Diversity and Inclusion
The University of North Dakota is committed to the inclusion and equity of our students in and out of the classroom. We aim to support and celebrate the diverse backgrounds of students that reflect the globalized world we live in today. Through consultation support and programming, our goal is to provide faculty and staff with strategies and tools to confidently engage with and understand their diverse students, as well as have the skills necessary to cultivate an inclusive space in their classrooms and workplaces.
Teaching & Learning Strategies
Across these sections resources, academic and practitioner-focused articles and media, are provided to support the development of diversity and inclusion knowledge, tools, and strategies for teaching and learning in higher education.
The diversity on our campus is critical to the teaching and learning experience for students, faculty, and staff. We are called to support students’ development of intercultural knowledge and skills as well as create learning environments that support the academic success for all our students.
If viewing the articles from off-campus you may need to log in to the Chester Fritz Library using your NDUS.Identifier username (ex. jane.doe) and password.
General Pedagogy
| Column Title 1 | Column Title 2 | Column Title 3 |
|---|---|---|
| Curricula and Pedagogic Potentials When Educating Diverse Students in Higher Education: Students' "Funds of Knowledge" as a Bridge to Disciplinary Learning. | Daddow, Angela | Daddow, Angela. (2016). Curricula and Pedagogic Potentials When Educating Diverse Students in Higher Education: Students' "Funds of Knowledge" as a Bridge to Disciplinary Learning. Teaching in Higher Education, 21(7), 741-758. |
| Engaging Diversity in First-Year College Classrooms | Lee, A., Williams, R., & Kilaberia, R. | Lee, A., Williams, R., & Kilaberia, R. (2012). Engaging Diversity in First-Year College Classrooms. Innovative Higher Education, 37(3), 199-213. |
| Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues | Maringe, Felix ; Sing, Nevensha | Maringe, F., & Sing, N. (2014). Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. Higher Education, 67(6), 761-782. |
| Creating campus cultures : fostering success among racially diverse student populations | Museus, Samuel D.;Jayakumar, Uma | Museus, S., & Jayakumar, U. (2012). Creating campus cultures : Fostering success among racially diverse student populations. New York: Routledge. |
| Diversity across the curriculum : a guide for faculty in higher education | Branche, Jerome;Mllennix, John; Cohn, Ellen | Branche, J., Mullennix, J., & Cohn, E. (2007). Diversity across the curriculum : A guide for faculty in higher education. Bolton, Mass.: Anker Pub. |
| Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching. Sterling | Chavez, A. F., & Longerbeam, S. D. | Chavez, A. F., & Longerbeam, S. D. (2016). Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching. Sterling, VA: Stylus Publishing, LLC. |
| Teaching for diversity and social justice: A sourcebook | Adams, M., Bell, L. A., & Griffin, P. | Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge. |
| Learning across cultures: Locally and globally | Mikk, B. K., & Steglitz, I | Mikk, B. K., & Steglitz, I. (2017). Learning across cultures: Locally and globally. Washington, DC: NAFSA: Association of International Educators |
| Creating inclusive campus environments: For cross-cultural learning and student engagement. | Harper, S. R | Harper, S. R. (2008). Creating inclusive campus environments: For cross-cultural learning and student engagement. Washington, D.C.: NASPA. |
| Diversity and Motivation: Culturally Responsive Teaching in College | Ginsberg, M. B., & Wlodkowski, R. J | Ginsberg, M. B., & Wlodkowski, R. J. (2009). Diversity and Motivation: Culturally Responsive Teaching in College (The Jossey-Bass higher and adult education series) (2nd ed.). Jossey Bass. |
