Diversity Infusion Project

Consistent with Elon University’s unprecedented commitment to diversity and global engagement, the Diversity Infusion Project’s purpose is to develop and implement strategies to infuse the curriculum and pedagogies of the University with the best practices related to human diversity, broadly defined. The DIP program funds two types of projects: Stage One grants fund new diversity infusion projects, and Stage Two grants allow teams to build on previously funded projects and expand or extend those ideas in new ways.

Phases of the Project

DIP Stage One and Stage Two projects follow similar trajectories; for each project, the team works in two phases, supported by the Center for the Advancement of Teaching and Learning:

I) Phase I: The Research Phase (April-August): During this phase, teams identify and articulate discipline-appropriate best practices for teaching and learning related to course content (i.e. the knowledges of various groups) and/or pedagogy (e.g. inclusive and evidence-based approaches to teaching). By the start of the fall semester, each team reports the results of its research and creates an action/assessment plan to deepen diversity content and/or pedagogy in specific courses during that academic year. The team shares the plan with its program/department, with CATL, and with the University community on the CATL website.

2) Phase II: The Infusion Phase (August-May): During this phase, teams pilot and assess their action plans. As this phase ends, and after consulting with their departmental colleagues, teams plan for modifications or extensions of their work based on the results of the assessment. Each team also writes a brief summary report (actions taken, assessment results, possible next steps in the department/program, and general recommendations) and again shares it widely, with their program/department, with CATL, and with the University community on a website.

Funding

Each team of 2-5 receives $500 to use for project expenses, and each faculty team member receives a $1000 stipend (paid in equal parts at the completion of Phase I and Phase II; student or staff member funding will be negotiated). Team members also may apply separately for other funds (such as a CATL Faculty Travel Grant) to support related travel or other expenses.

Funding Guidelines: Stage One grants, Stage Two grants

This program was initially supported in part by a grant from the Teagle Foundation and originally co-sponsored by the Multicultural Center and the Center for the Advancement of Teaching and Learning.

Application Process

Applications for 2016-2017 Stage One and Stage Two grants are due by 5:00 p.m. on Friday, February 26, 2016. Each team must submit an application that includes:

  •     The name, title, and CV for each team member
  •     A brief (<250 word) statement of what the team proposes to do and how that work will complement the department/program’s goals and/or its student learning outcomes related to diversity
  •     A brief (<100 word) endorsement of the team’s proposal signed by the department chair or program coordinator AND the dean.

The deadline for submitting applications to CATL (Belk Pavilion 101, 2610 CB, or swilliams63@elon.edu) is February 2016. Electronic submission of materials is encouraged. If you would like to consult with someone as you develop your application, please contact Deandra Little, Director of CATL.

An ad hoc faculty committee reviews all applications and selects the teams to be funded. Funding announcements are made early in the Spring semester.

Projects

2015-2016 (Stage Two Grants)

Recipients | DepartmentProject Description
Mark Enfield, Erin Hone | Education Stage One of our department's Diversity Infusion Project (2012-2013) focused on encouraging teacher candidates to recognize the diversity within their classrooms. In Stage Two of our DIP, we plan to focus on encouraging teacher candidates to implement culturally relevant pedagogy consistently within their instruction. Teacher candidates will be asked to use their students' "funds of knowledge" to make their classrooms more inclusive and the content more relevant to their unique learners.
Laura Taylor, Kirsten Doehler | Mathematics & Statistics In our previous Diversity Infusion Project (2013-2014), we integrated diversity-related data into group projects in our STS 212/MTH 220: Statistics in Application courses. Our Stage Two DIP project will have students analyze FDA data on individuals who receive Supplemental Nutrition Assistance Program (SNAP) benefits. This data set lends itself to a variety of analysis methods covered in the course and will also help students better understand a portion of the population that is very different from themselves, perhaps leading to overturning students' preconceived notions about SNAP recipients.
Stephen Bloch-Schulman, Ann Cahill, Nim Batchelor, and students | Philosophy During our Stage One Diversity Infusion Project (2014-2015), we investigated the gender gap in Philosophy department course enrollment through surveys, data mining, and focus groups. For our Stage Two DIP project, we will use findings from that research to develop recommendations and implement a plan for making changes to the department regarding enrollment. Additionally, we will evaluate the ongoing effectiveness of the plan as it is implemented.

