A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Name of Article | Web Address | ||||||||||||||||||||||||
2 | ||||||||||||||||||||||||||
3 | Inclusion, Equity, and Access While Teaching Remotely | https://cte.rice.edu/blogarchive/2020/3/13/inclusion-equity-and-access-while-teaching-remotely | ||||||||||||||||||||||||
4 | Black Lives Matter Syllabus | https://publicseminar.substack.com/p/the-black-lives-matter-syllabus | ||||||||||||||||||||||||
5 | Covid-19 Syllabus | https://publicseminar.substack.com/p/the-covid-19-syllabus | ||||||||||||||||||||||||
6 | Teaching in Times of Crisis | https://cft.vanderbilt.edu/guides-sub-pages/crisis/ | ||||||||||||||||||||||||
7 | Standing Rock SYllabus Teach-In Videos | https://www.youtube.com/playlist?list=PLQ_5wIGtI8pXS96cSmrimep-67s0KwfjI&fbclid=IwAR300fmbzzTKzGypalnbeVp5wsCGZzzYMy8Qhef6tIWN5Sh3A-vg4t8DngA | ||||||||||||||||||||||||
8 | Standing Rock Syllabus | https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/ | ||||||||||||||||||||||||
9 | Accessible Teaching in the Time of COVID-19 | https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19 | ||||||||||||||||||||||||
10 | Preparing for the Election and Its Aftermath With Your Students | https://sites.tufts.edu/teaching/2020/10/26/preparing-for-the-election-and-its-aftermath-with-your-students/ | ||||||||||||||||||||||||
11 | ||||||||||||||||||||||||||
12 | ON DECK | |||||||||||||||||||||||||
13 | Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education | https://hybridpedagogy.org/our-bodies-encoded-algorithmic-test-proctoring-in-higher-education/?fbclid=IwAR1wthZEzZy_BezIywKPBAYbnQnKFeVqNZi1hQdSnspZ_P94KhirXEQwy0Y | ||||||||||||||||||||||||
14 | STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes | https://advances.sciencemag.org/content/advances/5/2/eaau4734.full.pdf?fbclid=IwAR3tZyv1-wRs7NNG9msVxMdb5dXFwxgTywQfS0b5gXypG4BJDsnxTzYg3lg | ||||||||||||||||||||||||
15 | Show Compassion for Students during the Election | https://academeblog.org/2020/09/25/show-compassion-for-students-during-the-election/ | ||||||||||||||||||||||||
16 | Bias in Online Classes: Evidence from a Field Experiment | https://cepa.stanford.edu/sites/default/files/wp18-03-201803.pdf | ||||||||||||||||||||||||
17 | Race and Gender Bias in Online Courses | https://www.insidehighered.com/news/2018/03/08/study-finds-evidence-racial-and-gender-bias-online-education | ||||||||||||||||||||||||
18 | The Seizure that Made Me a College Professor | https://www.insidehighered.com/advice/2019/10/29/what-crisis-taught-young-professor-about-his-authority-classroom-opinion | ||||||||||||||||||||||||
19 | Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive | https://www.chronicle.com/interactives/20190719_inclusive_teaching? | ||||||||||||||||||||||||
20 | Barriers and Strategies by White Faculty Who Incorporate Anti-Racist Pedagogy | https://soundideas.pugetsound.edu/cgi/viewcontent.cgi?article=1045&context=rpj | ||||||||||||||||||||||||
21 | Sample Activities & Templates for Exploring Privilege, Power, and Oppression | https://sites.lsa.umich.edu/inclusive-teaching/sample-activities-templates/ | ||||||||||||||||||||||||
22 | Integrating social and environmental justice into the chemistry classroom: a chemist’s toolbox | https://www.tandfonline.com/doi/pdf/10.1080/17518253.2019.1609602 | ||||||||||||||||||||||||
23 | Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play? | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008899/ | ||||||||||||||||||||||||
24 | Academic and Social Challenges Faced by African International Students in Collegiate institutions in America | https://www.hilarispublisher.com/open-access/academic-and-social-challenges-faced-by-african-international-students-in-collegiate-institutions-in-america-2162-6359-1000514.pdf | ||||||||||||||||||||||||
25 | Can mathematics be antiracist? | https://blogs.ams.org/inclusionexclusion/2020/01/31/can-mathematics-be-antiracist/?fbclid=IwAR2YkSPQHfTU4qU2348OCVdFQ4_LUw4ssdhVY05iCtpsBicOd75IQMjSA1I | ||||||||||||||||||||||||
26 | A Pedagogy of Love | http://www.jsedimensions.org/wordpress/wp-content/uploads/2015/03/Clingan-JSE-March-2015-Love-Issue-revised-4_3-PDF.pdf | ||||||||||||||||||||||||
27 | Spirit-Murdering in Academia | https://diverseeducation.com/article/168105/?fbclid=IwAR1yHa3dziUxq8GRNeW1-GYdEgWu_2kUP8UApiGr6fdZBdSlxtba0uFv6z4#.Xle7XaInLOE.facebook | ||||||||||||||||||||||||
