Skip to Main Content

Inclusive Pedagogy | CETL

Facilitating diversity, equity, and inclusion in the classroom.

Classroom Activities | Techniques

The following links point to articles that are found in a publication by Magna Press, entitled Diversity and Inclusion in the College Classroom.  This publication is a collection of articles by faculty tackling tricky challenges in creating an inclusive and respectful classrooms.   A request for permission to load PDF copies resulted in Tierney King creating direct links on these articles.  We are grateful for her willingness to do this.

How were these resources selected?

Invisible Knapsack

Image source: OpenClipart. Public domain.

Research Articles

Denson, N., Bowman, N. A., Ovenden, G., Culver, K. C., & Holmes, J. M. (2021). Do diversity courses improve college student outcomes? A meta-analysis. Journal of Diversity in Higher Education, 14(4), 544–556. 

Within an analytic sample of 355 effect sizes, from 73 publications, and 47 distinct samples representing 116,092 undergraduate students the results indicate an overall small positive association between coursework and various outcomes.


Jaekel, K. (2017). Engaging in inclusion: Cultivating LGBTQ students' sense of belonging through a critical place-based curriculum. International Journal of Critical Pedagogy, 8(1), 129-148. 

The purpose of this article is to detail how the inclusion of LGBTQ students and topics was achieved in a first-year writing course using a critical place-based curriculum. While most place-based curricula do not take into account LGBTQ students and unique lived experiences on campus, this article details how conversations and assignments were altered to take into consideration issues of power and privilege on campus. Implications suggest the need for adoption of critical pedagogical practices in the composition classroom.

How Were These Resources Selected?

When searching for classroom activity resources, multiple searches within databases were used.  For classroom activities/techniques resources, authors who were teaching faculty members and who had used the techniques they were promoting successfully was the highest consideration in selection.  A focus, too, was upon highly respected authors whose works are considered landmark (D. W. Sue's chapter providing guidance on successful race conversations).

When searching for research articles, an emphasis was placed on the highest levels of evidence--meta-analyses or systematic reviews.  MAs and SRs take multiple randomized controlled trials, synthesis the results, and draw a conclusion.  They are the highest level of evidence regarding the efficacy of an intervention or treatment.

For books and movies, an emphasis was placed upon holdings by Bishop Library, since Bishop's librarians select resources rated by professional literature reviews to be of the highest quality.

See something that I missed?  Want to suggest a resource that has worked for you?  Email