UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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A Passport to Successful Transfer Appreciative Advising
Get PDFHow do we appreciate? The Appreciative Advising framework facilitates and fosters optimal student development and success. But, how may this be conducted in a community college setting when academic advising sessions and resources have competing priorities? Learn from the innovative practice and partnership between Ivy Tech Community College, IUPUI’s Department of Psychology, and the IUPUI-Ivy Tech Coordinated Programs Passport Office to enable the necessary foundation for Appreciative Advising sessions at your community college. Our practice encompasses workshops and presentations for psychology students at Ivy Tech which includes a transferable statewide competency-based curriculum. These initiatives enable a follow up one-on-one advising session to explore ‘outside of the classroom’ needs. We appreciate our students in innovative ways by building relationships to ensure that they are being asked the right questions to achieve their goals and overcome challenges.
Mathematical Modeling for Charlotte-Mecklenburg School Zones
Get PDFThe Charlotte-Mecklenburg school district (CMS) is the 18th largest district in theUnited States and Charlotte is one of the fastest growing cities in the United States, leading toseveral severely overcrowded schools. Therefore, CMS is in desperate need of an effective mathematicalmodel to create school attendance zone plans that maximizes efficiency and equity. Thispaper presents Voronoi mathematical models to fairly partition the CMS district. The models createdbalance school socioeconomic demographics, minimizes school overcrowdedness, and reducesinconvenient commutes. These factors are aligned with the CMS school board goals for attendancezone plans and are considered for their impact on student success. This paper provides a uniquecontribution to the pursuit of equity in the CMS district by constructing mathematical models whichhave not been seriously considered as a helpful tool in the fight against this complex issue
Is the Communication Center Racist? An Inquiry into Black Linguistic Justice, Anti-Racism, and Assimilation
Get PDFGiven the continuing harm that racism produces in the U.S. and the world, as well as the increased interest in anti-racist work, this paper asks: Is the work of the communication center racist? In the absence of an anti-racist praxis in every hire, in every tutoring session, in every workshop, in every training, the short answer is “yes.” The communication center is racist because it is assimilationist. It expects the absence of Black Language and the presence and production of White Mainstream English (WME) in the work it does. In this paper, I offer the example of my own experience as someone engaged in communication work but who has not confronted, until now, the absence of Black Language in my own work. Black Language is not only a language equal to others, it is a living record of direct ties to African languages spoken by the first Blacks brought forcibly here as enslaved people. As such, Black Language deserves our attention. This attention must be part of an anti-racist communication center praxis.
Reconceptualizing Faculty Development in Service - Learning/Community Engagement : Exploring Intersections, Frameworks, and Models of Practice
Get PDFReconceptualizing Faculty Development in Service - Learning/Community Engagement : Exploring Intersections, Frameworks, and Models of Practice book revie
Bridging Science with Society: Defining Pathways for Engagement
Get PDFScience communication training organizations, are uniquely positioned at the nexus of science and society. Through research and training, they empower scientists to engage with the public to ultimately improve how science informs decision-making processes at the individual, organizational, and community levels. This paper argues that science communication training organizations must unite to provide a comprehensive and exhaustive set of offerings that empower scientists to master foundational communication skills while recognizing the complete social and cultural systems in which their science communication occurs. We present three separate possible pathways training programs could take, depending on the contexts and audiences for engagement. We differentiate between the goals, sites, and audiences for engagement, and the forms of knowledge or preparation needed for productive engagement
The Communication Center as a Resource for Professional Development
Get PDFMany view university speaking centers just to be hubs for peer-to-peer tutoring, that aids students in overcoming public speaking anxiety. Although that outlook speaks of great, inspirational volumes in itself, such centers can also be hubs of valuable information in the realm of professional development and efficiency. More specifically, university speaking centers are overlooked in regard to their potential of being rich and resourceful sites of research. This is proven to be unfortunate as a plethora of insightful information can be gleaned from observing the inner workings of a university speaking center. For example, this insightful information includes that of collaboration, healthy conflict management, and many other essential qualities that the students, or peer tutors, employed at the university speaking centers must possess and maintain to ensure the effectiveness of the center, as a whole, is also maintained. These imperative qualities can be observed through meetings of peer tutors, how peer tutors conduct themselves in times where they are unsure, along with other scenarios that may commonly occur in speaking centers. Pertaining to this, Laura Ashley Mills, a senior at UNC-Greensboro at the time of her research, went through the process of conducting research at a university speaking center. She discovered such motifs that she found to be vital players in the success and longevity of the center. Additionally, she recognized that the motifs had a positive influence on the peer tutors who worked at the center, which greatly impacted the caliber of help they would give the students of which were coming to the center to seek help. Given this, Mills’ discoveries have the potential to ultimately serve as template qualities for other university speaking centers to adapt to increase their success and longevity
Book Review: Public Speaking in a Diverse Society.
No full textThis book review explores Waldeck, Kearney, and Plax's (2017) textbook titled Public Speaking in a Diverse Society. The authors claim their goals for the book are to teach students how to attend to a multicultural audience and adapt their speeches accordingly. They hope to foster a practical awareness of diverse audience in student speakers. However, my book review reveals they fall short of these goals despite some of the book's strengths. Communication Centers will want to use caution in adopting this textbook into their resources
Book Review: Radical Writing Center Praxis: A Paradigm for Ethical Engagement
No full textA review of Radical Writing Center Praxis: A Pradigm for Ethical Engagement (Greenfield, 2019
Activating Library Classrooms: Evaluating Formal Learning Spaces for Active Learning and Student Engagement
Get PDFFunded by the Association of College & Research Libraries through a 2018 Academic Library Impact Research Grant, the Activating Library Classrooms: Evaluating Formal Learning Spaces for Active Learning and Student Engagement project endeavored to evaluate the design and use of formal learning spaces situated within X X University Libraries. Researchers evaluated seven library classrooms and interviewed seven faculty collaborators at six X X University campuses in order to identify areas of strength and growth for formal learning spaces. The results affirm the significance of formal learning spaces in libraries and how they can demonstrate academic libraries’ ability to partner in university curricula and student success
Groupwork in Active Learning Classrooms: Recommendations for Users.
Get PDFThis is a report of the third phase of a research study on students’ groupwork. The two earlier phases of the research focused on the assessment and outcome of students’ groupwork in general, but at this phase the focus is on Active Learning Classrooms (ALCs). At this phase the author surveyed faculty and students about the effectiveness of various features of ALCs in facilitating students’ learning. Nine hundred and sixteen students and 53 faculty who were teaching and learning in these rooms responded to the two surveys. The surveys assessed how active learning classrooms may facilitate students’ collaboration, what features of these classrooms are more helpful, and whether there is a difference between faculty and students in terms of effectiveness of these classrooms’ features. The results showed that both students and faculty strongly believe in the usefulness of these environments, while there are some differences in terms of student and faculty perspectives towards these rooms. Considering the results of all three phases of this research, a list of recommendations to improve the effectiveness of groupwork and ALCs is offered at the end