| Building cultural competence: Innovative activities and models. | Berardo, K., Deardorff, D. K., & Trompenaard, F | Berardo, K., Deardorff, D. K., & Trompenaard, F. (2012). Building cultural competence: Innovative activities and models. Sterling: Stylus Publishing. |
| Wicked Problems Forum: Immigration and Higher Education. Contours of a Storied Decolonial Pedagogy | Chawla, Devika | Chawla, Devika. (2018). Wicked Problems Forum: Immigration and Higher Education. Contours of a Storied Decolonial Pedagogy. Communication Education, 67(1), 115-120. |
| Contested issues in student affairs: Diverse perspectives and respectful dialogue | Magolda, P., & Baxter Magolda, M. | Magolda, P., & Baxter Magolda, M. (2011). Contested issues in student affairs: Diverse perspectives and respectful dialogue. Sterling, VA: Stylus Publ. |
| Culturally responsive teaching: Theory, research, and practice | Gay, G | Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College. |
| Multiculturalism on campus theory, models, and practices for understanding diversity and creating inclusion | Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. | Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Multiculturalism on campus theory, models, and practices for understanding diversity and creating inclusion. Sterling, VA, U.S.A.: Stylus. |
| Conflicts, disputes, and tensions between identity groups: What modern school leaders should know. | González, J. M. | González, J. M. (2010). Conflicts, disputes, and tensions between identity groups: What modern school leaders should know. Charlotte, N.C: Information Age Publishing. |
| Student engagement in higher education: Theoretical perspectives and practical approaches for diverse population | Quaye, S. J., & Harper, S. R | Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York: Routledge. |
| American ethnicity: The dynamics and consequences of discrimination | Aguirre, A. | Aguirre, A. (2009). American ethnicity: The dynamics and consequences of discrimination. 6th ed (9780073404219) MWU-0207. McGraw-Hill. |
| Mentorship in Higher Education: Compassionate Approaches Supporting Culturally Responsive Pedagogy | Lucey, Thomas A., & White, Elizabeth S. | Lucey, Thomas A., & White, Elizabeth S. (2017). Mentorship in Higher Education: Compassionate Approaches Supporting Culturally Responsive Pedagogy. Multicultural Education, 24(2), 11-17. |
| Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective, Equity & Excellence in Education | Mary Ann Danowitz & Frank Tuitt | Mary Ann Danowitz & Frank Tuitt (2011) Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective, Equity & Excellence in Education, 44:1, 40-56. |
| Feminist pedagogy in higher education : Critical theory and practice | Light, T., Nicholas, J., & Bondy, R. | Light, T., Nicholas, J., & Bondy, R. (2015). Feminist pedagogy in higher education : Critical theory and practice. |
| Internationalizing the curriculum: Pedagogy for social justice | Joseph, C. | Joseph, C. (2012). Internationalizing the curriculum: Pedagogy for social justice. Current Sociology, 60(2), 239-257. |
| "Who Am I to Bring Diversity into the Classroom?" Learning Communities Wrestle with Creating Inclusive College Classrooms | Considine, Jennifer R., Mihalick, Jennifer E., Mogi-Hein, Yoko R., Penick-Parks, Marguerite W., & Van Auken, Paul M. | Considine, Jennifer R., Mihalick, Jennifer E., Mogi-Hein, Yoko R., Penick-Parks, Marguerite W., & Van Auken, Paul M. (2014). "Who Am I to Bring Diversity into the Classroom?" Learning Communities Wrestle with Creating Inclusive College Classrooms. Journal of the Scholarship of Teaching and Learning, 14(4), 18-30. |
| Inclusive Teaching Circles: Mechanisms for Creating Welcoming Classrooms | Moore, Sharon, Wallace, Sherri L., Schack, Gina, Thomas, M. Shelley, Lewis, Linda, Wilson, Linda, . . . D'Antoni, Joan. | Moore, Sharon, Wallace, Sherri L., Schack, Gina, Thomas, M. Shelley, Lewis, Linda, Wilson, Linda, . . . D'Antoni, Joan. (2010). Inclusive Teaching Circles: Mechanisms for Creating Welcoming Classrooms. Journal of the Scholarship of Teaching and Learning, 10(1), 14-27. |
