Inclusive Teaching Resources
Implementing Inclusive Teaching Practices: Key Resources
BC Campus. (2020). Equity in Education: Removing Barriers to Online Learning. https://bccampus.ca/2020/06/17/equity-in-education-removing-barriers-to-online-learning/
Based on research conducted by Andrea Sator and Heather Williams, the article provides a series of infographics for educators to understand the learning barriers.
Collier, P., Concepcion, D., DeMaagd, A., & Sarkar, S. (n.d.). Inclusive pedagogy in the humanities: A workbook. https://cardinalscholar.bsu.edu/server/api/core/bitstreams/056fc71d-c6e3-4dfa-9999-5c1e9748295e/content
This is a practical handbook for instructors in humanities subjects to make their pedagogy more inclusive.
Garcia, R., Orozco-sahi, N.M., Howard, A., White, D.E., & Fain, M. (2022). Inclusive Pedagogy Toolkit. ACRL. https://acrl.libguides.com/inclusivepedagogy
It provides an overview of five inclusive teaching principles with practical, accessible, usable strategies.
Glowacki-Dudka, M., Murray, J., & Concepción, D. (2012). Reflections on a Teaching Commons Regarding Diversity and Inclusive Pedagogy. International Journal for the Scholarship of Teaching and Learning, 6(2). https://doi.org/10.20429/ijsotl.2012.060213
The article highlights the challenges, students’ response, faculty power and position of instructors who used inclusive pedagogy innovation in their classes.
Jackson-Summers, A. G., Mrakovcich, K. L., Gray, J. P., Fleischmann, C. M., Emami, T., & Page, E. J. (2024). A systematic review of inclusive pedagogical research using the CIRTL inclusive pedagogy framework: multi-disciplinary and STEM perspectives, current trends and a research agenda. Discover Education, 3(1), 30. https://doi.org/10.1007/s44217-024-00093-y
By reviewing 304 articles on inclusive pedagogy, the study focuses on three core competencies: inclusive communications, inclusive pedagogy practices, and the design of inclusive curriculum including both STEM and non-STEM focused perspectives.
Learning Module: Anti-Racism, EDI and Positionality in Teaching and Learning. (2024). Taylor Institute for Teaching and Learning, University of Calgary. Retrieved May 29, 2024, from https://taylorinstitute.ucalgary.ca/resources/module/anti-racism-edi-positionality
Three open-access lessons with worksheets and learning activities designed to help you embed discussions on anti-racism, EDI, positionality, and intersecting identities in your classroom.
McLoughlin, C. (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning. Distance Education, 22(1), 7. https://doi.org/10.1080/0158791010220102
This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments.
Watts, J. (2023). Inclusive Pedagogy for Library Instruction. https://library.sewanee.edu/ip4li/tools
This Library guide provides advice on best practices and worksheets for pre-class and after-class reflection for librarian instructors.
Implementing Inclusive Teaching Practices: Bibliography
Florian, L. (2015). Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities? Scottish Educational Review, 47(1), 5–14. https://doi.org/10.1163/27730840-04701003
Watts, J. (2017). Inclusive Cultural and Social Pedagogy in the Library Classroom. LOEX Quarterly, 44(1), 8–10. https://commons.emich.edu/loexquarterly/vol44/iss1/4/
Implementing Trauma-Informed Teaching Practices: Key Resources
Antobam-Ntekudzi, E., & Williams, N. N. (2022). Incorporating Race-Centered and Trauma-Informed Practices into the Reference Interview. In J. Pinkley & K. Casey (Eds.), The Community College Library: Reference and Instruction. ALA Editions. https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1108&context=bx_pubs
This chapter discusses the alternative practices of academic library reference services to transform the learning experience of equity deserving students with trauma in their lives.
Carello, J., & Butler, L. D. (2014). Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching. Journal of Trauma & Dissociation, 15(2), 153–168. https://doi.org/10.1080/15299732.2014.867571
In humanities and social sciences courses, trauma material is presented directly and indirectly. This article proposes a trauma-informed approach to recognize these risks and prioritizes student emotional safety in learning.
Carello, J., & Butler, L. D. (2015). Practicing What We Teach: Trauma-Informed Educational Practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi.org/10.1080/08841233.2015.1030059
This article presents the guidelines for implementing the trauma-informed principle of safety in classrooms.
Davidson, S. (n.d.). Trauma-Informed Practices for Postsecondary Education: A Guide. https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf
This guide presents U.S. context, recognizing trauma in learners, providing suggestions for implementing research-based strategies to meet the needs of trauma-affected learners. It also talks about the self-care of instructors to avoid compassion fatigue.
Handler-Spitz, R. (2018). Caution: No Trigger Warning! Inside Higher Ed. Retrieved May 29, 2024, from https://www.insidehighered.com/views/2018/08/21/graphic-novel-depiction-dealing-sensitive-material-class-without-using-trigger
The instructor uses a graphic novel approach to tell a story of how she helped students deal with texts that they found disturbing.
Nelsen, K., Peterson, K., McMillin, L., & Clarke, K. (2022). Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction. Portal (Baltimore, Md.), 22(1), 177–197. https://doi.org/10.1353/pla.2022.0003
The instruction librarians at University of Minnesota Twin Cities (UMN) in spring 2020 adopted a trauma-informed approach. This article shares their plans, progress, success and failures.
Tolley, R. (2020). A Trauma-Informed Approach to Library Services. American Library Association.
This is a comprehensive book of using key principles of trauma-informed care in designing library space and services.
Tolley, R. (2020). The Weight We Carry: Creating a trauma-informed library workforce. American Libraries, 51(11/12), 44–47. https://www.jstor.org/stable/26993172
The pamphlet is mainly about the self-care for librarians in traumatic events or feelings.
Implementing Trauma-Informed Teaching Practices: Bibliography
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach (HHS Publication No. (SMA) 14-4884). Substance Abuse and Mental Health Services Administration.