- Behling, K. (2020). Finding a silver lining in the rapid movement to online learning: Considerations of access for all learners. Pedagogy and the Human Sciences, 7 (1), 1-11.
An expert in Universal Design for Learning (UDL), the author offers a positive way of approaching the transition to online learning through the UDL Plus One approach. This paper will offer a relatable journey and concrete strategies that educators may apply to the challenges of teaching online at a moment’s notice.
- Chatelain, M. (2020). How colleges co-opt Black student protests. The Chronicle of Higher Education.
What’s changed since the spring 1969 student rebellion at Harvard, in protest of the university’s calling the police on students who had seized an administration building? More students of color are enrolled in the Ivy League, more women are on the faculty, and university leadership is slightly more cautious in its approach to student conflicts. Yet student demands remain eerily similar, and the concessions they win are uncomfortably predictable: Black students’ appeals are often met with poorly funded or structurally unsound initiatives, committees, and programs that ignore the structural problems that lead to the conflicts in the first place.
- Chatelain, M. (2014). How to teach kids about what’s happening in Ferguson, The Atlantic.
A crowdsourced syllabus about race, African American history, civil rights, and policing.
- Chatelain, M. (2019). We were the undeserving throngs. The Chronicle of Higher Education.
In the wake of the Operation Varsity Blues” bribery scandal, The Chronicle Review asked graduate students, junior professors, and senior scholars what it’s like to be an African-American academic today. We asked respondents to speak to themes raised by the admissions-bribery scandal. Here’s what Dr. Chatelain told us.
- Devine, P. G., Forscher, P. S., Cox, W. T. L., Kaatz, A., Sheridan, J., & Carnes, M. (2017). A gender bias habit-breaking intervention led to increased hiring of female faculty in STEMM departments. Journal of Experimental Social Psychology.
The gender bias habit-breaking intervention was previously found to increase gender bias awareness and self-efficacy to promote gender equity in academic science departments. Following this initial success, the present study compares, in a preregistered analysis, hiring rates of new female faculty pre- and post-manipulation. Whereas the proportion of women hired by control departments remained stable over time, the proportion of women hired by intervention departments increased by an estimated 18 percentage points.
- Eddy, & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE Life Sciences Education, 13(3), 453–468.
We disaggregate student data to identify whether increased course structure works better for particular populations of students. We found that a “moderate-structure” intervention increased course performance for all student populations, but worked disproportionately well for black students-halving the black-white achievement gap-and first-generation students-closing the achievement gap with continuing-generation students. We also found that students consistently reported completing assigned readings more frequently, spending more time studying for class, and feeling an increased sense of community in the moderate-structure course. These changes imply that increased course structure improves student achievement at least partially through increasing student use of distributed learning and creating a more interdependent classroom community.
- Forscher, Mitamura, C., Dix, E. L., Cox, W. T. ., & Devine, P. G. (2017). Breaking the prejudice habit: Mechanisms, time course, and longevity. Journal of Experimental Social Psychology, 72, 133–146.
The prejudice habit-breaking intervention and its offshoots have shown promise in effecting long-term change in intergroup bias, including increases in awareness, concern about discrimination, and long-term decreases in implicit bias. This intervention is based on the premise that unintentional bias is like a habit that can be broken with sufficient motivation, awareness, and effort. We conducted replication of the original habit-breaking intervention experiment. Consistent with previous results, the habit-breaking intervention produced a change in concern that endured two weeks post-intervention. Our results suggest that the habit-breaking intervention produces enduring changes in peoples’ knowledge of and beliefs about race-related issues, and we argue that these changes are even more important for promoting long-term behavioral change than are changes in implicit bias.
- Rothman, A. & Mendoza, E. B. (Eds) (2021). Facing Georgetown’s History: A Reader on Slavery, Memory, and Reconciliation. Georgetown University Press.
This collection introduces readers to the history of Georgetown’s involvement in slavery and recent efforts to confront this troubling past. This reader traces Georgetown’s “Slavery, Memory, and Reconciliation Initiative” and the role of universities, which are uniquely situated to conduct that reckoning in a constructive way through research, teaching, and modeling thoughtful, informed discussion.
- Rothman, A. (2018). Slavery and institutional morality at Georgetown University: Reply to Nelson. British Journal of Sociology, 69(3).
What is institutional morality? Why and how are universities and other institutions reckoning with their own histories of slavery and racism? What role can genealogical research, and especially genetic testing, play in the pursuit of racial reconciliation and justice? These are questions that I have been wrestling with since the fall of 2015, when I was appointed to Georgetown University’s Working Group on Slavery, Memory, and Reconciliation, and I appreciate the opportunity to reflect on them as an interloping historian among sociologists.
- Tobin, T. J., & Behling, K. T. (2018). Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press.
Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.
- Williams, T. (2018). Power in Numbers: The Rebel Women of Mathematics. Race Point Publishing.
Power in Numbers: The Rebel Women of Mathematics is a full-color volume that takes aim at the forgotten influence of women on the development of mathematics over the last two millennia. You’ll see each eminent mathematician come to life on each page, women like the astronomer-philosopher Hypatia, theoretical physicist Emmy Noether, and rocket scientist Annie Easley. This book is an affirmation of female genius and a celebration of the boundless applications of mathematics. See their stories!.
Are you ready to redesign your course? Would you like to be supported while working alongside your peers?
Consider applying for our 2022 Course Design Institute. Participants will be selected on a first-come, first-served basis and receive a $1,500 stipend for four full days of work from May 17th-May 20th.