| Passionate Pedagogy and Emotional Labor: Students' Responses to Learning Diversity from Diverse Instructors | Schueths, April M., Gladney, Tanya, Crawford, Devan M., Bass, Katherine L., & Moore, Helen A. | Schueths, April M., Gladney, Tanya, Crawford, Devan M., Bass, Katherine L., & Moore, Helen A. (2013). Passionate Pedagogy and Emotional Labor: Students' Responses to Learning Diversity from Diverse Instructors. International Journal of Qualitative Studies in Education (QSE), 26(10), 1259-1276. |
| Addressing racial inequalities in higher education: Equity, inclusion and social justice | Bhopal, K. | Bhopal, K. (2017). Addressing racial inequalities in higher education: Equity, inclusion and social justice. Ethnic and Racial Studies, 40(13), 2293-2299. |
| Classroom communication and diversity : Enhancing instructional practice | Powell, D., & Powell, Robert G | Powell, D., & Powell, Robert G. (2016). Classroom communication and diversity : Enhancing instructional practice (Third ed., Routledge communication series). New York: Routledge. |
| Cultural awareness and competency development in higher education (Advances in higher education and professional development (AHEPD) book series) | Leavitt, L., Wisdom, Sherrie, Leavitt, Kelly, & IGI Global, publisher. | Leavitt, L., Wisdom, Sherrie, Leavitt, Kelly, & IGI Global, publisher. (2017). Cultural awareness and competency development in higher education (Advances in higher education and professional development (AHEPD) book series). Hershey, PA: IGI Global. |
| Culturally responsive pedagogy : Working towards decolonization, indigeneity and interculturalism | Pirbhai-Illich, F., Pete, Shauneen, & Martin, Fran | Pirbhai-Illich, F., Pete, Shauneen, & Martin, Fran. (2017). Culturally responsive pedagogy : Working towards decolonization, indigeneity and interculturalism. Cham, Switzerland: Palgrave Macmillan. |
| Culturally responsive teaching and reflection in higher education: Promising practices from the Cultural Literacy Curriculum Institute | Sharlene Cochrane; Marjorie Jones; Meenakshi Chhabra; Deborah T. Spragg | Cochrane, S. V. (2017). Culturally responsive teaching and reflection in higher education: Promising practices from the Cultural Literacy Curriculum Institute. New York: Routledge. |
| Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students | Hammond, Z., & Jackson, Y. | Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin, a SAGE Company. |
| Faculty identities and the challenge of diversity : Reflections on teaching in higher education | Chesler, M., Young, Alford A, & Beale, Ruby L. | Chesler, M., Young, Alford A, & Beale, Ruby L. (2013). Faculty identities and the challenge of diversity : Reflections on teaching in higher education. Boulder, CO: Paradigm. |
| Feminist perspectives on tort law | Richardson, J., & Rackley, Erika | Richardson, J., & Rackley, Erika. (2012). Feminist perspectives on tort law (GlassHouse book). Milton Park, Abingdon, Oxon ; New York, NY: Routledge. |
| How to talk about hot topics on campus: From polarization to moral conversation | Nash, R., Bradley, DeMethra LaSha, & Chickering, Arthur | Nash, R., Bradley, DeMethra LaSha, & Chickering, Arthur W. (2008). How to talk about hot topics on campus : From polarization to moral conversation (1st ed.). San Francisco: Jossey-Bass. |
| Inclusive teaching : Presence in the classroom | Thomas, C. | Thomas, C. (2014). Inclusive teaching : Presence in the classroom (New directions for teaching and learning ; no. 140). San Francisco: Jossey-Bass. |
| Multiculturalism on campus : Theory, models, and practices for understanding diversity and creating inclusio | Cuyjet, M. | Cuyjet, M. (2016). Multiculturalism on campus : Theory, models, and practices for understanding diversity and creating inclusion (Second ed.). Sterling, Virginia: Stylus Publishing. |
| Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations | Quaye, S., & Harper, Shaun R. | Quaye, S., & Harper, Shaun R. (2015). Student engagement in higher education : Theoretical perspectives and practical approaches for diverse populations (Second ed.). New York: Routledge. |
| Transforming the education of lawyers : The theory and practice of clinical pedagogy | Bryant, S., Milstein, Elliott S., & Shalleck, Ann | Bryant, S., Milstein, Elliott S., & Shalleck, Ann. (2014). Transforming the education of lawyers : The theory and practice of clinical pedagogy. Durham, North Carolina: Carolina Academic Press. |
| Vulnerable populations and transformative law teaching : A critical reader | Society of American Law Teachers | Society of American Law Teachers. (2011). Vulnerable populations and transformative law teaching : A critical reader. Durham, N.C.: Carolina Academic Press. |
| Pedagogy of the oppressed | Freire, P., Ramos, M. B., Macedo, D. P., & Shor, I. | Freire, P., Ramos, M. B., Macedo, D. P., & Shor, I. (2018). Pedagogy of the oppressed. New York: Bloomsbury Academic. |
| Race and pedagogy: Creating collaborative spaces for teacher transformation | Adams, S. R., & Buffington-Adams, J. | Adams, S. R., & Buffington-Adams, J. (2016). Race and pedagogy: Creating collaborative spaces for teacher transformations. Lanham, MD: Lexington Books. |
| Is everyone really equal? : An introduction to key concepts in social justice education | Sensoy, O., & DiAngelo, R. | Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal? : An introduction to key concepts in social justice education (Second ed., Multicultural education series (New York, N.Y.)). |
| Confronting equity issues on campus : Implementing the equity scorecard in theory and practice | Bensimon, E., & Malcom-Piqueux, L. | Bensimon, E., & Malcom-Piqueux, L. (2012). Confronting equity issues on campus : Implementing the equity scorecard in theory and practice (1st ed.). Sterling, Va.: Stylus Pub. |
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Privilege
| Title | Author | Citation |
|---|---|---|
| Systems of Privilege: Intersections, Awareness, and Applications | Case, K., Iuzzini, J., & Hopkins, M. | Case, K., Iuzzini, J., & Hopkins, M. (2012). Systems of Privilege: Intersections, Awareness, and Applications. Journal of Social Issues, 68(1), 1-10. |
Students’ and faculty, visible and invisible, identities and roles shape their college and classroom experiences, engagement, and equitability. As facilitators and mentors, it is imperative that we develop knowledge about individuals different than ourselves, engage in self-reflection and self-awareness, and utilize classroom practices that promote an inclusive, constructive, and respectful learning environment and relationships.
If viewing the articles from off-campus you may need to log in to the Chester Fritz Library using your NDUS.Identifier username (ex. jane.doe) and password.
Race | LGBTQ+ | Disability | Veterans | Native Americans
Race
| Title | Author/Host | Citation |
|---|---|---|
| Race Talk: The Psychology of Racial Dialogues | Derald Wing Sue |
Sue, D. W. (2013). Race talk: The psychology of racial dialogues. American Psychologist, 68(8), 663. |
| 'Not Racist' Is Not Enough: Putting In The Work To Be Anti-Racist | Eric Deggans |
'Not Racist' Is Not Enough: Putting In The Work To Be Anti-Racist. (2020, August 25). Retrieved September 08, 2020, from https://www.npr.org/transcripts/905515398 |
| Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues | Derald Wing Sue |
Sue, D. W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. John Wiley & Sons. |
| So You Want to Talk About Racism | Ijeoma Oluo |
Oluo, I. (2019). So you want to talk about race. Hachette UK. |
LGBTQ+
| Title | Author | Citation |
|---|---|---|
