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Author Archives: maggie castor
Diversity Infusion Project: Developmental Psychology
Three Elon psychology faculty have created 15 modules and an annotated resource guide to teaching about how culture and context affect psychological development. These materials were used in one section of Lifespan Development (PSY 240) in the Spring 2012 semester and will be tested in a more formal pilot during the Fall 2012 semester. FollowShare on Tumblr
Inclusive Classrooms: Handling hot topics
“Hot moments” may come up during class due to controversial course content or simply due to interpersonal dynamics in a classroom filled with unique individuals. Before opting to simply ignore unpleasant classroom interactions, faculty might want to consider how they can help equip students to be engaged global citizens capable of interacting with people who are different from one another … Continue Reading
Travel Grants: Ayesha Delpish presents at the 2011 Joint Statistical Meeting
From 2009-2011 Associate Professor Ayesha Delpish served as a CATL Scholar conducting research around teaching methods for statistics. Her project titled “Towards a Community of Learners: A Case Study Approach to Statistics” focused on investigating the impact of an inquiry-based approach to teaching different statistics courses. In particular, Professor Delpish’s project aimed to transform one of Elon’s core classes, MTH212: … Continue Reading
Diversity Infusion Project: Introduction to Psychology
Six faculty worked through the 2011-2012 academic year to create topic-specific units to infuse diversity into the Introduction to Psychology (PSY 111) curriculum and to develop a compendium of resources for faculty who teach this course. By creating course materials that better reflect the diversity of human experience, these faculty hope to enhance students’ understanding of psychology. FollowShare on Tumblr
Inclusive Classrooms: What an inclusive classroom is and is not
The goals of an inclusive classroom should not be creating a comfortable space, making students feel good about themselves, or ending each class meeting with a group hug. In fact, learning and applying new ideas and skills, thinking deeply, grappling with complex issues and situations should be challenging, which doesn’t necessarily make students feel comfortable or good. The main goal … Continue Reading
Diversity Infusion Project: The Art and Science of Helping
Three Human Service Studies professors are collaborating to infuse The Art and Science of Helping (HSS111) curriculum with a concentration on the importance and implications of human difference. Students now will complete the course with both deeper self-awareness of their own perspectives and significant practice understanding and adopting the perspectives of others. FollowShare on Tumblr
Inclusive Classrooms: Inclusive course design
Although any faculty member can be attentive to pedagogy and how to set up an inclusive classroom environment, some courses can make their course content more explicitly multicultural. Ideally, this means more than just a one-day “add-on” or token “nod to diversity” so that diversity is “infused” into the course at its foundation. As you are redesigning a course, keep … Continue Reading
