20 Appendix A: Additional Resources from the Environmental Scan
A selection of resources from our environmental scan are below, arranged by focus:
Diversity
- Rendon, L.I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19, 33–51. doi.org/10.1007/BF01191156
The study concludes that there is no such thing as a “college material” student, and with proper instructor care and recognition of varying cultural backgrounds, any student can thrive in a college environment. The importance of validation of all students from school faculty is stressed.
- Lee, A., Williams, R. & Kilaberia, R. (2012). Engaging Diversity in First-Year College Classrooms. Innovative Higher Education, 37, 199–213. doi.org/10.1007/s10755-011-9195-7
The study discusses creating effective and meaningful ways to incorporate diverse teaching strategies for a diverse student population, as well as analyzing multiple specific pedagogical approaches of real teachers.
Online Learning
- Mehta, R & Aguilera, E. (2020). A critical approach to humanizing pedagogies in online teaching and learning. International Journal of Information and Learning Technology, 37(3), 109-120. doi.org/10.1108/IJILT-10-2019-0099
Focuses heavily on pedagogical theories to demonstrate the benefits of humanizing the classroom while also drawing in real-life examples of pedagogical approaches to humanizing learning, and their impacts on the classroom.
- Snow, K., Wardley, L., Carter, L., & Maher, P.T. (2019). Lived Experiences of Online and Experiential Learning in Four Undergraduate Professional Programs. Collected Essays on Learning and Teaching, 12, 79-93.
- Cramp, A., & Lamond, C. (2016). Engagement and kindness in digitally mediated learning with teachers, Teaching in Higher Education, 21(1), 1-12, DOI: 10.1080/13562517.2015.1101681
Pedagogical Approaches
- Callary, B., Maher, P.T., Root, E.L., & Ryan, J. (2018). Exposition of process-based learning for first year university students. Collected Essays on Learning and Teaching, 11, 118-128.
- Maher, P.T., & Root, E.L. (2015). Learning to learn: Creating community before cramming in content. In J. Loxton (Ed.). Proceedings of the 2014 Association of Atlantic Universities Teaching Showcase; October 18 2014, Cape Breton University, Sydney, NS (pp. 53-59). Halifax: Association of Atlantic Universities.
Student/Teacher Perceptions
- Elson, R.J., Gupta, S., & Krispin, J. (2018). Students’ Perceptions of Instructor Interaction, Feedback, and Course Effectiveness in a Large Class Environment. Journal of Instructional Pedagogies, 20.
- Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(4), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
Trauma Awareness
- Gutierrez, D., & Gutierrez, A. (2019). Developing A Trauma-Informed Lens In The College Classroom And Empowering Students Through Building Positive Relationships. Contemporary Issues in Education Research (CIER), 12(1), 11–18. https://doi.org/10.19030/cier.v12i1.10258
Highlights the importance of creating a safe classroom environment for all students, especially in courses that are more likely to present certain triggers related to trauma, such as social sciences.
- Minahan, J. (2019). Trauma-Informed Teaching Strategies – Educational Leadership. ASCD. http://www.ascd.org/publications/educational_leadership/oct19/vol77/num02/Trauma-Informed_Teaching_Strategies.aspx
A comprehensive list of strategies to employ when teaching in order to be trauma-aware. Touches upon the fact that trauma may not be evident at face-value in many students, and that every student should be taught with trauma awareness in mind.
Guidelines
- UDL: The UDL Guidelines (2018). CAST. https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl