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Five history professors will look at infusing History survey courses with resources that more deeply explore diverse perspectives on historical events. The organizing principle for the project will be to move somewhat away from breadth toward depth of coverage, allowing students to develop deeper understandings of important historical topics, themes, and questions. Continue reading
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Diversity Infusion Project: History survey courses
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Tagged CATL, Diversity Infusion Project, History
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Diversity Infusion Project: General Statistics
General Statistics (MTH 112), part of Elon’s core curriculum, will soon be infused with new modules that focus on diversity. By incorporating current data sets that address local and global diversity issues into the curriculum students will learn about both statistics and the variety of human experience. Continue reading
Tagged CATL, Diversity Infusion Project, Statistics
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Inclusive Classrooms: Webinar on engaging a multicultural classroom
What resources are available to Elon faculty as they try to create inclusive classrooms?
Every year CATL sponsors a number of workshops and discussions. One excellent resource, the webinar “Four Strategies to Engage the Multicultural Classroom,” is now available even for those who missed the original event.
Mathew Ouellet and Christine Stanley hosted this webinar, which provides:
- a broad definition framework of diversity;
- a conceptual framework with which one might approach designing a multicultural classroom;
- ideas from participants for assignments and activities;
- pedagogical strategies for handling difficult situations in the classroom.
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Travel Grants: Maggie Castor leads roundtable conversation at the 2011 International Society of the Scholarship of Teaching and Learning conference
Maggie Castor (’12) was involved with CATL’s first Elon Research Seminar from 2009-2011. This three-year seminar on Teaching Democratic Thinking brought together faculty, staff, and students from across the nation to develop interdisciplinary research projects on the selected theme. One project that Maggie was involved with was a reading group on radical research methods. The term radical research was used by the group to indicate research practices that stray from traditional academic methods, such as having non-academic co-investigators and publishing for non-academic audiences.
Over the course of a year, Elon faculty, a UNC-G graduate student, and Maggie met to share resources on alternative researching methods with democratic goals in mind. Each time the group would meet a different member would select the materials and facilitate a conversation regarding how these methods could be taken up in their respective contexts. Maggie then proposed the group expand their conversations by having a roundtable conversation at the 2011 International Society for the Scholarship of Teaching and Learning conference in Milwaukee from October 20-23. She was able to attend the conference thanks to funding through a CATL Travel Reimbursement Grant. Continue reading
Tagged CATL, Elon Research Seminar, Travel Grants
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Diversity Infusion Project: Sport and Event Management
The Department of Sport and Event Management has developed a Diversity Inclusion Mentoring Program. With a database of over 35 regional minority leaders in the industry, the department is able to deepen conversations about diversity within the field while also creating meaningful relationships between students and working professionals. Continue reading
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Teaching and Learning Grants: The Faces of Welfare
Elon’s Program for Ethnographic Research and Community Studies (PERCS) and the Department of Sociology and Anthropology are offering ANT386 Faces of Welfare. Fall 2012 marks the start of Project PERC’s second iteration, and The Faces of Welfare serves as the gateway course for a three-year, collaborative research opportunity for students. As a service-learning course students will ground their introduction to collaborative ethnographic research through recording the stories Alamance County residents tell about public assistance.
During the course students will collaborate with community partners to collect and analyze data for the production of resources jointly developed by the community partners and the research team. Students will ultimately engage in the necessary research and fieldwork to produce a project that is both collaborative and suitable for public audiences. Funds for recording equipment and other materials necessary in recording narratives were received through a $4,950 CATL Teaching and Learning Grant to Associate Professor Tom Mould. Continue reading
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Inclusive Classrooms: Inclusiveness and pedagogy
Some courses more easily lend themselves to understanding multiple perspectives, global events and controversies, and multicultural issues because of their content. But “inclusive classrooms” are not just about course content; indeed, in terms of pedagogy, any faculty member can try to achieve an “inclusive classroom.”
We know some things that a faculty member should not do if she or he wants to create an inclusive classroom environment. One should avoid:
- Calling on individual African American students (or individual students from any other group) to speak for a whole race or category of people.
- Making jokes or derogatory comments about groups of people – or laughing or being silent when other people do so.
- Assuming everybody understands the same cultural references (to television shows, music, etc). Continue reading
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