Limed: Teaching with a Twist
Season 2, Episode 9

How does understanding yourself improve your practice of diversity, equity, and inclusion in the classroom? This month, our guest Carla Fullwood talks to Dhvani Toprani about how to get faculty to engage in the self-reflection before jumping to the tactics they should use in their courses when doing DEI work. Our panel of Tracie Addy, Ethan Lane-Blake, and Laura Pipe talk about different pedagogical approaches to inclusive teaching and how understanding our own identity can become a strength when practicing DEI in our classrooms. 

View a transcript of this episode.

This episode was hosted by Dhvani Toprani and produced and edited by Matt Wittstein in collaboration with Elon University’s Center for Engaged Learning.

About the Guest

Carla Fullwood, PhD, is a dynamic higher education professional with about 20 years of professional experience in Diversity, Equity, and Inclusion Education and Training. Her areas of expertise include designing and facilitating curricular and co-curricular dialogue initiatives, and professional development opportunities focused on social justice education, racial equity, and intercultural competence. Carla is currently the Director of Inclusive Excellence Education and Development at Elon University, responsible for coordinating personal & professional Inclusive Excellence development opportunities primarily for faculty and staff. She also oversees the university’s Bias Education and Response process.​ She holds a Ph.D. in Educational Leadership and Cultural Foundations from the University of North Carolina at Greensboro, a Master of Arts in Student Affairs Administration in Higher Education from Ball State University, and a Bachelor of Arts in Communication and Media from the State University of New York at New Paltz.

About the Panel

Tracie Addy, PhD, MPhil, formerly of Lafayette College, is the founding director of the Institute for Teaching, Learning, and Inclusive Pedagogy at Rutgers University—New Brunswick. As a full-time educational developer, she partners with instructors across disciplines,  appointment types, and ranks on their teaching and learning efforts. Her nationally recognized scholarship focuses on active learning, inclusive teaching, and educational development. She is the lead author of What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching (2021) and Enhancing Inclusive Instruction: Student Perspectives and Practical Approaches for Advancing Equity in Higher Education  (2024). 

Ethan Lane-Blake is a 2024 graduating senior at Elon University, double majoring in Psychology and Human Service Studies with a minor in Leadership Studies. He is involved broadly across campus as a student Coordinator for the Center for Race Ethnicity and Diversity Education, a Periclean Scholar, a member of Alpha Phi Alpha Fraternity Incorporated, an Isabella Cannon Leadership Fellow, a member of the Sexual Assault and Gender Issue Committee, as well as an independent researcher of “Erased: The Hidden Stories of Queer People in the Civil Rights Movement.” Ethan enjoys reading comic books, watching anime, and randomly singing throughout the day in his free time. His favorite quote is, “We need, in every community, a group of angelic troublemakers” by Bayard Rustin. 

Laura Pipe, PhD, is the Director, University Teaching and Learning Commons and Adjunct Assistant Professor, Kinesiology at The University of North Carolina at Greensboro. She serves as the faculty advisor for UNCG’s Native American Student Association and is of Tuscarora/Haudenosaunee descent. Her scholarly interests focus on Indigenous pedagogies and epistemologies of the Woodland Peoples of the east coast of Turtle Island, action sports (bicycle motocross, skateboarding, stock car racing) and the construction of public/private space, and issues in Native and Indigenous health. Laura teaches graduate and undergraduate courses in sports sociology, decolonial and qualitative methodologies, and Native sport traditions and health philosophies. She holds a B.S. in Journalism (Texas Christian University), an M.S. in Higher Postsecondary Education (Syracuse University), and a Ph.D. in Kinesiology with a post baccalaureate certificate in Teaching Sociology (UNCG). Laura is the co-creator of the Toward a Liberated Learning Spirit (TALLS) model for developing critical consciousness, which frames the book Ignite: A Decolonial Approach to Higher Education through Space, Place and Culture (Pipe & Stephens, Eds., 2023; Vernon Press). 

Resources Related to this Episode

Resources by Episode Contributors or Referenced in the Episode

• Addy, Tracie Marcella, Derek Dube, and Khadijah A. Mitchell. 2024.  Enhancing Inclusive Instruction: Student Perspectives and Practical Approaches for Advancing Equity in Higher Education. Taylor & Francis. 
• Addy, Tracie Marcella, Derek Dube, Khadijah A. Mitchell, and Mallory SoRelle. 2023. What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Taylor & Francis. 
• Addy, Tracie Marcella, Khadijah A. Mitchell, and Derek Dube. 2021. “A Tool to Advance Inclusive Teaching Efforts: The “Who’s in Class?” Form.” Journal of Microbiology & Biology Education 22 (3): e00183-21. https://doi.org/10.1128/jmbe.00183-21 [PDF of the Who’s in Class Form, shared with permission.] 
• Center for the Advancement of Teaching and Learning. “Teaching for Equity and Inclusion.” Elon University. Accessed May 15, 2024. https://www.elon.edu/u/academics/catl/inclusiveteaching/.  Including sections on…
  • “Stereotype Threat.” https://www.elon.edu/u/academics/catl/inclusiveteaching/who-are-the-students/stereotype-threat/
  • “Meeting the Learning Needs of Students with Disabilities.” https://www.elon.edu/u/academics/catl/inclusiveteaching/who-are-the-students/meeting-the-learning-needs-of-students-with-disabilities/
• “Trauma-Informed Pedagogy.” University Teaching and Learning Commons, January 9, 2024. https://utlc.uncg.edu/home/resources/teaching-guides/trauma-informed-pedagogy/.  
• “Universal Design for Learning.” University Teaching and Learning Commons, October 2, 2023. https://utlc.uncg.edu/home/resources/teaching-guides/udl/.  
• “VOISES Panels.” University Teaching and Learning Commons, April 2, 2024. https://utlc.uncg.edu/home/programs-support/programs/voises-panels/.  
• “White Supremacy Culture.” WHITE SUPREMACY CULTURE. Accessed May 15, 2024. https://www.whitesupremacyculture.info/.  
• Yosso, Tara J. 2005. “Whose Culture has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race Ethnicity and Education 8 (1): 69-91. 

Resources from the Center for Engaged Learning