Teaching Academy Resources


November 1, 2023

Facilitator: Dr. Sherria Taylor, associate professor of Child & Adolescent Development

The Social Justice Syllabus Design Tool (SJSDT) is JCSCORE’s #1 most read article. Much of that is due to the fact that educators are seeking to discover meaningful ways in which love and justice can be centered in the spaces that we co-create with our students... spaces in which we and our students can show up fully and experience the content as relevant to our lives and communities. The SJSDT has been recognized as a leading resource by many higher education institutions in how to do just that and has been used in faculty orientations and faculty development trainings across the country. Training in the SJSDT not only provides educators and staff with an in-depth understanding of what it means to “do” social justice in the classroom, but what it means to “be” social justice in the classroom and through various strategies and activities co-create counterspaces with students where personal and community transformation can occur.

Using critical reflexivity techniques, we not only explore what social justice educators do in the classroom but also who social justice educators are and can be. We will take a collective deep dive and briefly engage in strategies that promote the embodiment of 1) relationship, 2) community, 3) a growth mindset process and 4) radical self-care in the classroom. 

February 17, 2020

Facilitators: Dr. Nina Roberts, Professor of Recreation, Parks & Tourism and Faculty Director of the Institute for Civic and Community Engagement, Dr. Maria Veri, Professor of Kinesiology and Faculty Director of the CHSS Teaching Academy (co-hosted with ICCE)

Workshop Objectives:

  • Learn how to transform your class into a service-learning course
  • Reimagine your teaching practice with service-learning and the best practices of social justice in mind
  • Develop a social justice-infused syllabus for a service-learning course

November 5, 2019

Facilitator: Dr. Amy Kilgaard, Professor of Communication Studies and Faculty Director (former), CEETL (co-hosted with CEETL)

Workshop Objectives:

  • Describe your teaching persona
  • Rehearse vocal techniques for effective classroom communication (appropriate volume, vocal variety, clear enunciation, projection) 
  • Create a plan for incorporating effective vocal techniques into your teaching persona

October 29, 2019

Facilitated by the CHSS Social Justice Pedagogy Team: Dr. Sherria Taylor, Assistant Professor, FINA; Dr. Mickey Eliason, Assistant Dean of Faculty Development & Scholarship; Dr. Nicole Bolter, Associate Professor, Kinesiology; Dr. Maria J. Veri, Associate Professor, Kinesiology

Workshop Objectives:

  • Describe a social justice framework for developing syllabi and course curriculum
  • Differentiate between hierarchical and social-justice-informed language
  • Transform a course syllabus using the Social Justice Syllabus Design Tool (SJSDT)

September 30, 2019

Facilitator: Dr. Veronica Rabelo, Assistant Professor of Management, College of Business

Workshop Objectives:

  • Identify your core values and goals for the upcoming semester
  • Learn techniques to plan and manage your various roles and responsibilities
  • Utilize journaling to build and maintain a reflective teaching practice

Critical & Social Justice Pedagogy

Berg, M., & Seeber, B. K. (2017). The slow professor: Challenging the culture of speed in the Academy. University of Toronto Press.

Focusing on the individual faculty member and his or her own professional practice, Berg and Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. 

Chapman, T. K., & Hobbel, N. (Eds.). (2022). Social Justice Pedagogy across the curriculum: The practice of freedom. Routledge.

Relevant for any course that addresses history, theory, or practice of social justice education and teaching diverse groups of students, this text is essential reading for future and practicing teachers to understand and create resources for transformative, rigorous, and inclusive learning environments that support students from a range of backgrounds.  

Freire, P. (2005). Pedagogy of the oppressed. Continuum.

Dedicated to the oppressed and based on his own experience, Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. In the book, Freire calls traditional pedagogy the "banking model of education" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. He argues that pedagogy should instead treat the learner as a co-creator of knowledge.

Gannon, K. M. (2020). Radical Hope: A Teaching Manifesto (Teaching and Learning in Higher Education) (1st ed.). West Virginia University Press.

This book grapples with some of the most pressing topics at the intersection of higher education and social justice. The author asks that the contemporary university’s manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. 

hooks, bell. (2021). Teaching to transgress education as the practice of freedom. Routledge.

In this book, bell hooks shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom.