| Transforming understandings of diversity in higher education: Demography, democracy, and discourse | Pasque, P. A., Ortega, N., Burkhardt, J. C., & Ting, M. P | Pasque, P. A., Ortega, N., Burkhardt, J. C., & Ting, M. P. (Eds.). (2016). Transforming understandings of diversity in higher education: Demography, democracy, and discourse. Sterling, VA: Stylus Publishing. |
| Faculty as Sources of Support for LGBTQ College Students, College Teaching | Jodi L. Linley, David Nguyen, G. Blue Brazelton, Brianna Becker, Kristen Renn & Michael Woodford | Jodi L. Linley, David Nguyen, G. Blue Brazelton, Brianna Becker, Kristen Renn & Michael Woodford (2016) Faculty as Sources of Support for LGBTQ College Students, College Teaching, 64:2, 55-63. |
| Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions | Garvey, J., & Inkelas, K. | Garvey, J., & Inkelas, K. (2012). Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions. Journal of Homosexuality, 59(8), 1167-1190. |
| Managing heteronormativity and homonegativity in athletic training: In and beyond the classroom | Maurer-Starks, Suanne S., Clemons, Heather L., & Whalen, Shannon L. | Maurer-Starks, Suanne S., Clemons, Heather L., & Whalen, Shannon L. (2008). Managing heteronormativity and homonegativity in athletic training: In and beyond the classroom. Journal of Athletic Training, 43(3), 326-336. |
| LGBT Students in the College Composition Classroom | Furrow, Hannah | Furrow, Hannah. (2012). LGBT Students in the College Composition Classroom. Journal of Ethnographic & Qualitative Research, 6(3), 145-159. |
| Toward Intersectional Identity Perspectives on Disability and LGBTQ Identities in Higher Education | Miller, R. | Miller, R. (2018). Toward Intersectional Identity Perspectives on Disability and LGBTQ Identities in Higher Education. Journal of College Student Development, 59(3), 327-346. |
| Expanding the circle: Creating an inclusive environment in higher education for LGBTQ students and studies. | Hawley, J. C. | Hawley, J. C. (2015). Expanding the circle: Creating an inclusive environment in higher education for LGBTQ students and studies. Albany, NY: Suny Press. |
| Diversifying the Higher-Education Curriculum: Queering the Design and Pedagogy | Reddy, S. | Reddy, S. (2018). Diversifying the Higher-Education Curriculum: Queering the Design and Pedagogy. Journal of Feminist Studies in Religion, 34(1), 161-169. |
| Teaching Undergraduates About LGBTQ Identities, Families, and Intersectionality | Goldberg, A., & Allen, K. | Goldberg, A., & Allen, K. (2018). Teaching Undergraduates About LGBTQ Identities, Families, and Intersectionality. Family Relations, 67(1), 176-191. |
| Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum | Page, Michelle L | Page, Michelle L. (2017). Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum. Journal of Adolescent & Adult Literacy, 60(6), 677-685. |
| Promising Pedagogy: Advancing the Educational Experience of Queer Students Through Transformative Leadership | Zook, T. | Zook, T. (2017). Promising Pedagogy: Advancing the Educational Experience of Queer Students Through Transformative Leadership. Journal of Homosexuality, 64(13), 1755-1777. |
| I didn't know what to say? : Four Archetypal Responses to Homophobic Rhetoric in the Classroom | Zack, J., Mannheim, A., & Alfano, M. | Zack, J., Mannheim, A., & Alfano, M. (2010). "I didn't know what to say?" : Four Archetypal Responses to Homophobic Rhetoric in the Classroom. The High School Journal, 93(3), 98-110. |
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Disability
| Title | Author | Citation |
|---|---|---|
| Higher Education and Disability: Exploring Student Experiences | Kendall, Lynne | Kendall, Lynne. (2016). Higher Education and Disability: Exploring Student Experiences. Cogent Education, 3(1). |
| Developing a Mathematics Module for Students with Intellectual Disability in Higher Education | Prendergast, Mark, Spassiani, Natasha A., & Roche, Joseph | Prendergast, Mark, Spassiani, Natasha A., & Roche, Joseph. (2017). Developing a Mathematics Module for Students with Intellectual Disability in Higher Education. International Journal of Higher Education, 6(3), 169-177. |
