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Textbooks are essential resources for developing immunological literacy. This article emphasizes expanding educational focus beyond traditional technical content to more broadly encompass inclusion and equity in the classroom. Equitable and inclusive teaching requires thoughtful selection of course materials by applying principles of inclusion, diversity, equity, and accessibility (IDE-A), yet clear guidance using these principles for course design, especially in textbook selection, is limited. To address this gap, the authors developed and tested the IDE-A rubric and assessed a sample of immunology textbooks, widely used at both undergraduate and graduate levels, to evaluate the rubric’s utility. Each textbook was rated on the overall commitment to the principles of the IDE-A framework, assessing the extent to which the textbook authors and publishers make a concerted effort to address these principles in the introduction, preface, and/or overall framing of the content. Inclusion and diversity were evaluated by examining evidence of stereotype threat, including the use of names in case studies and questions, the selection of textbook imagery, and how diverse representations, perspectives, and voices were acknowledged and incorporated into descriptions of concepts and historical context. Equity and accessibility were assessed by evaluating availability of textbooks and ancillary materials at no cost or reduced price, availability of multiple textbook formats, and publisher’s provision of accessible versions. Furthermore, the rubric could help instructors maintain diversity within STEM fields. This study is one of the first structured evaluations thatapplyIDE-A principles in textbook selection, demonstrating how looking “beyond the microscope” creates more inclusive learning environments. 

IntroductionThe benefits of actively engaging students is especially relevant for teaching undergraduate students about evolutionary processes and content. Examining eco-immunological data can help students overcome the naïve conception that humans are not evolving or affected by evolutionary pressures. MethodsHere, we used graphical reasoning in two evolution courses (small/honors and large/regular) to teach students about eco-immunology in humans and non-human organisms during a unit on the evolution of life-history traits. The module challenged students to (i) distinguish between immunological and evolutionary fitness, (ii) evaluate graphical data from the primary scientific literature on energy allocation and trade-offs, and (iii) integrate these proximate and ultimate processes into a more wholistic understanding of on-going human evolution. Student performance and perceptions were measured through closed and open response items. Open response items were thematically analyzed to identify salient themes. ResultsStudent performance in the large class increased significantly on items related to fitness, energy trade-offs, and graphical reasoning, while student performance in the small class increased just for items related to energy trade-offs. Student confidence in graphical reasoning, perceptions of the importance of graphical reasoning, and perceptions of the value of interdisciplinary research was high for both classes. Student narrative examples regarding confidence, perceptions of graphical reasoning, and perceptions of interdisciplinary research are presented. DiscussionWe conclude that students can increase their performance and perceptions of eco-immunology and graphical reasoning through an active learning, graph reading module. Furthermore, students can be introduced to the field of immunology through their evolution courses.