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 Autumn Sessions

    Topic & Readings: coming soon

    Topic & Readings: coming soon

    Topic & Readings: coming soon

    Topic: Introducing choice and flexibility to increase access and student autonomy

    • 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

    Topic: Transparency as a tool to build students’ self-efficacy and sense of belonging

    • 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

    Topic: Using student and faculty/instructor self-reflection to promote metacognition and self-directed learning

    • 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