Nine Evidence-based Teaching Practices That Combat Systemic Inequities in a Partially or Completely Online Setting

Brandeis’ distinctive leadership role in higher education requires that we apply the principles of access and social justice upon which Brandeis was founded in the present educational context that is partially or completely online.

Equity gaps are more pronounced in an online educational environment than in a face-to-face classroom. [Gavassa et al. 2019, Howard et al. 2019, Verschelden 2017, Xu et al. 2014].

Members of our Brandeis teaching community can provide equitable opportunities for all our students to engage by adopting evidence-based practices that reduce equity gaps in a partially or completely online educational context.

Nine of those practices are listed here, followed by an annotated bibliography with full citations.

A Brief, Annotated Bibliography


For additional scholarship of teaching and learning (SoTL), see: