At SUNY Plattsburgh, the Center for Teaching Excellence wants our faculty to have access to all the secrets and proven knowledge of successful collegiate teachers. This page is where we will build our reference library so that in addition to utilizing the center's physical services, you can utilize our virtual services, too.
SUNY Plattsburgh strives to be a welcoming and diverse community for students and scholars. As stated in our Campus Diversity Plan, we aim to “cultivate a college community that promotes and supports diversity, pluralism, inclusion and social justice.” The Center for Diversity, Pluralism, and Inclusion offers workshops, educational resources, and other professional development opportunities to assist faculty in developing inclusive pedagogical practices.
The Center for Teaching Excellence defines inclusive pedagogy as all those aspects of instruction — course planning, in-class activities, classroom climate and management, and faculty-facilitated personal interactions — that are designed to maximize learning opportunities for the widest range of students possible. This includes students from differing diverse cultural, national, family, ethnic, racial, scholastic, and religious backgrounds and embodying diverse gender expressions, sexual identities, physical abilities, and educational abilities and goals.
There are innumerable scholarly books and articles, curriculum guides, and other resources that explore the ongoing evolution of inclusivity in education. Below are our top 10 suggested resources for helping you create welcoming and inclusive classrooms and instructional experiences for your students.
- Center for New Designs in Learning and Scholarship Teaching Commons: Inclusive Pedagogy Web page with information, links, and references about inclusive pedagogy
- Creating an Inclusive Learning Environment Summary of how to foster inclusivity for a variety of specific student groups (Center for Teaching and Learning, University of Georgia)
- Creating Inclusive Learning Environments Short overview of several different aspects of inclusive pedagogy (Arizona State University)
- Diversity Checklist: Guidelines for Course Planning Short list compiled by Dawn Miller of tips for implementing inclusive pedagogy at the planning stages of a class (Schreyer Institute for Teaching Excellence, Penn State)
- Diversity Statement on a Syllabus Overview of best practices for creating a diversity statement on your syllabus (Eberly Center Teaching Excellence and Educational Innovation, Carnegie Mellon University)
- Inclusive Teaching Overview of inclusive teaching principles with links to additional resources (Inclusion and Dialogue Center, Emory and Henry College)
- Inclusive Teaching and Framework Strategies One-page summary of four areas of inclusive teaching (The Center for Research on Learning and Teaching, University of Michigan)
- Inclusive Pedagogy Web page with tools, tips, checklists, and other resources for practicing inclusive pedagogy, including links (Humboldt State University Office of Diversity, Equity, and Inclusion)
- Inclusive Teaching Strategies: Reflecting on Your Practice Checklist of ways to foster inclusivity in content, instructional practices, faculty-student interactions, and student-student interactions (Faculty Innovation Center, University of Texas at Austin)
- Strategies and Resources about Implicit Bias Clear and concise overview about unconscious biases that impact teaching and learning, including links to additional resources (The Harriet Brown Center for Teaching and Learning, Brown University)
Open Educational Resources (OER)Open Educational Resources (OER) are freely available teaching and learning materials that are openly licensed or in the public domain. They include textbooks, primary source materials, ancillary materials, multimedia, and any other resources used for teaching.
There are very sound pedagogical reasons for using Open Educational Resources in your classes. Too often we are caught in the cycle of using expensive textbooks to design our courses, matching chapters with dates on our syllabus and essentially forcing us to create learning outcomes that align with someone else’s idea of what our students need to learn and what we should be teaching. OERs return the power, wisdom, and responsibility for teaching back to the instructor. They provide the instructor with:
- Autonomy in course design and execution,
- The opportunity for more effective alignment of course and program outcomes to course design and instruction,
- The ability to build in creative alternatives to cookie cutter content delivery,
- The ability to shape formative and summative assignments according to the intellectual demands of each outcome.
Sometimes instructors cherry pick parts of a textbook in service to keeping course design within their own orbit, but that leads to student complaints about the costs of textbooks that are not fully used in class. That’s a legitimate complaint. Because OERs are no or low cost, they reduce the cost of course materials and increase access to the information that students need to master the content and succeed in their classes. Using openly licensed materials also increases flexibility for instructors who can choose and customize the materials that best meet their course outcomes and can save significant money for the students.
For more information about OERs and open licensing and a list of OER content resources, see: http://researchguides.plattsburgh.edu/oer or contact OER librarian Malina Thiede at [email protected] or x5329.
