These works are available for consultation and/or loan from the Teaching Resource Center, Hotel D, 24 East Range, on the Internet, or from the U.Va. library system. Videotaped workshops on many of these topics are also available for loan, though not listed here.
GENERAL INFORMATION: DIVERSITY AND MULTICULTURALISM IN THE CLASSROOM
Adams, Maurianne, Lee Anne Bell and Pat Griffin. Ed. Teaching for Diversity and Social
Justice. NY; London: Routledge, 1997.
American Association of Colleges & Universities. DiversityWeb: An Interactive Resource
Hub for Higher Education. [updated 23 June 2003; cited 5 April 2004]. Available from
Border, L.L.B. and Nancy Van Note Chism. Teaching for Diversity. San Francisco: Jossey-
Bass, 1992. (TRC)
“Diversity/Multiculturalism.” Black binder of articles. (TRC)
Diversity in the Classroom. Videocassette. Center for Teaching and Learning. U of North
Carolina, Chapel Hill.
Frederick, Peter. “Walking on Eggs: Mastering the Dreaded Diversity Discussion.” College
Teaching 43.3 (1995): 83-92.
Hurtado, Sylvia, Jeffrey Milem, Alma Clayton-Pederson and Walter Allen. 1999. Enacting
Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in
Higher Education. Washington, DC: ASHE-ERIC Higher Education Report, 1999. (TRC)
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. NY; London:
Lutzker, Marilyn. Multiculturalism in the College Classroom: A Handbook of Strategies and
Resources for Faculty. Westport, CT: Greenwood Press, 1995. (TRC)
Race in the Classroom: The Multiplicity of Experience. Videocassette. The Derek Bok
Center for Teaching and Learning and the Office of Race Relations and Minority Affairs, Harvard U.
Schoem, David, et al. Multicultural Teaching in the University. Westport, CT: Praeger, 1995.
Contains chapters on teaching courses on diversity as well as incorporating
multicultural elements into traditional courses such as math, composition, architecture or biology. See especially, “Questions and Responses on Multicultural Teaching and
Conflict in the Classroom,” 293-311.
Wlodkowski, Raymond and Margery Ginsberg. Diversity & Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass, 1995.
Valuing Diversity 3: Communicating Across Cultures. Videocassette. San Rafael, CA:
Griggs Productions, 1992.
Collett, Jonathan. “Reaching African American Students in the Classroom.” In To Improve
the Academy: Resources for Student Faculty and Institutional Development 9,
(Stillwater, OK: New Forums, 1990), 177-88. (TRC)
Evans, Nancy, and Heidi Levine. “Perspectives on Sexual Orientation.” In Evolving
Theoretical Perspectives on Students. New Directions for Student Services 51 (1990):
Locke, Don. C. Increasing Multicultural Understanding: A Comprehensive Model. 2nd ed.
Thousand Oaks, CA: Sage, 1998. Designed for the needs of counselors, the book
provides history and background information on nine US cultural groups: African
Americans, the Amish, Native-Americans, Japanese-Americans, Chinese-Americans,
Vietnamese in the United States, Korean-Americans, Mexican-Americans, and Puerto-Rican-Americans.
Tierney, William G. “Building Academic Communities of Difference: Gays, Lesbians, and
Bisexuals on Campus.” Change (1992): 41-46. (TRC)
Tips for Teachers: Encouraging Students in a Racially Diverse Classroom. [updated 18
March 2002; cited 25 March 2004]. Available from
Wall, Vernon, and Jamie Washington. “Understanding Gay and Lesbian Students of Color.”
Beyond Tolerance: Gays, Lesbians, and Bisexuals on Campus (1991): 67-78. This
article is oriented toward the needs of college counselors, but it is one of the few
resources available that discusses the differing ethnic perspectives of lesbian and gay
COOPERATIVE & COLLABORATIVE LEARING
Bonwell, Charles C. and James A. Eison. Active Learning: Creating Excitement in the
Classroom. Washington, DC: George Washington University, 1991. (TRC)
“Cooperative Learning.” Black binder of articles. (TRC)
Cuseo, Joseph. “Cooperative Learning: A Pedagogy for Diversity.” Cooperative Learning and
College Teaching 3 (1992): 2-6. (TRC)
Davis, Barbara G. Tools for Teaching. San Francisco: Jossey-Bass, 1993. (TRC)
Johnson, David W., Roger T. Johnson, and Karl A. Smith. 1991. Active Learning:
Cooperation in the College Classroom. Edina, MN: Interaction, 1991. (TRC)
Johnson, David W., Roger T. Johnson and Karl A. Smith.1991. Cooperative Learning:
Increasing College Faculty Instructional Productivity. Washington, DC: ERIC
Clearinghouse on Higher Education. (TRC)
Leffler, Phyllis. Cooperative Learning: Does It Work for Primary Research?—video.
Charlottesville, VA: University of Virginia, 1997. (TRC)
Millis, Barbara J. and Phillip Cottell Jr. Cooperative Learning for Higher Education Faculty.
Phoenix, AZ: Oryx, 1998.
Sarasin, L.C. Learning Style Perspectives. Madison, WI: Atwood Publishing, 1999.
Smith, Karl. Videotaped workshops on cooperative learning. Charlottesville, VA: University
of Virginia, 1992-1993. (TRC)
DIVERSITY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH
Office of the Dean of the College at Brown University. Achieving Gender Equity in Science
Classrooms: A Guide for Faculty. [Published 1996; accessed 31 March 2004.]
Available from http://www.brown.edu/Administration/Dean_of_the_College/homepginfo
McDermott, Lillian C., Mark L. Rosenquist, and Emily H. van Zee. “Strategies to Improve the Performance of Minority Students in the Sciences.” In Teaching Minority Students. New
Directions for Teaching and Learning 16 (1983): 59-72.
Rosser, Sue V. Female-Friendly Science: Applying Women’s Studies Methods and
Theories to Attract Students. New York: Pergamon, 1990.
Rosser, Sue V. Female-Friendly Science. Videocassette. Charlottesville, VA: University of
Virginia, 1993. (TRC)
Rosser, Sue V. Re-Engineering Female-Friendly Science. New York: Teacher’s College
Press, 1997. (TRC)
Tobias, Sheila. They’re not Dumb, They’re Different: Stalking the Second Tier. Tucson, AZ:
Research Co., 1990. See “The Female Factor” (69-70). This book does not address in
detail the issue of women in science, but it provides a helpful analysis of how students
feel about science courses, and why they abandon science for other fields. (TRC)
Yu, Shirley L. “Women’s Motivation and strategy use in College Science Classes.” Journal
of Staff, Program, & Organization Development 16 (1999): 93-101.
Belenky, Mary F., et al. Women’s Ways of Knowing: The Development of Self, Voice, and
Mind. New York: Harper, 1986. See particularly Chapter 10: “Connected Teaching” (214-29). (TRC)
Chism, N. V., J. Cano, and A.S. Pruitt. “Teaching in a Diverse Environment: Knowledge and Skills Needed by TAs.” In Teaching Assistant Training in the 1990s. New Directions for Teaching and Learning 39 (1989): 23-35. (TRC)
Healy, Patrick. “A Proselytizer for Teaching.” The Chronicle of Higher Education (1995)
Kramer, Martin, and Stephen S. Weiner. Dialogues for Diversity: Community and Ethnicity
on Campus. Westport, CT: Greenwood Publishing, 1994.
Krupnick, Catherine G. “Women and Men in the Classroom: Inequality and Its Remedies.”
