Inclusive Pedagogy Events
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Teaching & Learning in the Diverse Classroom
Dates: Self-paced online course
Intended Audience: Higher Education Instructors
Through real stories, reflection, and key research, learn how to create and sustain inclusive, student-centered learning environments. The course is self-paced on your time, 2-4 per week for 5 weeks. For more information, visit the edX website.
Presented by edX and Cornell University
Inclusive Online Teaching Webinars
Dates: Ongoing
Intended Audience: Higher Education Instructors
Throughout the series, featured faculty will share practical inclusive teaching approaches that can be immediately put to use to create a more equitable learning environment for their students. Visit the Association of College and University Educators (ACUE) website for more information about upcoming sessions.
Sponsored by ACUE and partners
Gender Inclusivity in the Classroom
Date & Time: Wednesday, September 21, 3:00-4:30pm
Location: Online Event via Zoom (click here to register)
Intended Audience: Open Event
Transgender and non-binary students often report finding classroom spaces uncomfortable, ranging from an awkward spotlight being placed on them by well-intentioned faculty to being regularly misgendered and experiencing dysphoria, which interferes with learning. Hear perspectives from UB’s transgender and non-binary students about what faculty can do to make classrooms safer and more affirming spaces. A presentation by Dana Fang will be followed by a panel of gender-expansive students with an opportunity for questions and answers. Click here to register.
Presenter: Dana Fang is a queer, nonbinary writer and scholar from the Midwest. They received their M.F.A in Poetry from the Iowa Writers Workshop and are currently a PhD candidate in the Poetics Program at the University at Buffalo.
Presented by the Office of Inclusive Excellence, the Center for Excellence in Writing, the Office of Curriculum, Assessment and Teaching Transformation, and the Intercultural and Diversity Center.
Linguistic Justice Writing Workshop
Date: Wednesday, November 17, 11:00am-12:30pm
Intended Audience: Writing instructors and consultants, but all UB students, faculty and staff are welcome to participate.
How can traditional approaches to language education negatively affect students' sense of self and identity? What pedagogical practices can dismantle these forms of linguistic racism and supremacy? Please join us for a workshop conducted by Dr. April Baker-Bell on antiracist practices in writing instruction and support, and learn how to put antiracism into practice in the important area of language development.
Leading up to the session, a reading group of Dr. Baker-Bell’s book Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy will be hosted by the Center for Excellence in Writing on October 25. Baker-Bell’s book brings together theory, research, and practice to dismantle Anti-Black Linguistic Racism (a term Baker-Bell coined) and white linguistic supremacy. Book copies are available in the Center for Excellence in Writing as well as in Academic and Professional Writing, and the book is also available in electronic format with unlimited access through UB Libraries. Email writing@buffalo.edu to get more information on the reading group.
Presented by the Center for Excellence in Writing, Undergraduate Education, and the Office of Inclusive Excellence
Date & Time: Friday, April 16, 12:00-1:00pm (click here to view recording)
Intended Audience: UB Faculty and Instructors
Panel members from a variety of disciplines discuss the use of inclusive case studies in graduate and undergraduate courses. The discussion includes: rationale for incorporating inclusive cases; approaches to creating, revising, and selecting case studies that are inclusive for use in courses and across the curriculum; and lessons learned/tips and tricks for effective implementation of cases that depict under-represented groups.
Presented by the Office of Inclusive Excellence
Dr. Elizabeth Bartelt (she/her) is a Clinical Assistant Professor in the Department of Community Health and Health Behavior. Dr. Bartelt's research focuses on sexual and gender minority (i.e., commonly known as LGBTQ+) reproductive health access and experiences. Dr. Bartelt worked for many years in the field of public health before obtaining her PhD including serving as an Americorps*VISTA member and working as a sexuality educator for Planned Parenthood.
Dr. Kenneth Joseph (he/him) is an Assistant Professor in the Department of Computer Science and Engineering, and is also affiliated with UB's Computing for Social Good group. His research focuses on obtaining a better understanding of the dynamics and cognitive representations of stereotypes and prejudice, and their interrelationships with sociocultural structure and behavior.
Dr. Jennifer A. Meka (she/her) is Director of the Jacobs School’s Medical Education and Educational Research Institute (MEERI), Associate Dean for Medical Education and an Assistant Professor of Medicine. A scholar in medical education with expertise in curriculum design and assessment, she is responsible for planning and implementing programs that enable faculty and instructional staff to develop their skills as educators. Dr. Meka also works to promote scholarship in medical education and peer support, as well as career advancement and recognition for medical educators.
Dr. Jennifer Winikus (she/her) is an Assistant Professor of Teaching in the Department of Computer Science and Engineering, and is also Director of the department's CSE-xplore youth program that aims to expose students to diverse aspects of engineering and computing, and broaden participation in STEM. Dr. Winikus' research focuses on engineering education and outreach.
Date & Time: Wednesday, March 31, 12:00-1:30pm (click here to view recording)
Intended Audience: UB Faculty and Instructors
Do you feel anxious when issues of race come up in the classroom?
Do you know how to recognize and acknowledge a microaggression?
Would you like to learn some skills for addressing racial issues in the classroom?
This workshop is designed to offer skills and strategies for addressing and facilitating conversations on race and racial issues. The presenters address common emotional reactions, identify common barriers to effective conversations, and provide attendees with skills to recognize and navigate race-related communication dynamics. Topics of discussion include: identifying and responding to microaggressions, recognizing positions of privilege, emotional regulation skills, and recommendations for creating "brave spaces" for these discussions.