| Beyond the Americans with Disabilities Act: Inclusive policy and practice for higher education. | Vance, M. L., Parks, K., & Lipsitz, N. E. | Vance, M. L., Parks, K., & Lipsitz, N. E. (2014). Beyond the Americans with Disabilities Act: Inclusive policy and practice for higher education. Washington, DC: NASPA-Student Affairs Administrators in Higher Education. |
| Autism and Accommodations in Higher Education: Insights from the Autism Community | Sarrett, Jennifer C. | Sarrett, Jennifer C. (2018). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679-693. |
| Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder | Cai, Ru Ying, & Richdale, Amanda L. | Cai, Ru Ying, & Richdale, Amanda L. (2016). Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46(1), 31-41. |
| Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs | Van Hees, Valérie, Moyson, Tinneke, & Roeyers, Herbert | Van Hees, Valérie, Moyson, Tinneke, & Roeyers, Herbert. (2015). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal of Autism and Developmental Disorders, 45(6), 1673-1688. |
| A multi-method assessment of study strategies in higher education students with an autism spectrum disorder | Tops, Van Den Bergh, Noens, & Baeyen | Tops, Van Den Bergh, Noens, & Baeyens. (2017). A multi-method assessment of study strategies in higher education students with an autism spectrum disorder. Learning and Individual Differences, 59, 141-148. |
| Dyslexia in Higher Education: Creating a Fully Inclusive Institution | Mortimore, Tilly. | Mortimore, Tilly. (2013). Dyslexia in Higher Education: Creating a Fully Inclusive Institution. Journal of Research in Special Educational Needs, 13(1), 38-47. |
| Qualitative Analysis of the Barriers College Students with Disabilities Experience in Higher Education | Hong, Barbara S. S. | Hong, Barbara S. S. (2015). Qualitative Analysis of the Barriers College Students with Disabilities Experience in Higher Education. Journal of College Student Development, 56(3), 209-226. |
| Learning Disability Documentation in Higher Education: What Are Students Submitting? | Sparks, R., & Lovett, B. | Sparks, R., & Lovett, B. (2014). Learning Disability Documentation in Higher Education: What Are Students Submitting? Learning Disability Quarterly, 37(1), 54-62. |
| Pedagogy, disability and communication: Applying disability studies in the classroom | Jeffress, M. | Jeffress, M. (2017). Pedagogy, disability and communication : Applying disability studies in the classroom (Interdisciplinary disability studies. Y). |
| What Can I Do to Help?: Postsecondary Students with Learning Disabilities' Perceptions of Instructors' Classroom Accommodations | Quinlan, Margaret M., Bates, Benjamin R., & Angell, Maureen E. | Quinlan, Margaret M., Bates, Benjamin R., & Angell, Maureen E. (2012). "What Can I Do to Help?": Postsecondary Students with Learning Disabilities' Perceptions of Instructors' Classroom Accommodations. Journal of Research in Special Educational Needs, 12(4), 224-233. |
| The Implementation of Extended Examination Duration for Students With ADHD in Higher Education. | Jansen, D. W., Petry, K., Noens, I., Baeyens, D., & Evans, S. | Jansen, D. W., Petry, K., Noens, I., Baeyens, D., & Evans, S. (2018). The Implementation of Extended Examination Duration for Students With ADHD in Higher Education. Journal of Attention Disorders. |
| A multi-method assessment of study strategies in higher education students with an autism spectrum disorder | Tops, Van Den Bergh, Noens, & Baeyens | Tops, Van Den Bergh, Noens, & Baeyens. (2017). A multi-method assessment of study strategies in higher education students with an autism spectrum disorder. Learning and Individual Differences, 59, 141-148. |
| Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs | Van Hees, Valérie, Moyson, Tinneke, & Roeyers, Herbert. | Van Hees, Valérie, Moyson, Tinneke, & Roeyers, Herbert. (2015). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal of Autism and Developmental Disorders, 45(6), 1673-1688. |
| Allies for Inclusion: Disability and Equity in Higher Education | ASHE | Allies for Inclusion: Disability and Equity in Higher Education. (2013). ASHE Higher Education Report, 39(5), 1-132. |
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Veterans
| Title | Author | Citation |
|---|---|---|
| Teaching as Leading: Valuing the Veteran in All of Us. | Corley, Liam | Corley, Liam. (2016). Teaching as Leading: Valuing the Veteran in All of Us. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16(3), 539-549. |
| A Personal Challenge of Veteran Integration. | Voigt, Justin | Voigt, Justin. (2016). A Personal Challenge of Veteran Integration. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16(3), 532-539. |
| Student veterans and service members in higher education | Arminio, J. L., Grabosky, T. K., & Lang, J. | Arminio, J. L., Grabosky, T. K., & Lang, J. (2015). Student veterans and service members in higher education. New York: Routledge. |
| Called to serve: A handbook on student veterans and higher education | Hamrick, F. A., & Rumann, C. B. | Hamrick, F. A., & Rumann, C. B. (2013). Called to serve: A handbook on student veterans and higher education. San Francisco: Jossey-Bass. |
| Helping veterans succeed: A handbook for higher education administrators | Helping veterans succeed: A handbook for higher education administrators. (2014). Washington, DC: American Association of Collegiate Registrars and Admissions Officers. | |
| Student Veterans in Transition: Re-enrolling after War Zone Deployments | Rumann, C., & Hamrick, F. | Rumann, C., & Hamrick, F. (2010). Student Veterans in Transition: Re-enrolling after War Zone Deployments. The Journal of Higher Education, 81(4), 431-458. |
| Embracing the Intersecting Identities of Student Veterans in Higher Education | Coll, J., & Weiss, E. | Coll, J., & Weiss, E. (2017). Embracing the Intersecting Identities of Student Veterans in Higher Education. The Hispanic Outlook in Higher Education, 27(11), 31-33. |
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Native Americans
| Title | Author | Citation |
|---|---|---|
| Beyond the asterisk understanding Native students in higher education | Shotton, H. J., Lowe, S. C., & Waterman, S. J. | Shotton, H. J., Lowe, S. C., & Waterman, S. J. (2013). Beyond the asterisk understanding Native students in higher education. Sterling, VA: Stylus. |
| A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the Universit | Buckmiller, Tom M., & Cramer, Renee A. | Buckmiller, Tom M., & Cramer, Renee A. (2013). A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University. Multicultural Learning and Teaching, 8(1), 7-26. |
| Making it real: An engaged approach for Native American students in higher education | Klasky, P. M. | Klasky, P. M. (2013). Making it real: An engaged approach for Native American students in higher education. American Indian Culture and Research Journal, 37(3), 97-106. |
| More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education | Pidgeon, M | Pidgeon, M. (2016). More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education. Social Inclusion, 4(1), N/a. |
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Literature addressing how concepts and strategies that promote diversity and inclusion in the STEM disciplines have grown in depth and breadth. Faculty and staff in the STEM fields will benefit from discipline-specific skills and tools necessary for engaging with diversity in a meaningful manner and promote inclusivity in their labs and classrooms.
If viewing the articles from off-campus you may need to log in to the Chester Fritz Library using your NDUS.Identifier username (ex. jane.doe) and password.
