Elon University / Today at Elon / CATL Announces Diversity and Inclusion Grant Recipients for 2022-2023 – Natural Self Esteem

The Center for the Advancement of Teaching and Learning is pleased to announce the recipients of the 11th Annual Diversity and Inclusion Grants for the 2022-23 academic year.

The Center for the Advancement of Teaching and Learning is pleased to announce the recipients of the 11th Annual Diversity and Inclusion Grants for the 2022-23 academic year.

Since 2011, this scholarship program has supported small faculty teams to develop projects focused on inclusive pedagogy, assignments, content, and strategies to promote learning about human diversity. Previously awarded Diversity & Inclusion grants as well as final reports and recommendations can be found on the CATL website.

This year’s Diversity and Inclusion Grant winners were selected from a highly competitive pool of applications and include the following teams for various education departments:


Steve DeLoach, Brooks Depro, and Casey DiRienzo from the Department of Economics will work on a project called Developing Repository of Diversity, Equity, and Inclusion (DEI) Materials for Principles of Economics Courses.

Using guidance from a recent analysis that encourages economics educators to focus on “Relevance, Belonging, and a Growth Mindset,” the team will develop a collection of economics-specific DEI materials that can be easily integrated into the multi-part Principles of Economics (ECO 1000) course. . They will evaluate their project by incorporating relevant questions into their existing learning assurance program and their findings will be shared with the business department.

education and wellbeing

Department of Education faculty members including Lisa Buchanan, Allison Bryan, Mark Enfield, Katie Baker and Nermin Vehabovic will use the grant to work on a DEI project called Critical Love and Elementary Teacher Candidates: Aligning Methods Courses and Field Experience on the way to clear DEI results.”

Her project aims to align the four elementary method courses and required field experiences to build on the continuum of developing teacher candidates as intercultural, anti-racist, culturally responsive teachers who understand how to design and implement justice-based practices; to integrate and expand candidates’ experiences in the ILCP through Yolanda Sealey-Ruiz’s Critical Love Framework while (re)designing the four method courses and field experiences; and work with the School of Education’s Curriculum Resources Center to implement programs around Critical Love and to curate resources for teacher candidates and faculty toward those goals.

English and Belk Library

A multidisciplinary team of faculty and librarians will work together on this DIG project, including Lina Kuhn, English Lecturer, Patrick Rudd, Library Instruction Coordinator, Shannon Tennant, Library Collections Coordinator, Heather Lindenman, Assistant Professor of English, Michael Smith, Assistant English Teacher and Ayla Samli, Assistant Professor of English.

Her project Investigating Information Systems: Access, Creation, Misinformation and Privilege aims to examine existing systems of information collection and dissemination, including how such systems can often be unfair and potentially harmful.

You will focus on four different aspects of information systems as part of the ENG 1100 courses: how data algorithms play in the distribution of information, the publication and prevalence of misinformation, missing and marginalized perspectives in published research, and privilege in accessing information. After exploring these different areas, they aim to create a collection of materials (lesson plans, activities, writing assignments) that will then be shared with the wider community through workshops, conferences and special events.

World Languages ​​and Cultures: Classical Studies

Faculty of Languages ​​and Cultures of the World, Kristina Meinking and Tedd Wimperis will focus on their research “Diversifying Antiquity: Diversity and Inclusion in a Classical Mythology Course”.

The team notes that classical studies holds a special place as a discipline historically involved with Eurocentrism and colonialist ideologies. This project seeks to disrupt these narratives by highlighting the truly multicultural character of antiquity and its value in today’s inclusive social discourse. Your work will focus on the development and integration of DEI-focused content, assignments, and assessments to capture student learning across all sections of CLA 1100: Classical Mythology. The team will align their work with best practices from both the discipline and the science of teaching and learning (SoTL) to create, test, and evaluate the impact of content-based interventions in this course.


Music Department, Cora Palfy, Gerald Knight, Fred Johnson and Stephen Futrell are collaborating on a project called the Music Department Diversity, Equity, and Inclusion (DEI) Student Perceptions Survey.

Their project ties in with current DEI efforts in the music field, as national organizations have recognized that they need to take social concerns into account in order to improve impact on stakeholders (e.g. students, artists, audiences, etc.). Your project will build on such efforts across sub-disciplines such as B. The College Music Society publication Transforming Music Study from its Foundations, The National Association of Schools of Music Handbook for Accreditation (which includes updated standards for the diversity of backgrounds and expertise represented within the faculty). members) and the National Association for Music Education DEI standards into the National Core Arts Standards.

Through this project, the team plans to determine if or where Elon music students are engaging with DEI issues and, based on their findings, make changes in the music curriculum to help students better understand DEI issues in music.

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