• Inclusive Teaching Resources by Academic Discipline

    Fine arts
    Natural sciences
    Social sciences
    School of business
    School of law

    Inclusive Teaching Resources for Fine Arts

    •    International Theatre of the Oppressed Organization. View 

    This web page details the principles of Theatre of the Oppressed and provides links to other resources relating to Theatre of the Oppressed. It also contains a forum, news section, and library.

    •    Martinez-Saenz, M. (2009). Creating change: Arts, activism, and the academy. Diversity & Democracy, 12(2), 16-17. View

    This article examines how the arts and social justice interact through creating a “visiting artist-activist program.” It examines a program at Wittenberg University and how it helps students to become more educated about the issues, as well as gain a greater interest in community service and civic engagement.

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

    Inclusive Teaching Resources for Humanities

    Print Resources

    •    Au, K.H. (2006). Multicultural issues and literacy achievement. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    This book relates multiculturalism to the communication arts curriculum.  There is information on how best to teach literacy, English language learners, and specific cultures such as Hawaiian and Hmong.

    •    Disch, E. & Thompson, B. (1990). Teaching and learning from the heart. National Women’s Studies Association Journal, 2(1), 68-78. Click here for link to article (log in with Hamline ID).

    This article looks at how feminist and antiracist ideas can be successfully incorporated into liberal arts courses. It offers ideas for what should be included in the syllabus of a liberal arts course, as well as classroom activities to get students thinking about issues of power in society.

    •    Ernst-Slavit, G., Moore, M., & Maloney, C. (2002). Changing lives: Teaching English and literature to ESL students. Journal of Adolescent & Adult Literacy, 46(2), 116-128. Click here for link to article (log in with Hamline ID).

    This article provides advice for helping English Language Learners succeed in literature courses. It offers background information about ELL students, effective practices for helping these students become more successful readers, models for ELL education, cultural information, and information on fluency development.

    Web Resources

    •    Conference on College Composition and Communication Blog: View online>

    This blog is maintained by an organization linked to the National Council of Teachers of English. The blog is centered around diversity, inclusive teaching, and social justice issues in teaching college composition and communication. It also provides links to other useful resources, as well as information about upcoming conventions.

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

    Inclusive Teaching Resources for Natural Sciences

    •    Achieving gender equality in science classrooms: A guide for faculty. (1996). Published by the Office of the Dean of the College at Brown University, Funded by The New England Consortium for Undergraduate Science Education (NECUSE). View online >

    This is a useful resource for teaching science to women in higher education. It contains information about learning styles, advice for overcoming stereotypes, and how to encourage women in the science classroom.

    •    Aliaga, M. (1995). How I teach mathematics to minority students. In Schoem, D., Frankel, L., Zúñiga, X., & Lewis, E.A. (Eds.), Multicultural teaching in the university (pp. 172-179). Wesport, CT: Praeger.

    This chapter provides information on a variety of strategies for helping minority students succeed in college level mathematics courses. These strategies include instructor availability, testing suggestions, making the subject matter relevant to real life, and conducting review sessions.

    •    Armendariz, E.P. & Hasty, L. (1997). Making mathematics instruction inclusive. In Morey, A.I. & Kitano, M.K. (Eds.), Multicultural course transformation in higher education (pp. 126-144). Needham Heights, MA: Allyn & Bacon.

    The authors of this chapter use the Emerging Scholars Program at the University of Texas at Austin as a model for how to increase minority student achievement in mathematics. The basic idea of the program is to provide more challenging and appropriate mathematics instruction to historically underrepresented students.

    •    Asirvatham, M. (n.d.). Enriching science through diversity. University of Colorado at Boulder. View online >

    This article contains practical advice for using diversity in the science classroom as well as helpful teaching tips for science faculty. It also provides references for further reading.

    •    Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development. (2000). Land of plenty: Diversity as America’s competitive edge in science, engineering and technology. View online >

    This is a government publication that provides good background information for the importance of inclusive teaching in the sciences and mathematics. It is a general overview of issues that affect women and minorities in pre college, higher education, and professional life. It also has recommendations.

    •    Hovland, K. (2006). Science, diversity, and global learning: Untangling complex problems. Diversity Digest, 9(3). View online >

    This issue of Diversity Digest focuses on diversity in science education. It contains articles on topics such as science and global citizenship, science and gender, and resources for science, diversity, and global learning. (Use left navigation at above address to access articles.)

    •    Mayberry, M. & Welling, L. (2000). Toward developing a feminist science curriculum: A transdisciplinary approach to feminist earth science education. Transformations, 11(1), 1-16. Click here for link to article (log in with Hamline ID).

    This article examines how to use feminist perspectives to enhance an earth science curriculum. It looks at the political issues surrounding feminist contributions to earth science and how to overcome these concerns.

    •    Reddick, L.A., Jacobson, W., Linse, A., & Yong, D. (2005). A framework for inclusive teaching in STEM disciplines. In Ouellett, M. L. (Ed.), Teaching inclusively: Resources for course, department, and institutional change in higher education (pp. 435-450). Stillwater, OK: New Forums Press.

    This chapter examines reasons for the absence of diversity in the STEM disciplines and provides advice for increasing retention of minority group students and faculty in the STEM disciplines. This chapter also provides ideas for identifying in problems and establishing goals for improvement.

    •    Sellers, S.L., Friedrich, K., Saleem, T., & Burstyn, J.N. (2005). Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics. Center for the Integration of Research, Teaching, and Learning. View online >

    These case studies provide a variety of resources for successfully incorporating diversity into the classroom, teaching lab, faculty office, and department. It is geared specifically toward the sciences, technology, engineering and mathematics.

