Diversity Infusion Project

The Diversity Infusion Project was established in 2011, and originally co-sponsored by the Multicultural Center and the Center for the Advancement of Teaching and Learning. 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 Diversity Infusion Project provides grants to teams of 2 to 5 people. A team typically is comprised of faculty from the same department or program, but teams might include professional staff and/or students.



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








Department of Mathematics and Statistics


Ayesha Delpish, Skip Allis, and Todd Lee

General Statistics (MTH 112)
Department of Communications and El Centro Vanessa Bravo and Sylvia Munoz(COM)
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)







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

Phases of the Project

Each team works in two phases, supported by the Center for the Advancement of Teaching and Learning:

I) Phase I: The Research Phase (March-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.


Each team 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.

Depending on the size of the teams, we anticipate that approximately 5 teams will be funded in 2015-2016.

This program was initially supported in part by a grant from the Teagle Foundation.

Application Process

Each team must submit an application that includes:

  1. The name, title, and CV for each team member
  2. 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
  3. 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 lstcyr@elon.edu) is late summer 2015. 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. Committee members include members of the Multicultural Center and CATL advisory committees. Funding announcements are made early in the Spring semester.

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.

Diversity Sites and Resources
Misericordia University
List on online resources related to general diversity, various racial and ethnic groups, women’s studies, age, class, disability, and religion.



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