Neuhaus, J. (2019). Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers (Teaching and Learning in Higher Education) (1st ed.). West Virginia University Press.

A witty and critically reflective narrative guide to effective teaching practices.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. Jossey-Bass.

Focuses on renewing the inner lives of professionals in education. This book builds on a simple premise: good teaching cannot be reduced to technique because it comes from the identity and integrity of the teacher.

Stommel, J., Friend, C., Morris, S. M., Rorabaugh, P., Rheingold, H., Watters, A., Davidson, C., Stewart, B., & Benjamin, R. (2020). Critical Digital Pedagogy: A Collection. Hybrid Pedagogy Inc.

Critical Digital Pedagogy is an approach to teaching and learning predicated on fostering agency and empowering learners. It is the first peer-reviewed book centered on the theory and practice of critical digital pedagogy.

Álvarez, B. (n.d.). Why Social Justice in school matters. NEA. Retrieved April 21, 2022, from

Five educators discuss making a difference in the lives of their students and within their profession by ensuring social justice is a topic that is addressed in their schools.

Bolter, N. D., Taylor, S. D., Gomez, D. H., Eliason, M., Van Olphen, J., & Veri, M. J. (2021). Transforming undergraduate research methods courses using social justice pedagogy: A pre-post analysis. Journal on Excellence in College Teaching, 32(1), 47-66.

Undergraduate research methods courses help shape students’ perceptions about research. Given the lack of diverse researchers in STEM fields, these perceptions are particularly important for underrepresented minorities. This study tested a social justice pedagogy intervention to determine the effects on various psychosocial constructs.

Cochran-Smith, M., Gleeson, A. M., & Mitchell, K. (2010). Teacher education for social justice: What's pupil learning got to do with it? Berkeley Review of Education, 1.  

This article briefly discusses the concept of teacher education for social justice in terms of pupils’ learning and then considers this notion in terms of the current press to hold teacher education accountable for learning. 

Cumming-Potvin, W. (2009). Social Justice, Pedagogy and Multiliteracies: Developing Communities of Practice for Teacher Education. Australian Journal of Teacher Education, 34(3).

This article calls for a re-conceptualization of teaching communities and sustainable innovation across teaching education to encourage critical and socially just literacy learning.

Hahn Tapper, A. J. (2013). A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment. Conflict Resolution Quarterly, 30(4), 411–445.

This article explores a theoretical and practical understanding of social justice education. It analyzes a case example of social justice education that integrates Freirean thought, social identity theory, intersectionality, and experiential education, including empowerment and responsibility education.

Love, M. B., Ali Kased, R., Kumari Malik, S., Taylor, S. D., Legion, V., Graterol, C., Shada, A., Previde, P., & Wirth, P. (2021). Achieving Equity: An Evaluation of a Multi-Component, Lower Division Student Success ProgramJournal of Educational Research and Practice (Minneapolis, Minn.)11(1).

The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented.

Lynch, M. (2019, July 25). How to implement critical pedagogy into your classroom. The Edvocate. Retrieved April 21, 2022.

Outlines five steps that can help teachers concretely implement critical pedagogy into their classrooms.

Sensoy, Z., & DiAngelo, R. (2009). Developing Social Justice Literacy an Open Letter to Our Faculty Colleagues. Phi Delta Kappan, 90(5), 345–352.

This article makes a case for why faculty need to understand and support social justice.

Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., & van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. JCSCORE, 5(2), 132–166.

This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. 

Tripp, R. (2020, July 2). Introducing the Pedagogy of Social Justice. Faculty Association of California Community Colleges.

This article touches on the importance of collaboration and critical discussion among faculty and staff to incorporate social justice-based teaching strategies in the classroom, which can become a crucial site for shared ideas and activism.

Veri, M.J., Taylor, S., Eliason, M., Bolter, N.D., & van Olphen, J.D. (2022). ‘I can’t unsee what I’ve seen:‘ Doing Social Justice Pedagogy in the research methods classroom. Teaching in Higher Education.

This article uses qualitative research examine the experiences of educators doing social justice pedagogy (SJP) in higher education. The authors trained three faculty instructors of undergraduate research courses in principles of SJP and several classroom activities grounded in these principles and then analyzed critically-reflexive reflections and interviews.


Butler, J. (2022). Gender Trouble. Routledge Classics.