On Teaching and Learning 1 (1985): 18-25. (TRC)
Pearson, Carol S., Donna L. Shavlik, and Judith G. Touchton, ed. Educating the Majority: Women Challenge Tradition in Higher Education. New York: Macmillan, 1989. Includes essays on Black, Latina, Asian American, Native-American, reentry, lesbian, and
disabled female students, and on women and science. (TRC)
Sandler, Bernice Resnick, Lisa A. Silverberg and Roberta M. Hall.1996. The Chilly
Classroom Climate: a Guide to Improve the Education of Women. Washington, DC :
National Assn. for Women in Education.
Tannen, Deborah. “Teachers’ Classroom Strategies Should Recognize that Men and
Women Use Language Differently.” Chronicle of Higher Education (1991): B1, B3.
“Teaching Women.” Black binder of articles. (TRC)
Tips for Teachers: Sensitivity to Women in the Contemporary Classroom. [updated 18
March 2002; cited 25 March 2004]. Available from
Responding to Communication and Writing Skills
Brookes, A. and P. Grundy. Writing for Study Purposes: A Teacher’s Guide to Developing
Individual Writing Skills. New York: Cambridge University Press, 1990.
Capossela, Toni-Lee. The Critical Writing Workshop: Designing Writing Assignments to
Foster Critical Thinking. Portsmouth, NH: Boynton/Cook, 1993.
Chastain, Kenneth. Developing Second-Language Skills: Theory and Practice, 3rd ed. New
York: Harcourt Brace, 1988. Chastain’s book discusses students’ acquisition of foreign
languages, but many of his ideas apply also to the concerns of ESOL students. See
“Writing” (chap. 9), “Primary Guidelines” (chap. 12), and “Error Correction” (chap. 13).
D’Errico, Jon. Responding to Student Writing: Mathematics, Sciences, and Engineering.
Teaching Workshop Video. Charlottesville, VA: University of Virginia, 1998. (TRC)
Raimes, Ann. Grammar Troublespots: An Editing Guide for Students, 2nd ed. New York: St. Martin’s, 1992. Designed for students. Includes flow charts for checking
grammatical constructions. (TRC)
Sigsbee, David L., Bruce W. Speck and Bruce Maylath. Approaches to Teaching Non-
Native English Speakers Across the Curriculum. New Directions for Teaching and
Learning 70 (Summer 1997).
Walvoord, Barbara E. Helping Students Write Well: A Guide for Teachers in All Disciplines.
2nd ed. NY: MLA, 1986.
Williams, Joseph. Style: Ten Lessons in Clarity and Grace, 3rd ed. Glenview, IL: Scott,
Foresman, 1989. See chap. 1: “The Grammar of Clarity.” (TRC)
Understanding Other Cultures
Levine, Deena R., Jim Baxter and Piper McNulty. The Culture Puzzle: Cross-Cultural
Communication for English as a Second Language. Englewood Cliffs, NJ: Prentice Hall
Lou, Ray. “Model Minority? Getting Behind the Veil.” Change (1989): 16-17. (TRC)
Wenzhong, Hu and Cornelius L. Grove. Encountering the Chinese: A Guide for Americans.
Yarmouth, ME: Intercultural Press, 1991. (TRC)
Wlodkowski, Raymond and Margery Ginsberg. Diversity and Motivation. San Francisco:
INFORMATION FOR INTERNATIONAL TAS
Althen, Gary. Manual for Foreign Teaching Assistants. 2nd ed. Iowa City: University of Iowa, 1988. (with an appendix for foreign faculty). (TRC)
Barmes, Gregory A. The International Student’s Guide to the American University.
Lincolnwood, IL: National Textbook, 1991.
Papajohn, Dean. Toward Speaking Excellence. Ann Arbor: University of Michigan P, 1998.
Pica, Teresa, et al. Teaching Matters: Skills and Strategies for International Teaching
Assistants. New York: Newbury House, 1980. (TRC)
Hall, Roberta M., and Bernice R. Sandler. Academic Mentoring for Women Students and
Faculty: A New Look at an Old Way to Get Ahead. Washington, DC: Association of
American Colleges, 1983. (TRC)
Luna, Gaye and Deborah L. Cullen. Empowering the Faculty: Mentoring Redirected and
Renewed. Washington, DC: ASHE-ERIC Higher Education Reports, 1995. (TRC)
SEXUAL ASSAULT & HARASSMENT
Faculty Facts. Institute for Substance Abuse. Associate Director for Prevention: 924-5276.
