A member of the American Association of State Colleges and Universities and Interfaith America Pluralism Cohort, SUNY Oswego is taking meaningful steps to advance pluralism on campus. This effort aligns with their vision of “providing a transformative experience to a diverse body of students, empowering them to live ethical and meaningful lives and build a better world.” As part of the strategic plan developed during the cohort convening, they identified two pluralism practices  to focus on: capacity building and curriculum/co-curriculum. The concept of “bridgebuilding” runs throughout the plan as seen in their effort to connect academic affairs and student affairs through the creation of a Pluralism Fellow Cohort made up of two staff members, two faculty, and one student. 

One key leader in this initiative is Emily Estrada, Associate Dean of the College of Liberal Arts, Sciences, and Engineering, and Associate Professor.  Through civic engagement programs, Estrada and her colleagues are working to embed the principles of pluralism: respect, relate, cooperate into the campus culture. Estrada shares her reflections on the personal significance of the work, its impact, the programs launched at SUNY Oswego, and the challenges faced along the way. 

Editor’s note: This interview has been edited for length and clarity. 

Interfaith America: How did you first come to be interested in pluralism and supporting this work on your campus?  

Emily Estrada: My interest in pluralism stems from my relationship with my father. He and I were always incredibly close, and when I reached the age where I developed some sense of social and political consciousness, it became apparent that we viewed the world quite differently. Those differences, however, led to incredibly interesting and fulfilling conversations. Regardless of how differently we approached a topic, he always listened to me and tried to understand my perspective. This was invaluable not only for my personal development but also because it modeled what constructive conversations across differences could look like.  

I grew up believing it was natural to engage with people who held beliefs different from my own. I have brought this background and understanding of the importance of dialogue to my campus. It is through these conversations that we learn more about ourselves, connect meaningfully with others, and grow as individuals and as scholars. In my opinion, this type of growth is foundational to what it means to be a student in higher education.  

IA: Pluralism emphasizes respect for and inclusion of different perspectives. How do you see that influencing the way you approach your work?  

EE: One of the first things that comes to mind in response to this question is the work I do to make myself approachable to those around me, especially students. It can be incredibly intimidating for a student to share a perspective in the classroom that they believe their professor does not hold. In other words, it can be challenging for a student to voice an idea they think might challenge the professor.  

To help students feel comfortable doing just that, I make a deliberate effort to connect with them and to show them my authentic self. I share aspects of my background, including the close relationship I had with my father and how our willingness to truly listen to one another — often across opposing viewpoints — strengthened that bond. My point in doing this is to show that I have a deep respect and appreciation for people who view the world differently than I do. My hope is that by presenting my authentic self and opening up about my background, students will feel respected and supported, which contributes to a more inclusive and welcoming classroom experience.  

IA: At Interfaith America, we often refer to our country as a “potluck nation,” with each person contributing their unique “dish” to a vibrant, communal feast. In your role, what do you bring to the potluck?  

EE: I really like this metaphor because, typically, people bring their best dish to a potluck dinner — so, in answering this question, I’m thinking about my strengths as they relate to promoting pluralism. With that in mind, I bring an ability to connect with people through active listening — truly hearing what they share with me and working hard to understand their perspective if it is not immediately clear. This kind of active listening is especially valuable when I encounter a perspective different from my own, as it gives me the opportunity to expand my thinking or to critically reflect on my own beliefs in light of what is being shared. I also believe that active listening benefits the other person by validating their contribution — being “seen” and heard by another person can be incredibly impactful.  

IA: Can you share specific initiatives, programs, or policies your institution has put in place to advance pluralism?  

EE: SUNY Oswego has advanced pluralism in a number of ways, most notably through a strong emphasis on civic engagement. For example, in 2015 we founded Vote Oswego, a program designed to encourage the Oswego community to participate in the electoral process and recognize their influence as informed voters with the power to create social change. This program also functions as an educational initiative, providing deep learning opportunities — many of which meet the standards for high-impact practices — as students translate classroom knowledge in areas such as event planning, user experience design, graphic design, and campaigns and elections into an active, meaningful campaign.  

In 2024, the Provost launched the Civic Discourse Discussions series, which examines relevant policy and democracy issues through interdisciplinary faculty and staff panels. Examples of discussion topics include the cost of higher education, health care quality, information literacy, public health, and democratic elections.  

Most recently, in April 2025, our Civic Engagement Task Force issued a comprehensive report proposing a campus-wide definition of civic engagement, explaining related concepts, and offering recommendations for how departments might connect the infused Civic Discourse and Information Literacy categories with civic engagement initiatives, among other strategies.  

IA: What challenges has your institution faced in advancing pluralism, and how have you addressed them?  

EE: One of the biggest challenges we face is the widespread belief that disagreement is inherently bad or wrong. There is a common sentiment that disagreement is disrespectful or mean-spirited. While this perception likely stems from many factors, a major contributor is the polarized society we live in, where individuals with differing perspectives often engage in ways that are far from constructive. One way we have sought to address this challenge is through the Civic Discourse Discussions. These events allow faculty, staff, and students to observe panelists engaging with one another in ways that highlight differences constructively, modeling respectful dialogue across divergent viewpoints.