A radical, founding text of queer theory that exposes gender as a performative construct.

Butler, J. (2004). Undoing Gender. Routledge.

Judith Butler's recent reflections on gender and sexuality focus on new kinship, psychoanalysis and the incest taboo, transgender, intersex, diagnostic categories, social violence, and the tasks of social transformation. In this work, the critique of gender norms is clearly situated within the framework of human persistence and survival.

Irigaray, L., & Gill, G. (1985). Speculum of the Other Woman. Cornell University Press.

In Speculum, Irigaray engages in close analyses of phallocentrism in Western philosophy and psychoanalytic theory, analyzing texts by Freud, Hegel, Plato, Aristotle, Descartes, and Kant.

Irigaray, L., Porter, C., & Burke, C. (1985). This Sex Which Is Not One. Cornell University Press.

This book offers more commentary on psychoanalysis, including discussions of Lacan’s work, and also comments on political economy, drawing on structuralist writers such as Lévi-Strauss. Irigaray argues that the phallic economy places women alongside signs and currency, since all forms of exchange are conducted exclusively between men.

Neuhaus, J. (2012). Manly Meals and Mom’s Home Cooking: Cookbooks and Gender in Modern America (Reprint ed.). Johns Hopkins University Press.

This book provides an absorbing and enlightening account of gender and food in modern America.

Butler, J. (1988b). Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory. Theatre Journal, 40(4), 519.

In this essay, Butler argues that gender is an act that is repeated, reenacted, and re-experienced. Butler posits that gender is “a constructed identity, a performative accomplishment which the mundane social audience, including the actors themselves, come to believe and perform in the mode of belief.”

Huang, J., Gates, A. J., Sinatra, R., & Barabási, A. L. (2020). Historical comparison of gender inequality in scientific careers across countries and disciplines. Proceedings of the National Academy of Sciences, 117(9), 4609–4616.

This comprehensive picture of gender inequality in academia can help rephrase the conversation around the sustainability of women’s careers in academia, with important consequences for institutions and policy makers.

Kurzman, C., Dong, W., Gorman, B., Hwang, K., Ryberg, R., & Zaidi, B. (2019). Women’s Assessments of Gender Equality. Socius: Sociological Research for a Dynamic World, 5, 237802311987238.

Samanta, M. (2020). Women’s Rights, Gender Equality and Education. SSRN Electronic Journal.

Feminist Pedagogy for Teaching Online. (2022). Adobe Spark.

This guide provides resources about integrating feminist pedagogy and technology into online, hybrid, and traditional undergraduate courses.

thirdspace: a journal of feminist theory and culture. (2011, July 12). Thirdspace: A Journal of Feminist Theory and Culture.

thirdspace is a peer-reviewed journal, offering work in English and French, that aims to present the best in scholarship on feminist theory and culture.


Inoue, A. B. (2015). Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. Parlor Press.

Theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.

Lpc, P. A. S. A., Sue, W. D., PhD, & Wise, T. (2019). The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing (The Social Justice Handbook Series) (1st ed.). New Harbinger Publications.

A powerful, practical guide to help you navigate racism, challenge privilege, manage stress and trauma, and begin to heal.

PhD, B. T., PhD, E. A. G., & PhD, K. N. L. (2022). The Antiracism Handbook: Practical Tools to Shift Your Mindset and Uproot Racism in Your Life and Community (The Social Justice Handbook Series) (1st ed.). New Harbinger Publications.

The Antiracism Handbook provides practical, evidence-based tools grounded in psychology to help you recognize and resist racial stereotypes in day-to-day interactions and strategies to help you communicate with family, loved ones, and children about race and racism. You will learn skills to help you navigate race in professional workspaces, and advocate for antiracist politics, policies, and practices in your community, civic, and spiritual life.

Brooks, K. C., Rougas, S., & George, P. (2016). When Race Matters on the Wards: Talking About Racial Health Disparities and Racism in the Clinical Setting. MedEdPORTAL.

Small-group, case-based curriculum session designed to illustrate the negative impact of racial bias on clinical care in an effort to foster the development of skills to understand one’s own bias or address bias and racism in the clinical setting.

Harbin, M. Brielle; Thurber, Amie; and Bandy, Joe (2019) "Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors," Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 4: No. 1, Article 1.

