Case studies & toolkits

The resources below have been selected for their content and strategies. They are drawn from different regions and decades and as such may contain language that is out of date or reflect regional differences. They have been grouped into broad disciplinary categories, however many contain tips and approaches that are transferable and could be implemented in many subject areas. 

• Bangham, J., Chacko, X., & Kaplan, J. (2022). Invisible labour in modern science. Rowman & Littlefield. 
• Harris, C., Mullally, M., & Thomson, R. (2025). Science is for Everyone: Integrating Equity, Diversity, and Inclusion in Teaching Science and Engineering - A Toolkit for Instructors (Version v1). doi: 10.5281/zenodo.14728120
• Harris, C. et al. (2025). Striving for Inclusive Excellence in Science and Engineering Research: A Pocket Guide (Version v1). doi: 10.5281/zenodo.14687350
• Jayabalan, M. et al. (2021). Unrealized potential from smaller institutions: Four strategies for advancing STEM diversity. Cell, 184(24), 5845–5850. doi: 10.1016/j.cell.2021.10.030
• Robison, J. D., Berbari, N. F., & Rao, A. S. (2020). Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists. Journal of Microbiology & Biology Education, 21(3), doi: 10.1128/jmbe.v21i3.2233

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• Baylor, M.-E., Hoehn, J. R., & Finkelstein, N. (2022). Infusing Equity, Diversity, and Inclusion Throughout Our Physics Curriculum: (Re)defining What It Means to Be a Physicist. The Physics Teacher, 60(3), 172–175. doi: 10.1119/5.0032998
• Dalton, C., & Hudgings, J. (2020). Integrating Equity: Curricular Development and Student Experiences in an Intermediate-Level College Physics Major Course. The Physics Teacher, 58(8), 545–551. doi: 10.1119/10.0002374
• Dessent, C. E. H. et al. (2022). Decolonizing the Undergraduate Chemistry Curriculum: An Account of How to Start. Journal of Chemical Education, 99(1), 5–9. doi: 10.1021/acs.jchemed.1c00397
• Eglash, R. et al. (2020). Decolonizing education with Anishinaabe arcs: Generative STEM as a path to Indigenous futurity. Educational Technology Research and Development, 68(3), 1569–1593. doi: 10.1007/s11423-019-09728-6
• Jones, L. C. et al. (2022). What Makes a Professional Chemist? Embedding Equality, Diversity, and Inclusion into Chemistry Skills Training for Undergraduates. Journal of Chemical Education, 99(1), 480–486. doi: 10.1021/acs.jchemed.1c00500
• Karaali, G., & Khadjavi, L. S. (2019). Mathematics for social justice: Resources for the college classroom. MAA Press
• Mahmood, F., Gray, N. A. G., & Benincasa, K. A. (2022). Facilitating Discussions of Equity, Diversity, and Inclusion through an Open Conversational Format: Graduate Students’ Perspectives. Journal of Chemical Education, 99(1), 268–273. doi: 10.1021/acs.jchemed.1c00407
• Sanderson, K. (2023). Chemistry course corrections tackle bias. Nature, 615(7951), 359–361. doi: 10.1038/d41586-023-00644-7
• Semken, S. (2005). Sense of place and place-based introductory geoscience teaching for American Indian and Alaska Native undergraduates. Journal of Geoscience Education, 53(2), 149-157. doi: 10.5408/1089-9995-53.2.149
• Seniuk Cicek, J., Herrmann, R., Forrest, R., & Monkman, K. (2022). Decolonizing and Indigenizing engineering: The design & implementation of a new course. Proceedings of the Canadian Engineering Education Association. doi:10.24908/pceea.vi.15886
• Spencer, J. L. et al. (2022). Cultural Relevance in Chemistry Education: Snow Chemistry and the Iñupiaq Community. Journal of Chemical Education, 99(1), 363–372. doi: 10.1021/acs.jchemed.1c00480
• Uleanya, K. O. et al. (2023). A Resource to Support Decolonization of the Undergraduate Chemistry Curriculum. Journal of Chemical Education, 100(7), 2583–2590. doi: 10.1021/acs.jchemed.2c01003
• Xia, K. T., Toste, F. D., Francis, M. B., & Baranger, A. M. (2025). Integrating social responsibility and diversity, equity, and inclusion into the graduate chemistry curriculum. Chemical Science, 16(10), 4412–4429. doi: 10.1039/d4sc03261f

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• Hauptmann, A. L., Maroney, S., Bissett Perea, J., & Marco, M. L. (2025). Growing microbiology literacy through interdisciplinary approaches to food fermentations and an Indigenous peoples’ rights framework. Journal of Microbiology & Biology Education, 26(1), e00152-24. doi: 10.1128/jmbe.00152-24
• Kayira, J. et al. (2022). Responsibilities to decolonize environmental education: A co-learning journey for graduate students and Instructors. Societies, 12(4), 96. doi: 10.3390/soc12040096
• McCarley, A., & Becerra, C. A. (2025). Cultural incorporation of the Kirby-Bauer method in introductory microbiology lab. Journal of Microbiology & Biology Education, 26(1), e00014-25. doi: 10.1128/jmbe.00014-25
• Richardson, C., Carriere, J., & Boldo, V. (2017). Invitations to dignity and well-being: Cultural safety through Indigenous pedagogy, witnessing and giving back! AlterNative: An International Journal of Indigenous Peoples, 13(3), 190–195. doi: 10.1177/1177180117714413
• Sutherland, D., & Swayze, N. (2012). Including Indigenous knowledges and pedagogies in science-based environmental education programs. Canadian Journal of Environmental Education (CJEE), 17, 80-96.
• Thornton, T. F., & Bhagwat, S. (2021). The Routledge handbook of Indigenous environmental knowledge. Routledge. 
• Yonas, A., Sleeth, M., & Cotner, S. (2020). In a “Scientist Spotlight” intervention, diverse student identities matter. Journal of Microbiology & Biology Education, 21(1), 1-12. doi: 10.1128/jmbe.v21i1.2013

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