Elon Diversity and Inclusion Grants

Elon faculty from many departments and programs have received grants to bring more diversity into their teaching methods or materials. The examples below suggest the different ways they have done so.


Mathematics & Statistics       

Aaron Trocki, Jan Mays, Karen Yokley, & Jim Beuerle

Researching evidence-based pedagogies to meet the learning needs of diverse learners in Calculus I courses. Their project will include research on how and which sociomathematical norms to establish in order to structure a supportive environment for a semester-long course with a high expectation for meaningful mathematical discourse. After completing this research, the team will develop and share a teaching and learning resource with the aim of increasing participation of all learners in Calculus I courses.


Erin Hone and Marna Winter

Providing more opportunities for streamlined cultural relevance experiences across all education methods courses, in an effort to help students see diversity work in practice within their consecutive practicum experiences.The project goal is for all teacher candidates to be able to recognize the many assets their students bring into their classroom, including the personal, cultural, and community knowledge of students.


Doug Kass, Max Negin, Joy Goodwin, Nichole Triche, & Youseff Osman

Working on a project to update course materials to reflect the multitude of diverse voices in our contemporary entertainment media environment. The project will include the creation of a master list of films and television programs as well as material for lectures and classroom activities that will allow faculty in Cinema and TV (and other interested faculty) to present, assign, and analyze a more diverse range of films and television to create a more global, and more inclusive classroom environment.

World Languages & Cultures         

April Post and Pablo Celis-Castillo

Plan to develop the learning outcomes and write a new curriculum for a foundational course in the Spanish minor and major, SPN 222: Contemporary Conversations.The grant will allow them to diversify the pedagogical approach and expand its educational core to include linguistics skills such as writing, reading, and listening, and will do so by introducing coming of age narratives from a diverse range of authors.



Casey DiRienzo, Jennifer Platania

Integrated cross-country macroeconomic data sets into their MSM 567 course, which teaches the fundamentals of analytics for the new M.S. in Management graduate program.

Public Health Studies, CREDE

Stephanie Baker White, Randy Williams

Developed a cross-disciplinary racial equity course to provide students with a critical framework for analyzing systems of racial inequity and creating strategies to effectively support diversity and inclusion on and off campus.

2015-2016 (Stage Two Grants)


Stephen Bloch-Schulman, Ann Cahill, Nim Batchelor, and two students 

Investigated the gender gap in Philosophy department course enrollment through surveys, data mining, and focus groups. For their Stage Two DIP project, they used findings from that research to develop recommendations and implement a plan for making changes to the department regarding enrollment. Additionally, they planned to evaluate the ongoing effectiveness of the plan as it is implemented.


Mark Enfield and Erin Hone

Built on their stage one Diversity Infusion Project (2012-2013) which focused on encouraging teacher candidates to recognize the diversity within their classrooms. In Stage Two of our DIP, they focused on encouraging teacher candidates to implement culturally relevant pedagogy consistently within their instruction. Teacher candidates were asked to use their students’ “funds of knowledge” to make their classrooms more inclusive and the content more relevant to their unique learners.

Mathematics & Statistics                                               

Laura Taylor and Kirsten Doehler

Built on their previous Diversity Infusion Project (2013-2014) in which they integrated diversity-related data into group projects in our STS 212/MTH 220: Statistics in Application courses. Their Stage Two project had students analyzing 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 helped students better understand a portion of the population that could be different from themselves, perhaps leading to overturning students’ preconceived notions about SNAP recipients.