Presented by the Office of Inclusive Excellence and Counseling Services
Dr. Amani Johnson serves as a psychologist and Student of Color Specialist at the University at Buffalo. She received her doctorate in Counseling Psychology from the University at Buffalo and is passionate about bridging the gap between mental health resources and Communities of Color. In her work, she aims to center the needs of communities that have been marginalized; challenging the status quo and creating an environment of empowerment. Amani values empathy, accountability, and self-compassion from a personal and professional perspective. She believes that mental health and wellness is a foundation for you to become the best version of yourself.
Dr. Sharon Kirkland-Gordon, a licensed psychologist, currently serves on the staff of the University at Buffalo Counseling Services. In August 2019, she retired as director of the Counseling Center at the University of Maryland, College Park. She also served as Affiliate Assistant Professor in the Department of Counseling, Higher Education and Special Education. She has dedicated much of her career in serving the university community, through her work as a therapist, consultant, trainer, and social justice advocate. Dr. Kirkland-Gordon received her doctorate in counseling psychology from the University at Buffalo where she also holds a Master of Science degree in Rehabilitation Counseling. She received her undergraduate degree from Spelman College in Atlanta, Georgia.
Designing Learning for Justice
Dates: Tuesday, March 16, 11:00am-1:00pm
Intended Audience: UB Faculty & Instructors
This two-hour interactive workshop provided participants with evidence-based strategies to incorporate equity- and justice-oriented teaching practices into their daily interactions with students. By engaging in individual critical reflection and group dialogues, participants were able to explore why equity-mindedness matters in teaching and collectively consider how faculty can make equity-mindedness a core part of their organizational culture.
Presented by the School of Dental Medicine
Creating an Inclusive Curriculum
Date & Time: Thursday, February 18, 12:00-1:00pm
Intended Audience: UB Faculty and Instructors
How do you design courses that are more inclusive? This presentation provided insights based on current research and theoretical perspectives, in addition to a few strategies, resources and supports that can help instructors create more inclusive curriculum and syllabi.
Presented by the Office of Inclusive Excellence
Perspectives on Anti-Racist Pedagogies
Date & Time: Monday, November 30, 4:00-5:00pm
Intended Audience: UB Faculty and Instructors
Given the current and prevailing awareness of systemic inequities, educational institutions are pushing to develop programs that honor diversity, inclusion, equity, and justice. In this session, a panel of doctoral students in the Department of Learning and Instruction (Graduate School of Education), who are also members of the Anti-Racist Reading Collective for Justice, discussed what it means to be “anti-racist” as students and educators and how anti-racist practice, like abolitionist teaching, has been misrepresented and diluted to preserve the status quo. Through role-play scenarios grounded in lived experiences and research, panelists illuminated the complexities of anti-racist pedagogies in more concrete ways.
Presented by the Office of Inclusive Excellence
Creating a Collaborative Learning Environment
Date & Time: Monday, November 16, 9:00-10:00am
Intended Audience: Faculty and Instructors in the School of Public Health and Health Professions
What is a collaborative learning environment, and how can it promote student success? After a panel discussion providing examples of collaborative pedagogy, participants met in small groups to discuss specific situations they may encounter with students, and ways to respond effectively to foster an equitable, collaborative environment.
Presented by the School of Public Health and Health Professions
What is Inclusive Pedagogy?
Date & Time: Thursday, October 29, 11:30am-1:00pm
Intended Audience: UB Faculty and Instructors
Rather than a one-size-fits-all approach, inclusive pedagogy consists of a variety of approaches depending on the course content and the students in the class. To help guide instructors seeking to make their pedagogy more inclusive, panelists from various disciplines at UB discussed the philosophy that guides their approach to inclusive teaching and course design.
Presented by the Office of Inclusive Excellence
A Conversation on Hodinöhsö:ni′ Geographies: Unsettling the Settler State
Date & Time: Thursday, October 1, 4:00-5:15pm
Intended Audience: Open Event
This first of three conversations revolved around a place-based discussion on meaningful acknowledgements in Hodinöhsö:ni′ traditional territories. How might we use land introductions to follow through with a responsibility and commitment to nurturing healthy communities? How is the research and teaching in land grant institutions often in tension with Hodinöhsö:ni′ concepts of land and sovereignty? What process and protocols should be undertaken to engage respectfully, responsibly and with care? Most of all, how might an understanding of Hodinöhsö:ni′ geographies and anti-colonial practices create possibilities for future generations and relationships?
Presented by The UB Center for Diversity and Innovation, UB Humanities Institute, the College of Arts and Sciences at UB, and the Office of Inclusive Excellence
Microaggressions in the Classroom
Date & Time: Wednesday, September 30, 12:00-1:00pm
Intended Audience: UB Faculty
Microaggressions are everyday verbal and nonverbal slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. In this workshop, participants learned about the three types of microaggressions, the effects they have on students, microaggressions that are common in the classroom, and ways to respond to them.
Presented by the Office of Inclusive Excellence
"Make Good Trouble" Now: Teach-In for Racial Equity
Date & Time: Thursday, September 3 and Friday, September 4
Intended Audience: Graduate School of Education Faculty, Staff, and Students (closed event)
Guided by sessions themed around internal, interpersonal, institutional, and systemic forms of racism, the goal of the teach-in was to critically examine a variety of issues and range of perspectives so that all participants have a better understanding of the root causes and effects of racial injustice within and across educational and community contexts. For more information visit the GSE website.
Presented by the Graduate School of Education, and co-sponsored by the Office of Inclusive Excellence