    •    Sellers, S.L., Roberts, J., Geovanetto, L., Friedrich, K., Hammargren, C. (2007). Reaching all students: A resource for teaching in science, technology, engineering & mathematics. University of Wisconsin Diversity Institute. View online >

    This publication clearly presents issues, misconceptions, and recommendations for teaching in the STEM fields (science, technology, engineering, and mathematics). It contains extensive references to other resources as well.

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

    Inclusive Teaching Resources for Social Sciences

    •    Adams, M., Bell, L.A., & Griffin, P. (2007). Teaching for diversity and social justice. New York: Routledge.
    This book provides useful information on pedagogical frameworks for the classroom. It shows how reflection and experiential learning are important in social justice education. It also provides useful advice for facilitating social justice education courses. This book comes with a CD-ROM and a companion book is available, called Reading for Diversity and Social Justice.
    •    Goodman, D.J. (2001). Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, CA: Sage Publications, Inc.

    This book offers useful advice for helping majority groups to overcome their resistance to recognizing themselves as privileged so that they will be able to change their viewpoints and actions to help break the cycle of oppression. Chapter 9 specifically addresses issues for educators.
    •    Pescosolido, B.A. & Aminzade, R. (Eds.). 1999. The social worlds of higher education: Handbook for teaching in a new century. Thousand Oaks, CA: Pine Forge Press.
    This book analyzes the social dynamics of the higher education environment. Its chapters are presented from a social sciences perspective and address topics such as multiculturalism, issues of social class, cultural competence, and affirmative action.

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

    Inclusive Teaching Resources for School of Business

    Print Resources

    •    Barlett, R.L. & Feiner, S.F. (1997). Integrating race and gender into introductory economics. In Morey, A.I. & Kitano, M.K. (Eds.), Multicultural course transformation in higher education (pp. 176-192). Needham Heights, MA: Allyn & Bacon.

    This chapter provides advice for making economics courses more diverse and inclusive. It examines the traditional model of economics scholarship and provides examples of how to enhance economics courses by including diversity of gender and race.

    •    De Vita, G. (2001). Learning styles, culture, and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education & Teaching International, 38(2), 165-174. Click here for link to article (log in with Hamline ID).  
    This article looks at inclusive teaching methods for business classrooms. In particular, it addresses the varied learning styles of international students and how to adapt teaching to fit the needs of different types of learners. Much of the information is based on studies showing how culture and learning style are related.  

    •    Martensson, P., Bild, M., and Nilsson, K. (2008). Teaching and learning at business schools. Hampshire, England: Gower Publishing.

    Chapter 9 of this book has information on diversity dynamics, chapter 10 is about teaching in a multicultural environment, and chapter 11 provides information about gender issues in the business classroom.

    Web Resources

    •    Ohio State University Fisher College of Business Diversity in the Classroom: View 

    This web page contains helpful advice for integrating diversity in business schools. It addresses the topics of international students, gender, race, and how to overcome bias as a teacher.

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

    Inclusive Teaching Resources for School of Education

    •    Hamm, D., Dowell, D., & Houck, J. (1998). Service learning as a strategy to prepare teacher candidates for contemporary diverse classrooms. Education, 119(2), 196-204. Click here for link to article (log in with Hamline ID).

    This is an analysis of how service learning assignments help to expose education students to issues of diversity. It uses assessment data from education programs that have implemented service learning requirements and describes the benefits service learning has created.

    •    Henning, M., & Mitchell, L. (2002). Preparing for inclusion. Child Study Journal, 32(1), 19-29. Click here for link to article (log in with Hamline ID).

    This article provides examples of ways to help education students to be more effective teachers of students with disabilities. The article analyzes a study conducted with pre-service teachers and provides recommendations for help these teachers develop more inclusive attitudes.

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

    Inclusive Teaching Resources for School of Law

    Print Resources

    •    Aleinikoff, T.A. (1995). Anti-racism and multiculturalism in a law school class. In Schoem, D., Frankel, L., Zúñiga, X., & Lewis, E.A. (Eds.), Multicultural teaching in the university (pp. 79-86). Wesport, CT: Praeger.

    This is a chapter in a book that focuses on improving faculty teaching to meet the demands of a multicultural society. Specifically, this paper addresses how to address and incorporate diversity in a law school setting. It contains sections on goals, methods, subject matter, and pedagogical problems.

    •    Dominguez, D., Zimet, L., Ansley, F., Daye, C., & Fong, R. (1997). Inclusive teaching methods across the curriculum: Academic resource and law teachers tie a knot at the AALS. University of San Francisco Law Review, 31, 875-901. Available at Hamline Law Library.

    This article offers information about issues such as the importance of collaborative learning in law school and proper academic support for diverse groups of law students.

    •    Miksch, K.L. (2003). Universal instructional design in a legal studies classroom. In Higbee, J.L. (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 163-170). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota. View online >

    This essay provides advice for incorporating Universal Instructional Design into a legal studies course in order to make the course more inclusive for students with disabilities. It addresses issues such as designing an accessible web page, appropriate assessment of participation, and integrating disability rights into the curriculum.

    Web Resources

    •    Hamline Law Library: American Indian Law

    This page helps with conducting research related to American Indian law. It contains sections on American Indian affairs, treaties, the Supreme Court of the Navajo Nation, and the UN Declaration of the Rights of Indigenous Peoples. View online >

    •    Pre-law advising and issues affecting minority students:

    University of New Hampshire: View online >

    See also: 1999-2007 RGB Curriculum Grants Program Awardees

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