Defines common challenges in teaching racial content and articulates four principles for course planning around topics of race, racism, and racial justice. Then, drawing on a systematic review of scholarship  examining issues of difference within a diverse range of disciplinary settings, the authors introduce a set of five pedagogical strategies, and supporting classroom practices, that will help instructors effectively manage everyday classroom interactions.

Mcdaniel, R. (2022, April 10). Teaching Race: Pedagogy and Practice. Vanderbilt University.

This guide summarizes some of the common challenges in teaching social justice content effectively.

Sotto-Santiago, S., Mac, J., Duncan, F., & Smith, J. (2020). “I Didn’t Know What to Say”: Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach. MedEdPORTAL.

Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. This article highlights a professional development program that encouraged participants to (1) openly discuss racism, discrimination, and microagressions (RDM) and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams.

Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., & van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. JCSCORE, 5(2), 132–166.

This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. 

Research guides: Equity Focused Digital Pedagogy and Learning: Anti-Racism in Digital Pedagogy and Learning. (2022). University of Toronto, Institute for Studies in Education.

List of materials focused on anti-racism in Digital Pedagogy and Learning, including materials on Cultural Competencies, Cultural Sensitivities and Digital Learning Equity.

Anti-Racism and Allyship in the Classroom

This document is intended to provide suggestions and resources for instructors looking to advance racial and social justice across the curriculum, with a focus on discipline-specific applications and examples.

Anti-racist Online Pedagogy: A Reading List  

This document started from a desire to identify and share a variety of resources – philosophical, sociological, quantitative, qualitative, reflective, and practical – that can enable educators, specifically white educators, to think critically about their personal and institutional systems, biases, values, and pedagogies with specific attention to the various ways in which racism and White Supremacy are uniquely expressed and perpetuated in the tools, systems, and practices that constitute online teaching and learning.

PBS. (2022). Tools for Anti-Racist Teaching. PBS Education. Retrieved 2022.

Four-part series that explores tools for anti-racist teaching and considers the ways in which we can use media and media literacy to deepen our understanding of systemic racism.

Trauma-Informed Pedagogy

Carello, J., & Thompson, P. (2021). Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change (1st ed. 2021 ed.). Palgrave Macmillan.

This book offers a pedagogical guide for college educators across disciplines and population groups in higher education and presents evidence-based strategies for employing trauma-informed approaches during crisis.

Thompson, P., & Carello, J. (2022). Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education (1st ed. 2022 ed.). Palgrave Macmillan.

This book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. 

Hisle, N. (2022). Racial

Strategies for Educational Professionals. In C. Bernadowski (Eds.), Strategies and Methods for Implementing Trauma-Informed Pedagogy (pp. 20-38). IGI Global.  

In order to address the racial trauma that teens who are Black, Indigenous, and People of Color (BIPOC) may face at home, and potentially experience in school, educational professionals must equip themselves with the specialized skills to meet students' academic, emotional, and social needs. School leaders must begin this task by examining their own personal racial biases as they lead their staff in the task of reviewing data, rules, policies, and the school environment to examine practices that support and promote institutional and systemic racism.

Imad, M. (2021). Transcending Adversity: Trauma-Informed Educational Development. To Improve the Academy, 39(3).

The purpose of this article is to reflect on the pertinence and utility of using a trauma-informed lens in educational development.

Inside Higher Ed. (2020, June 3). Seven recommendations for helping students thrive in times of trauma.

Explores seven ways professors can help students thrive in class in times of trauma.

Parker, N. (2021). Facilitating Trauma-Informed Pedagogy. Journal of Practical Nurse Education and Practice, 1(2).

The purpose of this literature review is to discuss how learning occurs in adult trauma survivors, and asks: What pedagogical philosophies and approaches are beneficial to understanding and best facilitating the andragogy of adult learners who have experienced trauma? This enhanced understanding leads to stronger advocacy for inclusive and trauma-informed teaching and learning environments.

Wood, J. M. (2021). Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy. SpringerLink.

Shares theoretical and practical approaches of feminist trauma-informed pedagogy to consider students lived experiences of marginalization and trauma as a specific epistemological stance and as valid ways of knowing; in this way students are positioned as both teachers and learners in class to connect their experiences to systematic forms of oppression.

