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STS: Structure Matters: 21 Strategies to Promote Student Engagement and Make Classrooms Fair and Inclusive

Teaching diverse populations of students requires instructors to construct learning environments that are inclusive and equitable. Research in psychology and other disciplines suggests that how students personally experience learning environments strongly influences engagement, motivation, sense of belonging, and conceptual learning. In this interactive workshop, participants will share a common experience as the basis for discussing how students may experience classroom environments differently from one another.

Pedagogy Journal Club: Self-Regulated Learning: Help Students Learn Actively and Effectively in Distance Education

Required Readings:

Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning,21(1); pp. 23-39. DOI: 10.19173/irrodl.v20i5.4389 -- LINK

Pedagogy Journal Club: Selective College Admissions Criteria, Racial and Economic Inequities, and Critical Race Theory: A Call to Action

Required Readings:

Rosinger, K. O., Ford, K. S., & Choi, J. (2020). The Role of Selective College Admissions Criteria in Interrupting or Reproducing Racial and Economic Inequities. The Journal of Higher Education,91(7); pp.1-25. DOI: 10.1080/00221546.2020.1795504 -- LINK

Recommended Readings:

STS: Talk Matters: Investigating the Nature of Non-Content Classroom Language Instructor Talk that May Mediate Student Inclusion, Engagement, and Learning

Through the language they use, instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, belonging, and self-efficacy. However, despite the critical importance of instructor language to the student experience, little research has investigated what instructors are saying in undergraduate classrooms.

STS: Exploring Inclusive Curricula in the College Classroom: Scientist Spotlight Homework Assignments

From watching television shows and movies to their experiences in college classes themselves, students recurrently encounter stereotypes that, more often than not, convey a narrow view of who participates in our fields of study. We might wonder, then; what are the impacts of these messages on students and what, if anything, might faculty do in response to this messaging?


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