Developed by 2020-2021 Harvard Chan Equity, Diversity, and Inclusion Fellow Sana Farooqui (MPH 2021), this guide provides suggestions for case writers and course instructors on writing and selecting cases featuring diverse protagonists and DEI topics, as well as leading inclusive case discussions in the classroom. 

This Harvard Business Publishing web article provides "practical advice for leading discussions in class on diversity, equity, and inclusion topics."

Identify possible reasons a student might monopolize class and learn about possible solutions. This resource is from Carnegie Mellon's "Solve a teaching problem" series. 

"At the heart of responding strategies is this: all students want to know that they have been heard. You don't have to agree always with what a student has said, but it's a good idea to acknowledge in some way that you have heard and understood them. The three building blocks of good discussion are: questioning, listening, and responding."

"Leading discussion sections effectively requires a lot more listening than speaking, and the speaking done by the instructor comes, in large part, through questions."

"Leading discussions effectively is not an easy task for any of us. Even those who make it look easy have actually worked very hard to hone this important skill." Subscription required to view full article.

"The use of online discussion in both blended and fully online courses has made clear that those exchanges are more productive if they are structured, if there’s a protocol that guides the interaction... more structure might benefit our in-class discussions as well." Subscription required to view full article.

Scholarly research on discussion as an active learning activity, from ABLConnect, an online repository for active learning in higher education.

"Be warned, I am about to unleash a baker’s dozen of 'don’ts' for aspiring case teachers willing to try running a classroom discussion armed with only a couple of pages of a story and a lot of chutzpah."