Inclusive Teaching

As a university, we are committed to celebrating diversity and creating an equitable and inclusive campus experience for all.  Here you will find resources to support creating a more inclusive environment for your students. For more information on diversity at Stony Brook, visit the Office of Diversity, Inclusion, and Intercultural Initiatives (DI3).

Here at CELT, we work closely with faculty on how to make course content more inclusive.  If you are considering adapting more inclusive approaches in your courses,  please email us at celt@stonybrook.edu

Inclusive Pedagogy

• What is Inclusive Pedagogy?

  Inclusive pedagogy strives to meet the needs of a diverse population of students regardless of their background or identity and support their interaction and engagement with the course content and materials.
  

  An inclusive approach to course development and classroom management helps to create an environment where students feel validated and that they have a voice. This encourages them to take a lead role in their own learning, connect the content to their own lives, and reflect on their experiences as well as the experiences of others.

• Benefits of Inclusive Pedagogy?
  • Reinforces the academic resiliency of students who have been marginalized in educational systems on the basis of race, ethnicities, religion, abilities, and sexual orientations (adapted from Milem, Chang, & Antonio, 2005)
  • Connected to increased academic outcomes and higher educational  aspirations, motivation, and self-confidence (adapted from Milem, Chang, &  Antonio, 2005)
  • Positively impacts diversity outcomes including experiences wit diversity,  cultural awareness, and commitment to issues of equity (adapted from Milem, Chang, & Antonio, 2005)
  • Associated with higher civic engagement and a more informed citizenry (adapted from Milem, Chang, & Antonio, 2005)
  • Linked to heightened creativity and innovation as well as stronger critical thinking and problem solving skills (adapted from Milem, Chang, & Antonio, 2005)