Are you looking for scholarship of teaching and learning (SoTL) on topics related to inclusive and equitable teaching or looking for examples and ideas for how you can write and publish DEI-related teaching experiments/strategies you've tried in your courses? This page provides an annotated bibliography of articles that are based on quantitative, qualitative, and mixed-methods approaches to designing, implementing, evaluating, and reflecting on teaching interventions related to inclusive and equitable learning and leveraging diversity in the classroom, the disciplines, and the professions.
Quantitative
- Cotner, S., & Ballen, C. J. (2017).
Can mixed assessment methods make biology classes more equitable?.
PLoS One,
12(12), e0189610.
- The authors in this article determined the impact of mixed methods of assessment, which minimizes high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. They analyze gender-based performance trends in nine large (introductory biology courses in and three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams. The authors demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance.
- Sullivan, L. L., Ballen, C. J., & Cotner, S. (2018).
Small group gender ratios impact biology class performance and peer evaluations.
PloS one,
13(4), e0195129.
- The authors tested whether the gender composition of small (8–9 person) learning groups impacts course performance, sense of social belonging, and intragroup peer evaluations of intellectual contributions. Across two undergraduate active learning courses in introductory biology, they manipulated the classroom microclimate by varying the gender ratios of learning groups, ranging from 0% female to 100% female and found that as the percent of women in groups increased, so did overall course performance for all students, regardless of gender. Additionally, women assigned higher peer- evaluations in groups with more women than groups with less women.
Qualitative
- Pugh, M. (2020).
"Just to Get the Grade": Learning Ecologies and Invisible Student Resistance. Pedagogy, 20(1), 59-71.
- An English professor shares a close examination of how instructors can ensure that they are not being intolerant of some students’ views and beliefs. The article focuses on one student’s experience writing about his religious beliefs in a class and how the instructor creates a learning environment within which the student can feel free to write and be read fairly. This essay shows how instructors can create ideological transparency in a class.
- Cooper, K. M., & Brownell, S. E. (2016).
Coming out in class: Challenges and benefits of active learning in a biology classroom for LGBTQIA students.
CBE—Life Sciences Education,
15(3), ar37.
- In this exploratory interview study, the probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. They found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity.
Mixed-Methods
- 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.
- The authors analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlight homework assignments, which featured counterstereotypical examples of scientist, and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades.
- Robison, J. D., Berbari, N. F., & Rao, A. S. (2020).
Using a student-generated mock magazine issue to improve students’ awareness of diverse scientists.
Journal of microbiology & biology education,
21(3), 40.
- This study explores whether integrating multicultural content within a genetics laboratory course affected students’ awareness of diversity and their perceptions of scientists’ identities. Initially, students completed a pre-test in which they were asked to recall the names of geneticists and their scientific contributions. Later students created a mock magazine issue featuring a diverse set of experts in genetics, specifically members of traditionally underrepresented gender/sexuality and/or racial/ethnic groups. On the final exam, the pre-test was repeated as a post-test, which revealed that students had an increased awareness of the multicultural nature of scientists.
Reflection
- McFadden, L. B. (2021, June 11).
Through the students’ eyes: Insights into what’s most important.
Faculty Focus.
- This short article includes an instructor’s reflections on her course evaluations and considerations for which strategies instructors can use to make their class meetings more meaningful, inclusive, and engaging for students.
- Ciubotariu, I. I. (2021).
Embrace and celebrate diverse names in science.
Nature.
- In this article, an international graduate student shares her experiences and provides strategies to guide others on how to pronounce your name and how you can learn to pronounce others’ names correctly.
- Levine Daniel, J., Fyall, R., & Benenson, J. (2020).
Talking about antisemitism in MPA classrooms and beyond.
Journal of Public Affairs Education,
26(3), 313-335.
- MPA curricula and public affairs research have rarely addressed contemporary antisemitism, so these authors argue for including conversations about antisemitism in MPA classrooms. This article serves as a resource for the public affairs teaching community so our colleagues can feel prepared and empowered to address antisemitism in their classrooms.