This interactive computer program is available at the TRC, the Women’s Center, and
various other departments throughout the university, including Alderman Library. It
provides information on alcohol and drug use and sexual assault, including effects,
identification, federal, state, and university laws, and local resources.
Handbook for Survivors: A Guide to Surviving Sexual Assault. Charlottesville, VA: U. of
Virginia, 1999. Designed for the student, this handbook contains lists of university and
community organizations and phone numbers. (Women’s Center and TRC)
Related handbooks include Sexual Assault & Harassment, Dating/Domestic Violence and
Stalking: Ways to Create a Safer University of Virginia Community and Sexual Assault,
Dating Violence and Stalking: Your Rights, Your Responsibilities. (Women’s Center,
Office of the Dean of Students in Peabody Hall, Office of Women’s Studies, and the
TRC. Many of these are also available online at:
“Sexual Assault/Sexual Harassment/Substance Abuse.” Black binder of articles and
University information. (TRC)
Sexual Harassment: How to Identify it, Report it, and Stop it. Revised edition, University of
Virginia, 1993. The brief sections “Ask Yourself These Questions” and “What Can I Do
to Stop It?” can help students figure out if they have been sexually harassed and what
they can do to prevent it. (Office of Equal Opportunity, Women’s Center, and TRC.
Available online at http://www.virginia.edu/eop/harass.html)
STUDENTS WITH DISABILITIES
Barnett, Marva A. and Candace Cone. Moving Beyond Disabilities in Foreign Language
Courses: video. Charlottesville, VA: University of Virginia, 1995. (TRC)
“Characteristics of Students Who May Have Disabilities.” U.Va. Learning Needs and
Evaluation Center, 1991. (LNEC and the TRC)
Hacker, Diana. The Bedford Handbook for Writers, 6th ed. NY: St. Martin’s, 2002. The
sections on “Spelling and Mechanics,” tips for ESOL writers, and the final “Basic
Grammar Index” would be helpful references for international students or ones with
spelling or substitution problems.
Mangrum, Charles. “Teaching Learning Disabled Students in the College Classroom.” Chap. 14 from College and the Learning Disabled Student: Program Development,
Implementation and Selection. Philadelphia: Harcourt Brace, 1988: 200-207.
(Education Library and TRC)
Manning, Kathleen. “Expectations and Surprises in Learning to Teach a Member of the Deaf Culture.” Journal of Excellence in College Teaching 5 (1994), 77-88.
O’Hearn, Carolyn. “Recognizing the Learning Disabled College Writer.” Latest
Developments. Learning Disabilities Special Interest Group. Fall 1990. (TRC)
Raphael, Emily. “Some Notes on Teaching Students with Disabilities.” The English
Instructor’s Sourcebook for Running a Successful Discussion. Ed. Marjorie Raley.
Charlottesville, VA: University of Virginia., 1992. 62-67. (TRC)
Sandperl, Molly. “Teaching Students with Learning Disabilities.” TA Talk (Winter 1990): 3-4.
University of Virginia. A Guide to Accommodating Students with Disabilities. [updated 25
November 2003; cited 24 March 2004]. Available from http://www.virginia.edu/vpsa/ada-
fac.html. See “Suggestions for Classroom Accommodations.”
—–. Guide to the University of Virginia for Students with Disabilities. (1997-98). University of Virginia. This student handbook describes the accessibility of parking, health services,
dining services, computer labs, fine arts locations, etc. If you require your students to
meet outside the classroom, such as for a concert or to work in a computer lab, you
may wish to consult the handbook to check on accessibility. (Available online at