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Inclusive Classrooms: 
What Elon Faculty Are Doing

Elon faculty teams have been developing strategies to “infuse” their courses and pedagogy with diversity, broadly defined.

CATL Grants are available to other faculty teams who want to do the same in their departments or interdisciplinary fields.  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). Applications are due in March.

CATL also sponsors workshops where Elon faculty may work on their individual courses.

In Mathematics & Statistics, Skip Allis, Ayesha Delpish, and Todd Lee investigated ways to incorporate diversity-related data-driven discussions into MTH 112: General Statistics. Their proposal was to find sound data sets related to a variety of diversity concepts, and create at least one teaching module around these data sets that will allow direct application of the course content to discussion of diversity and social justice concepts.

Elizabeth Bailey, Angela Owusu-Ansah, and Amanda Tapler of Health and Human Performance developed an experimental GST course titled “Perspectives in Personal and Global Health." Their goal in creating this course was to intentionally provide students the opportunity to examine the principle dimensions of health and personal lifestyle choice through the lens of diversity.

In Psychology, 6 faculty created topic-specific units and resources in order to intentionally infuse research on diverse populations in class materials for the Introduction to Psychology course.  With the project, Meredith Allison, Kim Epting, Buffie Longmire-Avital, Amy Overman, Gabie Smith, and Linda Wilmhurst sought to provide students with a firm foundation for the major, make sure students don’t get a biased picture of human psychology, meet departmental learning goals, and possibly attract more students to the major.

In the School of Communications, Lee Bush, Amanda Gallagher, Nagatha Tonkins, and Qian Xu sought resources to insure that Communications in a Global Society can be taught from a broader, more representative multicultural perspective. Their goal was to find resources and make them available to instructors in this widely taught introductory course.

Pam Kiser, Philip Miller, and Sandra Reid refined a framework and incorporated new readings, case studies, problems, and skill-building practices for HSS 111, The Art and Science of Human Services. Their goal was to help students develop a greater understanding of how individuals perceive and interact with societal issues based on their own unique identities, histories and psychosocial makeup so that students are better prepared for what they encounter in the field.

In Sport and Event Management, Tony Weaver, Hal Walker and Lamar Lee developed a Diversity Inclusion Mentoring Program so their students can benefit from a deeper professional relationship with leaders in the industry. They connected their students with mentors working in the field through experiential educational opportunities, special events, coursework assignments and guest speakers throughout their curriculum.

In Developmental Psychology, Buffie Longmire-Avital, Maureen Vandermaas-Peeler, and Linda Wilmhurst identified 5 areas for diversity infusion and assessed whether new learning modules increase students’ knowledge about the ways culture and context affect development.