28 | Emancipatory Pedagogy in Practice: Aims, Principles and Curriculum orientation | http://libjournal.uncg.edu/ijcp/article/viewFile/228/671 | ||||||||||||||||||||||||
29 | Critical Pedagogy in Classroom Discourse | https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1155&context=teachlearnfacpub | ||||||||||||||||||||||||
30 | Culturally Responsive Collegiate Mathematics Education:Implications for African American Students | https://files.eric.ed.gov/fulltext/EJ1063224.pdf | ||||||||||||||||||||||||
31 | How to Respond to Racial Microaggressions When They Occur | https://diverseeducation.com/article/176397/ | ||||||||||||||||||||||||
32 | Responding to Microaggressions in Online Learning Environments During a Pandemic | https://www.academicimpressions.com/blog/microaggressions-online-learning/?mkt_tok=eyJpIjoiTnpBM1pHWTFZalk1T0RVMSIsInQiOiJLZDVrYXBRMmpQRkV4T3dWa1BpYTVkMTR1TGh4VGdPMFRyRnJ6ZWdIWFwvT2hVbWdNbDQrMVMxYkhMWStONWs4UjV2MmwzRHJlQ0gram1Sd1p5TnpXbVwvNWUxTnFlWDJXTXQyeElINjBTTkIyaXBZck5uQ3JTbXFzMDNqTm9yeTNVIn0%3D | ||||||||||||||||||||||||
33 | Creating Safe Spaces for Students by Taking ACTION Against Microaggressions | https://www.academicimpressions.com/product/0719-stu-microaggress/?mkt_tok=eyJpIjoiTnpBM1pHWTFZalk1T0RVMSIsInQiOiJLZDVrYXBRMmpQRkV4T3dWa1BpYTVkMTR1TGh4VGdPMFRyRnJ6ZWdIWFwvT2hVbWdNbDQrMVMxYkhMWStONWs4UjV2MmwzRHJlQ0gram1Sd1p5TnpXbVwvNWUxTnFlWDJXTXQyeElINjBTTkIyaXBZck5uQ3JTbXFzMDNqTm9yeTNVIn0%3D | ||||||||||||||||||||||||
34 | Trauma-Informed Teaching & Learning: Teaching in Time of Uncertainties | http://heltasa.org.za/trauma-informed-teaching-learning-teaching-in-time-of-uncertainties/ | ||||||||||||||||||||||||
35 | Institutionalized Racism: A Syllabus | https://daily.jstor.org/institutionalized-racism-a-syllabus/?fbclid=IwAR2KthoWQYrv-vQjC3m6l2D_scyaaQsWGkf18CYeKw__7Uo1uJ1fiWZW8Fk | ||||||||||||||||||||||||
36 | The Words We Use: How Higher Ed is Responding to Calls for Culturally Relevant Pedagogy | https://www.academicimpressions.com/blog/culturally-relevant-pedagogy/?mkt_tok=eyJpIjoiTWpneE1UTTNOVFV3T0dZeiIsInQiOiJMNUthdW1rckJFOFBlWkhnOU9XUkU1ODYzYzU3VStISVJGUHhIXC9Ocjh4MzdVc2g3XC9uem5NVlkrcVdOY0sxbUYrblJ2SE1HWnVsS0lqaTVwZTJDeFNzSmd5Nm9hS0hwMGJWQzRMa3pHZFhLZ0dwdmxTZzF2cHRTY3kxTURqVG9CIn0%3D | ||||||||||||||||||||||||
37 | ||||||||||||||||||||||||||
38 | ||||||||||||||||||||||||||
39 | ||||||||||||||||||||||||||
40 | ||||||||||||||||||||||||||
41 | ||||||||||||||||||||||||||
42 | ||||||||||||||||||||||||||
43 | ||||||||||||||||||||||||||
44 | ||||||||||||||||||||||||||
45 | ||||||||||||||||||||||||||
46 | ||||||||||||||||||||||||||
47 | ||||||||||||||||||||||||||
48 | ||||||||||||||||||||||||||
49 | ||||||||||||||||||||||||||
50 | ||||||||||||||||||||||||||
51 | ||||||||||||||||||||||||||
52 | ||||||||||||||||||||||||||
53 | ||||||||||||||||||||||||||
54 | ||||||||||||||||||||||||||
55 | ||||||||||||||||||||||||||
56 | ||||||||||||||||||||||||||
57 | ||||||||||||||||||||||||||
58 | ||||||||||||||||||||||||||
59 | ||||||||||||||||||||||||||
60 | ||||||||||||||||||||||||||
61 | ||||||||||||||||||||||||||
62 | ||||||||||||||||||||||||||
63 | ||||||||||||||||||||||||||
64 | ||||||||||||||||||||||||||
65 | ||||||||||||||||||||||||||
66 | ||||||||||||||||||||||||||
67 | ||||||||||||||||||||||||||
68 | ||||||||||||||||||||||||||
69 | ||||||||||||||||||||||||||
70 | ||||||||||||||||||||||||||
71 | ||||||||||||||||||||||||||
72 | ||||||||||||||||||||||||||
73 | ||||||||||||||||||||||||||
74 | ||||||||||||||||||||||||||
75 | ||||||||||||||||||||||||||
76 | ||||||||||||||||||||||||||
77 | ||||||||||||||||||||||||||
78 | ||||||||||||||||||||||||||
79 | ||||||||||||||||||||||||||
80 | ||||||||||||||||||||||||||
81 | ||||||||||||||||||||||||||
82 | ||||||||||||||||||||||||||
83 | ||||||||||||||||||||||||||
84 | ||||||||||||||||||||||||||
85 | ||||||||||||||||||||||||||
86 | ||||||||||||||||||||||||||
87 | ||||||||||||||||||||||||||
88 | ||||||||||||||||||||||||||
89 | ||||||||||||||||||||||||||
90 | ||||||||||||||||||||||||||
91 | ||||||||||||||||||||||||||
92 | ||||||||||||||||||||||||||
93 | ||||||||||||||||||||||||||
94 | ||||||||||||||||||||||||||
95 | ||||||||||||||||||||||||||
96 | ||||||||||||||||||||||||||
97 | ||||||||||||||||||||||||||
98 | ||||||||||||||||||||||||||
99 | ||||||||||||||||||||||||||
100 |