Kenyon’s strategic plan calls for us to “strengthen (our) commitment to inclusive excellence by enrolling, retaining and graduating a student body that is representative of the talent and diversity of our nation and the world, by recruiting and supporting a faculty and staff that are reflective of the Kenyon student body of the future, and by providing continued support for pedagogical innovation to promote inclusive teaching.” 

Inclusive Excellence was defined by the AAC&U as a framework addressing four primary elements:

  1. A focus on student intellectual and social development. Academically, it means offering the best possible course of study for the context in which the education is offered. 

  2. A purposeful development and utilization of organizational resources to enhance student learning. Organizationally, it means establishing an environment that challenges each student to achieve academically at high levels and each member of the campus to contribute to learning and knowledge development. 

  3. Attention to the cultural differences learners bring to the educational experience and that enhance the enterprise. 

  4. A welcoming community that engages all of its diversity in the service of student and organizational learning.

Alma Clayton-Pedersen and Caryn McTighe Musil, “Introduction to the Series,” Making Excellence Inclusive, AAC&U, 2005.

Two Levels Of Grants

Projects that are either low-cost or develop from newly-found opportunities sometimes have trouble finding support. To address this gap, the Inclusive Excellence Initiative offers “Getting Going Grants.” These grants cover up to $750 in direct costs for projects addressing diversity, equity, and inclusion issues in the academic program. Getting Going Grants do not include stipends. Proposals must include 

  • a project narrative explaining how the project addresses the framework for Inclusive Excellence, 

  • a detailed budget, 

  • a timeline for the project,

  • and a brief assessment plan. 

They are reviewed monthly by the Center for Innovative Pedagogy, with results reported to the Faculty Development Committee. Recipients of Getting Going Grants are expected to write a brief report about their project to be published on the CIP website.

Recipients of Getting Going Grants will receive a $200 contribution to their IFDA.

Inclusive Excellence Grants support projects which have costs higher than $750. Applications will be reviewed annually by the Faculty Development Committee. These proposals must include: 

  • a project narrative explaining the barrier to inclusion being addressed, with citations to relevant literature from the scholarship of teaching and learning discussing the planned intervention,

  • a detailed budget,

  • a detailed timeline for the project,

  • and a specific plan for assessing the effectiveness and sustainability of the project.

Applications from teams of faculty are encouraged. Proposed budgets for summer seminars ONLY may include stipends, at the rate of $100 per participant per day, or $50 per participant per half day. (Requests involving stipends will be reviewed by the Faculty Development Committee regardless of total amount requested.)

Recipients of Inclusive Excellence grants over $750 are expected to write a detailed report including assessment of the event to the Faculty Development Committee, for publication on the CIP website.

Recipients of Inclusive Excellence grants will receive a $500 contribution to their IFDA.

Potential Projects

Successful projects must of course come from the creativity of the Kenyon faculty, and this is not an exhaustive list. Faculty members could apply for either level of funding for any project.

Pilot projects, course design or course redesign to implement inclusive pedagogies 

  • Grants will pay for direct costs such as software licenses, equipment or materials, or student labor. 

  • Grants can also pay for indirect costs such as faculty development and training relating to a specific new teaching technique with explicit ties to inclusive pedagogy, or meetings among collaborators on a course or set of courses.

Support for learning communities, working groups or summer workshops

  • Learning communities and working groups generally meet at least 8 times during the academic year. Appropriate support includes books, tools, meals, or other costs as appropriate.

  • Summer workshops (or winter workshops) generally meet when classes are not in session. They may include stipends for participants as discussed above, and may include honoraria for internal or external facilitators.

  • Please consult with CIP about assistance with facilitation.

Participation in conferences or training with clearly identified themes or tracks on inclusive pedagogy

  • Applications should include specific items on the event agenda relevant to inclusive pedagogy. The best proposals will explicitly address how the faculty member intends to use the experience in the classroom.

Sponsoring or co-sponsoring speakers

  • Speakers must visit with at least one Kenyon class, physically or online. Specific classes must be listed in the proposal.