Inclusive Leadership

Evidence-based interventions that have been successful in these efforts include:

1. learning communities (Xu et al., 2018),
2. distance education programs (Drew et al., 2015),
3. undergraduate research and student organizations (Chang et al., 2014),
4. light-touch values affirmation and utility-value interventions (Harackiewicz et al., 2016; Hulleman et al., 2010;  Hulleman et al., 2017),
5. use of alternative assessments (Baker, 1992), and
6. the effectiveness of shifting to a diversity cognitive frame (Bensimon, 2005).
7. active learning pedagogies classroom practices and course structures that improve student outcomes, particularly for PEERs (Harris et al., 2020; Haak et al., 2011; Eddy & Hogan, 2017; Theobald et al., 2020; Freeman et al., 2014; Henderson et al., 2011).
8. Adopt evidence-based teaching practices at an institutional level  (Harris et al., 2020; Haak et al., 2011; Eddy & Hogan, 2017; Theobald et al., 2020; Freeman et al., 2014; Henderson et al., 2011).

Adapted from:

Denaro, K., Dennin, K., Dennin, M., & Sato, B. (2022). Identifying systemic inequity in higher education and opportunities for improvement. PLoS ONE 17(4): e0264059. 

References:

Baker, E. L. (1992). Issues in policy, assessment, and equity (ED349823). ERIC. 

Bensimon, E.M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. New Directions for Higher Education 131, 99–111. 

Chang, M.J., Sharkness, J., Hurtado, S., & Newman, C.B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555–580. 

Drew, J.C., Oli, M.W., Rice, K.C., Ardissone, A.N., Galindo-Gonzalez, S., Sacasa, P.R., Belmont, H.J., Wysocki, A.F., Rieger, M., & Triplett, E.W. (2015). Development of a distance education program by a land-grant university augments the 2-Year to 4-Year STEM pipeline and increases diversity in STEM. PLoS ONE 10(4), e0119548.

Eddy, S.L., & 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. 

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014, May 12). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

Haak, D.C., Hillerislambers, J., Pitre, E., & Freeman, S. (2011, June 3). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213-1216. 

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111(5), 745–765. 

Harris, R.B., Mack, M.R., Bryant, J., Theobald, E.J., & Freeman, S. (2020). Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone." Science Advances, 6(24). 

Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. 

Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895. 

Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387–404. 

Theobald, E. J., Hill, M.J., Tran, E., Agrawal, S., Arroyo, E.N., Behling, S., Chambwe, N., Cintrón, D.L., Cooper, J.D., Dunster, G., Grummer, J.A., Hennessey, K., Hsiao, J., Iranon, N.,  Jones, L., Jordt, H., Keller, M., Lacey, M.E, Littlefield, C.E.,...Freeman, S. (2020, March 9). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. 

Xu, D., Solanki, S., McPartlan, P., & Sato, B. (2018). EASEing students Into college: The impact of multidimensional support for underprepared students. Educational Researcher 47(7), 435–450.