2014-2015

Department Recipients Courses
Department of Philosophy

Stephen Bloch-Schulman
Ann Cahill
Nim Batchelor
Claire Lockard
Sean Wilson
Helen Meskhidze

Gender Distribution in
the Philosophy Major

2013-2014

Department Recipients Courses
Department of Mathematics and Statistics Kirsten Doehler and Laura TaylorGeneral Statistics (STS/MTH 112)
Department of Education Angela Owusu-Ansah, Joan Barnatt, and Jeff CarpenterMasters in Education
Department of General Studies Eric Hall and Steve MorrisonGap Semester
Department of Biology Linda Niedziela and Srikripa ChandrasekaranTopics in General Biology (BIO 101) and Genetics (BIO 445)
Department of Communications and Department of General Studies Kat Rands and Julie Lellis Communications & General Studies
Department of World Languages and Cultures Sophie Adamson, Olivia Choplin, Sarah Glasco, Ketevan Kupatadze, and Nina NamasteWorld Languages & Cultures
Multiple Departments Toddie Peters, Steve Bednar, Jason Husser, Amy Johnson, Tom Mould, and Amanda SturgillPoverty Studies

2012-2013

Department Recipients Courses
Department of Mathematics and Statistics Ayesha Delpish, Skip Allis, and Todd LeeGeneral Statistics (MTH 112)
Department of Communications and El Centro Vanessa Bravo and Sylvia MunozCommunications
Department of History and Geography Charles Irons, Rod Clare, Clyde Ellis, Mary Jo Festle, Nancy MidgetteAmerican History Survey (HST 120, 121, 122, 123)
Department of Education Jeff Carpenter, Terry Tomasek, and Erin HoneStudent Teaching Seminar (EDU 481)
Department of Health and Human Performance Liz Bailey, Angela Owusu-Ansah, and Amanda TaplerPerspectives in Personal and Global Health (GST)
Department of Communications Phillip Motley, Amanda Sturgill, and Staci SaltzMedia Writing (COM 110), Digital Media Convergence (COM 220), and Web Publishing (COM 350)

2011-2012

Department Recipients Courses
Department of Communications Lee Bush, Amanda Gallagher,
Nagatha Tonkins, and Qian Xu
Communications in a Global Age
(COM 100)
Department of Human
Service Studies
Pam Kiser, Philip E. Miller,
and Sandra Reid
The Art and Science
of Human Services
(HSS 111)
Department of Psychology Buffie Longmire-Avital,
Maureen Vandermaas-Peeler,
and Linda Wilmshurst
Developmental Psychology:
Lifespan Development
(PSY 240),
Child Psychopathology
(PSY 382),
and Senior Seminar
(PSY 461)
Department of Psychology Meredith Allison, Kim Epting,
Buffie Longmire-Avital,
Amy Overman, Gabie Smith
and Linda Wilmshurst
Introduction to Psychology
(PSY 111)
Department of Sport
and Event Management
Hal Walker,
Anthony G. Weaver
and Lamar Lee
Sport & Event Management
Internship

Diversity, Curriculum, and Pedagogy Resources

Assessing Diversity Courses
Jack Meacham, State University of New York, Buffalo
This entry underscores the importance of tying assessment of diversity courses to the learning goals of the course. In three pages it offers a wide variety of practical assessment methods that could easily be immediately adapted to evaluate a diversity course. Includes a sample questionnaire.

Diversity: Curriculum
Brigham Young University, David O. McKay School of Education
Resources on developing a multicultural curriculum.

Center for Research on Education, Diversity and Excellence
University of Hawaii, Manoa
This site is focused on improving the education of students whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or poverty. CREDE promotes research by university faculty and graduate students and provides educators with a range of tools to help them implement best practices in the classroom.  Of particular interest are the Five Standards for Effective Pedagogy and Learning. 

Tools for Teaching: Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity and Gender
Barbara Gross Davis, University of California, Berkeley
The following ideas, based on the teaching practices of faculty across the country and on current sociological and educational research, are intended to help faculty work effectively with the broad range of students enrolled in classes. From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.

Instructional Consulting
Indiana University, Bloomington
School of Education
Resources related to teaching related to race, ethnicity, gender, international students, sexual orientation, age, religion regionalism and learning disability.

Questions?

Questions about the Diversity Infusion Project should be directed to Deandra Little, CATL (dlittle@elon.edu or x5205).