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Books by Catherine Shea Sanger

Diversity and Inclusion in Global Higher Education: Lessons from Across Asia, 2020

This open access book offers pioneering insights and practical methods for promoting diversity an... more This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.

The guide draws on research conducted at Yale-NUS specifically, as well as existing literature on... more The guide draws on research conducted at Yale-NUS specifically, as well as existing literature on inclusive pedagogy and curriculum design. Many of our findings and recommendations are intentionally site-specific to Singapore and the distinctive Yale-NUS context. However, several chapters of the sourcebook should be useful for our colleagues in other liberal arts colleges in Asia and world-wide. The book, is made up of three parts. Pt. I, “Diversity and Cultural Context at Yale-NUS”, is descriptive, and serves to highlight some distinctive forms of diversity that make up our community. Special attention is given to the Singapore primary and secondary education system, which over 50% of our students pass through before arriving at Yale-NUS. Pt. II, “Lessons from the Early Years”, presents data from a survey of student experiences with diversity in the Yale-NUS classroom in the early years of the College. Additionally, this section offers a brief history of the main debates and discourses relevant to diversity and inclusion that emerged in the College’s first five years, and the curricular and institutional innovations that have occurred as a result. Pt. III, “Practical Strategies for an Inclusive Classroom” offers concrete pedagogical ideas that reflect both established ‘best practices’ with an awareness of our distinctive teaching context.

Papers by Catherine Shea Sanger

Springer eBooks, 2020

Diversity presents an opportunity to foster deeper learning for our students and ourselves. The p... more Diversity presents an opportunity to foster deeper learning for our students and ourselves. The previous chapter argues that for diversity to result in substantial and equitable learning gains, it needs to go hand-inhand with intentional, widespread inclusion. At the same time, working to be inclusive of students who are diverse on multiple and intersecting dimensions can feel challenging and even overwhelming to many educators. Being deliberately inclusive in the classroom takes work, and not all faculty have a clear sense of where to start or expand their efforts in this area. Building on these insights, this chapter introduces readers to two broad frameworks-Inclusive Pedagogy and Universal Design for Learningand eight specific strategies for promoting inclusion in diverse educational environments. The chapter is designed to be particularly useful to faculty who may be teaching outside their own cultural comfort zone, and those

Diversity and Inclusion in Global Higher Education

Diversity in the classroom is a valuable opportunity to enrich student learning. Significant tren... more Diversity in the classroom is a valuable opportunity to enrich student learning. Significant trends impacting the Asian higher education environment are creating new prospects and imperatives to harness diversity for learning. 1 Student and faculty mobility continues apace. New institutions of higher education are being forged through international

Diversity and Inclusion in Global Higher Education

Diversity presents an opportunity to foster deeper learning for our students and ourselves. The p... more Diversity presents an opportunity to foster deeper learning for our students and ourselves. The previous chapter argues that for diversity to result in substantial and equitable learning gains, it needs to go hand-inhand with intentional, widespread inclusion. At the same time, working to be inclusive of students who are diverse on multiple and intersecting dimensions can feel challenging and even overwhelming to many educators. Being deliberately inclusive in the classroom takes work, and not all faculty have a clear sense of where to start or expand their efforts in this area. Building on these insights, this chapter introduces readers to two broad frameworks-Inclusive Pedagogy and Universal Design for Learningand eight specific strategies for promoting inclusion in diverse educational environments. The chapter is designed to be particularly useful to faculty who may be teaching outside their own cultural comfort zone, and those

American Political Science Association Annual Convention, 2013

This article examines variation in property rights regimes in the international system. Specifica... more This article examines variation in property rights regimes in the international system. Specifically, it asks why states maintain open access and common property rights in some international frontiers, e.g. outer space, while asserting exclusive jurisdiction in others, e.g. air space. Addressing this theoretical and historical question helps us a related question of great significance: What property rights will come to characterize today's frontiers such as cyberspace and the deep sea? To explore the origins of these divergent outcomes I investigate the nationalization of air space in the 1890s through 1920s century. I find that, contrary to conventional understanding, international property rights are contested political institutions, not environmental inevitabilities. States pursue national or common ownership in response to geopolitical considerations, specifically the distribution of power and interstate rivalry, not the nature of the frontier environment. By introducing this new conceptual category of international property rights regimes, and problematizing their political origins, the article encourages readers to question much of what we take for granted about international space, political boundaries, national property, and collective ownership.

The Chronicle of Higher Education , 2017

Conference Presentations by Catherine Shea Sanger

POD Network Annual Convention, 2018

Globally, institutions of higher education are experimenting with grade-free learning, which nece... more Globally, institutions of higher education are experimenting with grade-free learning, which necessitates appropriate pedagogy and assessment methods. A distinguishing feature of Yale-NUS College is its grade-free first semester. Because Yale-NUS students participate in a three-semester, multidisciplinary common curriculum, during the first semester students take the same courses on a pass-fail basis. Our research investigates the ways Yale-NUS faculty have taught in the grade-free semester, identifies strong practices, and suggests improvements for the pedagogy of grade-free teaching and assessment. Combining findings from Yale-NUS with a review of grade-free programs elsewhere, we identify the significant contextual factors for designing effective grade-free learning.

Teaching Documents by Catherine Shea Sanger

Office Location: Elm-M-01 in the Centre for Teaching and Learning (b/t TCT Theatre and Classroom ... more Office Location: Elm-M-01 in the Centre for Teaching and Learning (b/t TCT Theatre and Classroom 16) Office Hours: Mondays 10:30-12:30 and by appointment Email Address: catherine.sanger@yale-nus.edu.sg

Diversity and Inclusion in Global Higher Education: Lessons from Across Asia, 2020

This open access book offers pioneering insights and practical methods for promoting diversity an... more This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.

