Discussions on Inclusive Pedagogy
The Chicago Center for Teaching and Learning invites faculty and instructors to join Discussions on Inclusive Pedagogy (DIP). DIP is designed to support the development of a thoughtful, inclusive approach to teaching and learning. At each session, participants can expect a discussion with cross-disciplinary colleagues focused on inclusive practices that they can apply to their teaching. Participants are welcome to attend any sessions that fit their interests and schedules; the readings, while all focused on inclusive pedagogy, do not directly build upon each other and are meant to stand alone. See below for a list of session dates; information about topics will be shared before the start of each quarter. All meeting materials, including the articles and discussion questions, will be shared via email upon registration.
2026-2027 Sessions
Topic: Student Belonging
Topic: Grading & Assessment
Topic: Neurodiversity
- Cullen, S., & Oppenheimer, D. (2024). Choosing to learn: The importance of student autonomy in higher education. Science Advances, 10(29), eado6759. https://doi.org/10.1126/sciadv.ado6759
- El Galad, A., Betts, D. H., & Campbell, N. (2024). Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1347432
- Bearman, M., & Ajjawi, R. (2019). Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria. Studies in Higher Education, 46(2), 359–368. https://doi.org/10.1080/03075079.2019.1637842
- Ojha, V., Watkins, A., Perdriau, C., Isenegger, K., & Lewis, C. M. (2024). Instructional Transparency: Just to Be Clear, It’s a Good Thing. In Proceedings of the 2024 ACM Conference on International Computing Education Research (ICER ’24) (pp. 192–205). Association for Computing Machinery. https://doi.org/10.1145/3632620.3671091
- Denke, J., Jarson, J., & Sinno, S. (2020). Making the invisible visible: Enhancing information literacy and metacognition with a constructivist activity. International Journal for the Scholarship of Teaching and Learning, 14(2). https://doi:10.20429/ijsotl.2020.140207
- Tanner, K. D. (2012). Promoting student metacognition. CBE — Life Sciences Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033
Topic: Introducing choice and flexibility to increase access and student autonomy
Topic: Transparency as a tool to build students’ self-efficacy and sense of belonging
Topic: Using student and faculty/instructor self-reflection to promote metacognition and self-directed learning