| Title | Author | Citation |
|---|---|---|
| Culturally Relevant Pedagogy: An Approach to Foster Critical Consciousness in Civil Engineering | Castaneda, D.I. ; Mejia, J.A. | Castaneda, D. I., & Mejia, J. A. (2018). Culturally Relevant Pedagogy: An Approach to Foster Critical Consciousness in Civil Engineering. Journal of Professional Issues in Engineering Education and Practice, 144(2) |
| Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development | Whittaker, Joseph A. ; Montgomery, Beronda L. | Whittaker, Joseph A., & Montgomery, Beronda L. (2014). Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development. Innovative Higher Education, 39(4), 263-275. |
| STEMing the Tide: Using Ingroup Experts to Inoculate Women's Self-Concept in Science, Technology, Engineering, and Mathematics (STEM) | Stout, J., Dasgupta, N., Hunsinger, M., McManus, M., & Simpson, Jeffrey | Stout, J., Dasgupta, N., Hunsinger, M., McManus, M., & Simpson, Jeffrey. (2011). STEMing the Tide: Using Ingroup Experts to Inoculate Women's Self-Concept in Science, Technology, Engineering, and Mathematics (STEM). Journal of Personality and Social Psychology, 100(2), 255-270. |
| Race and gender differences in how sense of belonging influences decisions to major in STEM | Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. | Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. (2018). Race and gender differences in how sense of belonging influences decisions to major in STEM. International Journal of STEM Education, 5(1), 1-14. |
| The multicultural mathematics classroom: Culturally aware teaching through cooperative learning & multiple representations | Jao, Limin | Jao, Limin. (2012). The multicultural mathematics classroom: Culturally aware teaching through cooperative learning & multiple representations.(Report). Multicultural Education, 19(3), 2-10. |
| How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities | Rodriguez, Alberto J. | Rodriguez, Alberto J. (2017). How Do Teachers Prepare for and Respond to Students' Evoked Emotions When Addressing Real Social Inequalities through Engineering Activities? Theory Into Practice, 56(4), 263-270. |
| Inclusive Science: Articulating Theory, Practice, and Action. | Norton, C | Norton, C. (2009). Inclusive Science: Articulating Theory, Practice, and Action. NWSA Journal, 21(2), VII,VIII,IX,X,XI,XII. |
| Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions | DiBartolo, Patricia Marten, Gregg-Jolly, Leslie, Gross, Deborah, Manduca, Cathryn A., Iverson, Ellen, Cooke, David B., III, . . . Swartz, Jim E | DiBartolo, Patricia Marten, Gregg-Jolly, Leslie, Gross, Deborah, Manduca, Cathryn A., Iverson, Ellen, Cooke, David B., III, . . . Swartz, Jim E. (2016). Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions. CBE - Life Sciences Education, 15(2) |
Training, Workshops & Events
The Transformative Teaching and Development Academy offers numerous learning and engagement programs for faculty and staff that challenge and engage participants to consider diversity, equity, and inclusion as necessary elements of teaching, learning, and work environments.
Fall Book Read
This Fall, the Teaching Transformation and Development Academy (TTaDA) will be leading a campus-wide faculty, staff, administrator and GTA book study on How to be an Antiracist by Dr. Ibram X. Kendi. Praised by the New York Times as “The most courageous book to date on the problem of race in the Western mind,” Kendi’s groundbreaking work provides an essential counterpoint in the national conversation about race and resonates in this collective moment of reckoning. The term Kendi introduces—being an anti-racist—sets forth the idea that people can either be racist or anti-racist, and that there is no in-between. Racists, he argues, are people who support racist policies through their actions, inactions or ideas; anti-racists actively confront racial inequalities. Being neutral isn’t enough. Dr. Kendi urges us to actively combat racist systems and policies, and provides tools to do so. We hope you will join us for this important conversation.
Dr. Kendi is the Andrew W. Mellon Professor in the Humanities and the Founding Director of the Boston University Center for Antiracist Research as well as a the recipient of the National Book Award (in 2016 for Stamped from the Beginning: The Definitive History of Racist Ideas in America), a #1 New York Times bestselling author, a contributor at The Atlantic and a CBS News correspondent.
We will begin the book study with a large virtual meeting over Zoom, then break into smaller groups (15-20 participants) over Zoom to encompass the whole book, 4-5 chapters at a time and end with a final virtual discussion and wrap up.
A complete schedule and registration information can be found on the UND Events Calendar.
If you have questions, please contact Anne Kelsch.
Across campus there are numerous opportunities available for students, staff, and faculty to engage in professional development for diversity and inclusion in and out of the classroom. If you have an event or training that you would like have included here, please contact TTaDA.