The faculty that come to teach at Montclair State University come for many reasons. The faculty stay because of the students and the experiences they have teaching them. When we are at our best, we understand that teaching excellence comes when we simultaneously attend to and honor the disciplinary knowledge we possess, the ever-changing context of the world and communities in which our coursework is relevant, and the many student minds and bodies that are present in our classes. That is, teaching is about balance, of juggling imperatives that can seem to be contradictory but also can be complementary.
We have always had diverse students in our classes, and many teachers have sought to learn from these students to improve their understanding of their disciplines and to make their teaching more impactful and effective through strategies of inclusion.
In the last several decades, awareness, talk, and visibility of student diversity has become much more apparent and more explicitly valued, giving rise to greater awareness of inequity. Students aren’t gaining equally from the educational enterprise. Teaching practices, inside and outside the classroom, have found to be inequitable in a myriad of ways, to many populations of people.
Practitioners and researchers have sought to understand inequity: uncovering patterns of inequity and its repercussions, and revealing pedagogical and institutional strategies and practices that close gaps, improve outcomes, and get us closer to achieving our collective and personal goals as public university educators.
Following Strategic Plan 2025 — Project Soar, the OFA is seeking to expand its support for equitable, inclusive educational practices that lead all students to deeply feel that they belong here at Montclair State University. Join us on the path.
- Montclair State University Principles of Teaching
- Inclusive teaching practices
- Intercultural learning & embracing DEI
- Preferred names and non-binary pronouns
- Trauma-informed pedagogy