For pedagogical discussion on OERs, and how to maximize Moodle course design to deliver your OER, contact Becky Kasper, Director of the Center for Teaching Excellence at [email protected] x3043. Peter Friesen in the Technology Enhanced Learning office can also assist with Moodle design. [email protected] x2446.
For the past two years, the state budget has included a total of $12 million to be allocated to SUNY and CUNY institutions for the purpose of increasing OER use. Plattsburgh is using its share of the funding to offer stipends of $750 to faculty who teach an OER course. There is also funding available for faculty who are interested in creating new OER content. To report an OER course you plan to teach this year, apply for an OER grant, or submit a proposal for new OER content, please complete this form: https://docs.google.com/forms/d/e/1FAIpQLSfF7QtG78IRykyQfTQElt3mWOdEenDWsqcMdQI9PUBo69TABw/viewform?usp=sf_link
- Diversity and Inclusion Overview of essential components of inclusive pedagogy (Yale Center for Teaching and Learning)
- Diversity and Inclusion in the College Classroom A Faculty Focus Special Report consisting of 20 articles on different aspects of inclusive pedagogy edited by Mary Barton (Magna Publications)
- Guide to Inclusive Teaching at Columbia Created for faculty at Columbia but offers overview of pertinent issues organized into five principles applicable in any college teaching and learning context (Columbia Center for Teaching and Learning)
- Inclusion Blog series with clear teaching takeaways on a variety of issues related to learning, diversity, and inclusion (Center for Innovative Teaching and Learning, Indiana University Bloomington)
- Inclusive Classroom Brief overview with links and resources on creating inclusive classrooms (Faculty Development, University of Rhode Island)
- Inclusive Practices for Managing Controversial Issues Summary of pertinent issues around addressing controversial issues and tips for maintaining an inclusive classroom (Flinders University, Australia)
- Inclusive Teaching Strategies Overview of the benefits of inclusive teaching and links for more detailed discussions of specific pedagogical techniques (Center for Teaching Innovation, Cornell University)
- Microagressions in the Classroom Definition and examples of microagressions and suggestion for additional reading (Center for Faculty Development and Innovation, Southern University Illinois Edwardsville)
- San Diego State University Center for Teaching and Learning: Inclusive Pedagogy Web page with definitions and links for resources about inclusive teaching practices
- Teaching a Diverse Student Body Chapter One of Deandra Little’s 2004 revised edition of a handbook titled Teaching a Diverse Student Body: Practical Strategies for Enhancing Our Students’ Learning (Teaching Resource Center, University of Virginia)
Suggested Further Reading
- Ambrose, Susan, et. al. “Why do Student Development and Course Climate Matter for Student Learning?” in How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, Jossey-Bass, 2010.
- Anderson, Joyce Rain, et. al. “Transforming the Classroom and the World: Voices from a Culturally Inclusive Pedagogy Faculty Learning Community.” Transformative Dialogues: Teaching and Learning Journal 7, no. 1 (March 2014): 1-18
- Barnett, Brooke, and Peter Felten, editors. Intersectionality in Action: A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms. Sterling, VA: Stylus Publishing, 2016.
- Dallafar, Arlene, Esther Kingston Mann, and R. Timoghty Sieber. Transforming Classroom Culture: Inclusive Pedagogical Practices. New York: Palgrave Macmillan, 2011.
- Gannon, Kevin. “The Case for Inclusive Teaching.” The Chronicle of Higher Education, February 22, 2018. https://www.chronicle.com/article/The-Case-for-Inclusive/242636
- Johnson, Claudia, et. al. “‘Who am I to bring diversity into the classroom?’ Learning Communities Wrestle with Creating Inclusive College Classrooms.” Journal of the Scholarship of Teaching and Learning 14, no. 4 (October 2014): 18-30.
- Landis, Kay, editor. Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education. Anchorage: University of Alaska Anchorage and Alaska Pacific University, 2008. http://www.difficultdialoguesuaa.org/images/uploads/Start_Talking_full_book_pdf.pdf
- Leavitt, Lynda, Sherrie Wisdom, and Kelly Leavitt, editors. Cultural Awareness and Competency in Higher Education. Hershey, PA: IGI Global, 2017.
- Tuitt, Frank, Chayla Haynes, and Saran Stewart. Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. Sterling, VA: Stylus Publishing, 2016.
- Tanner, Kimberly. “Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity.” CBE Life Sciences Education 12, no. 3 (September 2013): 322-331. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3762997/
- Verschelden, Cia. Bandwidth Recovery: Helping Student Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Sterling, VA: Stylus Publishing, 2017.