C19 Teaching Adaptation

Darby, F., & Lang, J. M. (2019). Small Teaching Online: Applying Learning Science in Online Classes (1st ed.). Jossey-Bass.

This book offers small teaching strategies that will positively impact the online classroom.

Ryan, M. J. (2020). Covid-19: Volume II: Social Consequences and Cultural Adaptations. Routledge.

The scholarship included here provides critical insights into the institutional responses, communal consequences, cultural adaptations, and social politics that lie at the heart of this pandemic. 

Bali, M. (2021, October 10). Literacies Teachers Need During Covid-19. Al-Fanar Media.

Focuses on going beyond how to achieve learning outcomes with technology and modifying assessments for an online learning environment.

Carrying out qualitative research under lockdown – Practical and ethical considerations. (2020, April 28). Impact of Social Sciences.

Outlines several techniques researchers can use to collect data without face-to-face contact.

Inside Higher Ed. (2020a, March 25). Avoiding mischief and mayhem in the great educational leap to Zoom.

Outlines small but important steps to ensure effective use and communication while using videoconferencing platforms to teach courses.

How to Reconnect With Students and Strengthen Your Remote Course. (2020, April 10). The Chronicle of Higher Education.

This article shares advice from two teaching experts on how to support anxious and distracted students.

Lee, K. (2020, March 16). Coronavirus: 14 simple tips for better online teaching. The Conversation.

This article offers 14 quick tips from an expert in online learning on how to make online teaching better.

The Difference Between Emergency Remote Teaching and Online Learning. (2020, March 27). EDUCAUSE.

Stanford, D. (2020, April 6). Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All | IDDblog: Instructional Design Tips, Advice, & Trends for Online & Distance Learning | Educational Technology and Online Course Design Help. IDDblog: Instructional Design Tips, Advice, & Trends for Online & Distance Learning | Educational Technology and Online Course Design Help | Resources and Guidance for Online, Hybrid, and Face-to-Face Course Design from the Center for Teaching and Learning at DePaul University. Rated a “Must-Read Higher Ed I.T. Blog” by EdTech Magazine’s Dean’s List.

A reminder that seemingly small (and sometimes unconscious) choices about the technologies we use can have a big impact on how inclusive and effective our teaching is. The more aware we are of this, the more we can ensure we’re choosing the right tools for the right reasons.    

COVID-19 Resources for Educators. (2022). WestEd. Retrieved 2022, from

This site offers an evolving selection of timely, evidence-based resources and guidance, designed to help you continue to make a positive difference in the lives of children, youth, and adults during these difficult times.

COVID-19 Resources for Schools, Students, and Families | U.S. Department of Education. (2022). U.S. Department of Education. Retrieved 2022.

There are several Department of Education COVID-19 resources available for states, communities, educators, and families. These resources include guidance and policies related to elementary and secondary education, special education, postsecondary education, and other aspects of lifelong learning. 

LibGuides: Coronavirus: Tools for Teaching Remotely. (2022). Prince George’s Community College. Retrieved 2022.

Comprehensive list of webinars, resources, online teaching best practices, and other tools for teaching remotely.

Teaching Toolkit: COVID-19 Resources for Educators. Global Health Education and Learning    Incubator at Harvard University. 2021.

This teaching toolkit includes nine individually curated collections to support teaching and learning about the COVID-19 pandemic.

Teaching Support Resources


  • Berkeley Center for Teaching & Learning

    • The Center for Teaching and Learning partners with campus educators to inspire, enrich and innovate Berkeley's collective teaching and learning community.
  • SF State CEETL
    • The Center for Equity and Excellence in Teaching and Learning (CEETL) fosters an inclusive and welcoming teaching and learning community for faculty and the campus community to engage across disciplines.
  • Stanford Graduate School of Education Research Centers
    • Comprehensive list of research centers affiliated with Stanford University.


Frederick, A. (2020). Advice for Defending a PhD Remotely.

Practical advice and tips on how to successfully defend a Ph.D. remotely.

Inside Higher Ed. (2020b, March 27). The rise of the remote Ph.D. defense.

Considers the pros and cons of defending a dissertation remotely. Could videoconference defenses become the new normal?

Merck, A. (2020, March 25). Defending a Dissertation in the time of COVID-19.

Step-by-step guidance on defending a dissertation via Zoom.