The guide draws on research conducted at Yale-NUS specifically, as well as existing literature on... more The guide draws on research conducted at Yale-NUS specifically, as well as existing literature on inclusive pedagogy and curriculum design. Many of our findings and recommendations are intentionally site-specific to Singapore and the distinctive Yale-NUS context. However, several chapters of the sourcebook should be useful for our colleagues in other liberal arts colleges in Asia and world-wide. The book, is made up of three parts. Pt. I, “Diversity and Cultural Context at Yale-NUS”, is descriptive, and serves to highlight some distinctive forms of diversity that make up our community. Special attention is given to the Singapore primary and secondary education system, which over 50% of our students pass through before arriving at Yale-NUS. Pt. II, “Lessons from the Early Years”, presents data from a survey of student experiences with diversity in the Yale-NUS classroom in the early years of the College. Additionally, this section offers a brief history of the main debates and discourses relevant to diversity and inclusion that emerged in the College’s first five years, and the curricular and institutional innovations that have occurred as a result. Pt. III, “Practical Strategies for an Inclusive Classroom” offers concrete pedagogical ideas that reflect both established ‘best practices’ with an awareness of our distinctive teaching context.

Springer eBooks, 2020

Diversity presents an opportunity to foster deeper learning for our students and ourselves. The p... more Diversity presents an opportunity to foster deeper learning for our students and ourselves. The previous chapter argues that for diversity to result in substantial and equitable learning gains, it needs to go hand-inhand with intentional, widespread inclusion. At the same time, working to be inclusive of students who are diverse on multiple and intersecting dimensions can feel challenging and even overwhelming to many educators. Being deliberately inclusive in the classroom takes work, and not all faculty have a clear sense of where to start or expand their efforts in this area. Building on these insights, this chapter introduces readers to two broad frameworks-Inclusive Pedagogy and Universal Design for Learningand eight specific strategies for promoting inclusion in diverse educational environments. The chapter is designed to be particularly useful to faculty who may be teaching outside their own cultural comfort zone, and those

Diversity and Inclusion in Global Higher Education

Diversity in the classroom is a valuable opportunity to enrich student learning. Significant tren... more Diversity in the classroom is a valuable opportunity to enrich student learning. Significant trends impacting the Asian higher education environment are creating new prospects and imperatives to harness diversity for learning. 1 Student and faculty mobility continues apace. New institutions of higher education are being forged through international

Diversity and Inclusion in Global Higher Education

Diversity presents an opportunity to foster deeper learning for our students and ourselves. The p... more Diversity presents an opportunity to foster deeper learning for our students and ourselves. The previous chapter argues that for diversity to result in substantial and equitable learning gains, it needs to go hand-inhand with intentional, widespread inclusion. At the same time, working to be inclusive of students who are diverse on multiple and intersecting dimensions can feel challenging and even overwhelming to many educators. Being deliberately inclusive in the classroom takes work, and not all faculty have a clear sense of where to start or expand their efforts in this area. Building on these insights, this chapter introduces readers to two broad frameworks-Inclusive Pedagogy and Universal Design for Learningand eight specific strategies for promoting inclusion in diverse educational environments. The chapter is designed to be particularly useful to faculty who may be teaching outside their own cultural comfort zone, and those

American Political Science Association Annual Convention, 2013

This article examines variation in property rights regimes in the international system. Specifica... more This article examines variation in property rights regimes in the international system. Specifically, it asks why states maintain open access and common property rights in some international frontiers, e.g. outer space, while asserting exclusive jurisdiction in others, e.g. air space. Addressing this theoretical and historical question helps us a related question of great significance: What property rights will come to characterize today's frontiers such as cyberspace and the deep sea? To explore the origins of these divergent outcomes I investigate the nationalization of air space in the 1890s through 1920s century. I find that, contrary to conventional understanding, international property rights are contested political institutions, not environmental inevitabilities. States pursue national or common ownership in response to geopolitical considerations, specifically the distribution of power and interstate rivalry, not the nature of the frontier environment. By introducing this new conceptual category of international property rights regimes, and problematizing their political origins, the article encourages readers to question much of what we take for granted about international space, political boundaries, national property, and collective ownership.

The Chronicle of Higher Education , 2017

POD Network Annual Convention, 2018

Globally, institutions of higher education are experimenting with grade-free learning, which nece... more Globally, institutions of higher education are experimenting with grade-free learning, which necessitates appropriate pedagogy and assessment methods. A distinguishing feature of Yale-NUS College is its grade-free first semester. Because Yale-NUS students participate in a three-semester, multidisciplinary common curriculum, during the first semester students take the same courses on a pass-fail basis. Our research investigates the ways Yale-NUS faculty have taught in the grade-free semester, identifies strong practices, and suggests improvements for the pedagogy of grade-free teaching and assessment. Combining findings from Yale-NUS with a review of grade-free programs elsewhere, we identify the significant contextual factors for designing effective grade-free learning.

Office Location: Elm-M-01 in the Centre for Teaching and Learning (b/t TCT Theatre and Classroom ... more Office Location: Elm-M-01 in the Centre for Teaching and Learning (b/t TCT Theatre and Classroom 16) Office Hours: Mondays 10:30-12:30 and by appointment Email Address: catherine.sanger@yale-nus.edu.sg