020-00026-0
Gopalan, M., & Brady, S. T. (2020, March 1). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137. https://doi.org/10.3102/0013189X19897622
Greer, A. (2014). Increasing inclusivity in the classroom. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-%20%20sub-pages/increasing-inclusivity-in-the-classroom/
Kaplan, M. & Miller, A. T. (Eds.). (2007). Special Issue: Scholarship of multicultural teaching and learning. New Directions for Teaching and Learning, (111).
Laldin, M. (2016, February 11). The psychology of belonging (and why it matters). Learning & the Brain. https://www.learningandthebrain.com/blog/psychology-of-belonging/
McGuire, S. Y. (with McGuire, S.). (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Stylus Publishing.
McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46(3), 235–261.
Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for teaching for student success. College Teaching, (67)3, 160–168. https://www.tandfonline.com/doi/abs/10.1080/87567555.2019.1579699
NYU Steinhardt. (2020, September 16). An asset-based approach to education: What it is and why it matters. https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-what-it-is-and-why-it-matters/.
Panadero, E., & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review, 30, Article 100329.
Pappas, C. (2017). 9 microlearning techniques to use in instructional design. eLearning Industry. https://elearningindustry.com/microlearning-techniques-use-instructional-design
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Posey, A. (n.d.). Universal Design for Learning (UDL): A teacher’s guide. Understood. https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/understanding-universal-design-for-learning?utm_source=google&utm_medium=paid&utm_campaign=evrgrn-may20-edu&gclid=CjwKCAiA8Jf-BRB-EiwAWDtEGpsbrJ3N2pP0FLtZ-qad4RzkY1e
Renkly, S., & Bertolini, K. (2018). Shifting the paradigm from deficit oriented schools to asset based models: Why leaders need to promote an asset orientation in our schools. Empowering Research for Educators, (2)1, Article 4. https://openprairie.sdstate.edu/ere/vol2/iss1/4
Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262–1281.
Rock, D., & Grant, H. (2016, November 4). Why diverse teams are smarter. Harvard Business Review. https://hbr.org/2016/11/why-diverse-teams-are-smarter
Rock, D., Grant, H., & Grey, J. (2016, September 22). Diverse teams feel less comfortable—And that’s why they perform better. Harvard Business Review. https://hbr.org/2016/09/diverse-teams-feel-less-comfortable-and-thats-why-they-perform-better
Satyanarayana, A., Lansiquot, R., & Rosalia, C. (2019, October). Using prescriptive data analytics to reduce grading bias and foster student success. In 2019 IEEE Frontiers in Education Conference (FIE) (pp. 1–5). IEEE.
Sczesny, S., Formanowicz, M., & Moser, F. (2016, February 2). Can gender-fair language reduce gender stereotyping and discrimination? Frontiers in Psychology, 7, Article 25. https://doi.org/10.3389/fpsyg.2016.00025
Sherbin, L., & Rashid, R. (2017, February 1). Diversity doesn’t stick without inclusion. Harvard Business Review. 01 February. https://hbr.org/2017/02/diversity-doesnt-stick-without-inclusion
Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge. https://doi.org/10.4324/9781315297293
Study International. (2020, January 7). Here’s why a sense of belonging in college matters more than you know. https://www.studyinternational.com/news/sense-of-belonging/
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Wiley.
Tadmor, C. T., Satterstrom, P., Jang, S., & Polzer, J. T. (2012). Beyond individual creativity: The superadditive benefits of multicultural experience for collective creativity in culturally diverse teams. Journal of Cross-Cultural Psychology, 43(3), 384–392.
Thomas, C., & Sedell, J. (2018). Improving student learning through faculty empathy in a hybrid course community. Association of American Colleges & Universities. https://www.aacu.org/liberaleducation/2018/summer/thomas_sedell
Uhlmann, E. L., & Cohen, G. L. (2005). Constructed criteria: Redefining merit to justify discrimination. Psychological Science, 16(6), 474–480.
Usher, K. (2019, April 10). Differentiating by offering choices. Edutopia. https://www.edutopia.org/article/differentiating-offering-choices
Warren, L. (n.d.). Managing hot moments in the classroom. Derek Bok Center for Teaching and Learning, Harvard University. https://www.elon.edu/u/academics/catl/wp-content/uploads/sites/126/2017/04/Managing-Hot-Moments-in-the-Classroom-Harvard_University.pdf
Wiedemann, C. (2019, February 6). Why diversity is crucial to success in STEM. CERIC. https://ceric.ca/2019/02/why-diversity-is-crucial-to-success-in-stem/
Winkelmes, M.-A. (2013). Transparency in learning and teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes. NEA Higher Education Advocate, 30(1), 6–9.
Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Harriss Weavil, K. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2). https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

Course Design (Syllabus)

AFB (American Foundation for the Blind). (n.d.). Screen readers. https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/screen-readers
Bates College. (n.d.). Accessible education and student support. https://www.bates.edu/accessible-education/faculty/sample-syllabus-statement/
Carnegie Mellon University. (n.d.). Diversity statement on a syllabus. Eberly Center. https://www.cmu.edu/teaching/designteach/syllabus/checklist/diversitystatement.html
Center for Urban Education. (n.d.). Syllabus review guide for equity-minded practice. University of Southern California. https://www.cuesta.edu/about/documents/vpaa-docs/Syllabus_Review_Protocol_CUE.pdf
Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Diversity statement on a syllabus. Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/syllabus/checklist/diversitystatement.html
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. https://poorvucenter.yale.edu/sites/default/files/basic-page-supplementary-materials-files/effect_of_syllabus_tone_student_perceptions_of_instructor_and_course_spe_2011_0.pdf
Harris, J. K., Croston, M. A., Hutti, E.T., & Eyler, A. A. (2020). Diversify the syllabi: Underrepresentation of female authors in college course readings. PLOS ONE 15(10). https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0239012
Kwak, J. (2020). Reflect and check: 3 ways to center equity in course design. Every Learner Everywhere. https://www.everylearnereverywhere.org/blog/reflect-and-check-3-ways-to-center-equity-in-course-design
Lopez-Garrido, G. (2020, August 9). Self-efficacy theory. Simply Psychology. August 9. https://www.simplypsychology.org/self-efficacy.html
Mays, D., Klaiman, T., Kumanyika, S., & Bernhardt, J. M. (2008). A call to action to address diversity in public health professional preparation. Diversity & Equality in Health and Care. https://diversityhealthcare.imedpub.com/a-call-to-action-to-address-diversity-in-public-health-professional-preparation.php?aid=2133
Office of Assessment for Curricular Effectiveness. (n.d.). Transparent assessment design. Washington State University. https://ace.wsu.edu/assignment-design/transparent-assignment-design/
Richmond, A. S. (2016). Constructing a learner-centered syllabus: One professor’s journey (IDEA Paper #60). IDEA. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf
Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191–209. https://www.jstor.org/stable/1050133
Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students’ perceptions of teacher effectiveness. Teaching of Psychology, 37(3), 186–189.
Tufts University. (n.d.). How can I use my syllabus as a tool for inclusion? Center for the Enhancement of Learning and Teaching. https://provost.tufts.edu/celt/the-syllabus-as-a-tool-for-setting-the-climate/
University of Iowa College of Education. (n.d.-b). Syllabus checklist. https://education.uiowa.edu/office-dean/policies/syllabus-checklist
University of Massachusetts Amherst. (n.d.). Inclusive syllabus design. Center for Teaching and Learning. https://www.umass.edu/ctl/inclusive-syllabus-design
Yale Poorvu Center for Teaching and Learning. (n.d.). Diversity statements. Yale University. https://poorvucenter.yale.edu/DiversityStatements