Journals.uncc.edu (North Carolina's Urban Research University)
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Epilogue: Where Do We Go from Here?
No full textThis epilogue reflects on the collective contributions of the articles in this special issue, which interrogate critical facets of educational equity in urban contexts across the southern United States. Together, the studies illuminate both persistent structural challenges and emergent, promising practices that shape the educational experiences of students of color. By centering teacher diversity, lived experience, and systemic barriers, the research offers a comprehensive, top-down analysis of urban education and proposes pathways for advancing equity through transformative policy and practice
Embracing Multicultural and Multilingual Families: Transforming Education, Empowering Communities
No full textRecognizing and valuing the strengths of immigrant families and emergent multilinguals (EMs) is crucial in today’s diverse classrooms. Many of these students face systemic barriers, including limited access to high-quality education, culturally relevant pedagogy, and mentorship in STEM fields. This article explores practices for cultivating inclusive learning environments through reflexive practices, culturally responsive literature circles, authentic cultural celebrations, and family engagement initiatives. By drawing on frameworks such as Family Empowerment and Enablement, Funds of Identity, Culturally Sustaining Pedagogy, and Translanguaging, this article emphasizes the role of reflexive practices in preparing educators to support diverse learners. Through these practices, educators can foster meaningful school-family partnerships, affirm students’ linguistic and cultural identities, and create equitable learning experiences that empower EM students and their families
Respect: Culture, Power, and Interactional Norms in Intergroup Dialogue
No full textStructured intergroup dialogue (IGD) has proliferated in a variety of settings over the past four decades. Aimed at promoting intergroup understanding and social justice through perspective taking across groups, IGD relies on the assumption that the structure provided by trained facilitators and codified sets of ground rules can mitigate some of the inequities in otherwise distorted communication. This analysis explores and problematizes this assumption based on (1) the culturally loaded nature of “respect” and other relevant concepts, (2) the unrealistic and inappropriate goal of the “safe space,” and (3) the differential challenges faced by members of dominant and marginalized groups, respectively. The paper concludes with recommendations for the establishment of dialogue norms
Teacher Education Assessment Systems: State-Wide Changes Over Ten Years
No full textAssessment could not be done without an organized infrastructure of personnel and software. This study examined this infrastructure in educator preparation programs (EPPs) across one state in the southeast United States. The results are compared to a similar survey conducted in the same state ten years ago to identify changes over time. Several findings emerged. Personnel leading assessment efforts in EPPs have assessment as only one of several other job duties they perform. A variety of assessment management systems (AMSs) are used across institutions, with most in use for over a decade. EPPs tend to use their AMS to collect student artifacts and enable the evaluations of those artifacts, then export this data to other software for analysis and reporting. The primary need in assessment systems is (and has been for some time) additional personnel resources. Implications of these for both EPPs and AMS vendors are discussed
Background Characteristics, Transfer Goals, and Engagement of International Community College Students in North Carolina
No full textCommunity colleges offer accessible educational opportunities for international students, whose increasing enrollments enrich diversity and global experiences. Our study comprehensively analyzed the backgrounds, transfer goals, and engagement among international students in North Carolina\u27s community colleges by utilizing a 2017-19 data set from the Community College Survey of Student Engagement (CCSSE). We found that participation in developmental education significantly predicts overall engagement among international students. Further analysis of individual engagement factors revealed that personal development is also significantly influenced by participation in developmental education, being of traditional age (18-24 years), and expressing a vertical transfer goal. The findings emphasize the potential importance of developmental education courses in increasing engagement, personal development, and academic success for international students within the community college landscape. Implications include targeted support services and guidance to enhance the overall educational experience and facilitate smoother transitions for international students pursuing further academic pathways.
Keywords: International students, transfer, engagement, community colleg
Beyond the Institute: A 10-year View of SoTL Publication Success
No full textTrack: Learning Professionals as Researchers
The presentation and publication of Scholarship of Teaching and Learning (SoTL) studies are expected outcomes for teaching faculty in most higher education institutions. However, most faculty members don’t have prior training in this area and struggle to excel in this task. At North Carolina State University, faculty leaders developed an online faculty development program to provide insight into SoTL research through the delivery of an online Institute designed to connect participants with resources and experts. In this poster we will describe the design and operation of the Institute and its outcomes in terms of scholarly publications. Additional insight is provided from the perspective of the facilitators related to best practices
Using a Highly Rated Classroom Environment to Foster High-Quality Inclusive Practices
No full textWith the November, 2023 release of the Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs by the Departments of Education and Health and Human Services, and the continuing work being done to further inclusive education, it is more important than ever to address the factors of quality early childhood programs that contribute to authentic inclusive opportunities for all students. Although there is research to support inclusion, and many classroom rating scales are validated and backed by research, there is little crossover to address how these factors, together, work to benefit a quality inclusive education for all children. In this dialog from the field article, we address the resources available to easily use the elements of a high-quality early childhood classroom to foster belonging, access, participation, and supports for students with disabilities in Head Start classrooms
Diffusing AI in Educator Preparation Programs
No full textTrack: Innovative Technologies and Learning Spaces
Using the Diffusions of Innovations framework by Rogers (2003), this poster session will explore the ways in which Generative AI is an innovation which is still early in the innovation process. From the framework, the presenters will share how current schools of Education need to prepare students for a future classroom that will involve AI. While presenters will provide specific tools and strategies that higher education professionals can use to begin this process with education students, these guidelines and strategies could apply to other higher education professional\u27s looking for guidance on how to prepare today’s students for a future that involves AI.
Bringing Cultural Heritage to Campus through Innovative Technical Platforms and Physical Spaces
No full textTrack: Innovative Technologies and Learning Spaces
This presentation introduces a collaboration between the College of Education, Digital Education and Learning Technology Applications department (DELTA), and the University Libraries at NC State. Initiated by faculty to convey the story of segregation-era Rosenwald Schools for students and the university community, DELTA sponsored an internal grant to develop a Matterport-based virtual tour of a local Rosenwald School with embedded interviews and documents (go.ncsu.edu/russell.school). Drawing on 360 images and video from this initial project, the University Libraries sponsored two related physical exhibits in their Cyma Rubin Visualization Gallery supporting 360 immersion with music and sound effects and in their iPearl Innovation Studio supporting user browsing through documentary material. Our presentation will feature examples of the three exhibits illustrating their unique affordances as well as the Google Slides templates provided by DELTA and university libraries to help faculty and students develop exhibits
No Building? No Problem: Scaling Nursing Education with Virtual Reality
No full textTrack: Innovative Technologies and Learning Spaces
In 2023, the UNC School of Nursing moved to a smaller, temporary space with limited classroom resources, while facing a state mandate to increase nursing graduates by 2026. With a need to expand enrollment without increasing clinical training sites, the school turned to virtual reality (VR) simulation. VR allows for high-quality clinical experiences in any space with internet access. Using a $2.7 million state grant, the school launched a VR simulation program, increasing simulation-based learning by 20% within its first year. This approach enabled students to practice clinical decision-making and communication skills while receiving personalized feedback. Faculty also found innovative ways to incorporate VR, including group simulations and make-up assignments. Ultimately, VR simulation became a crucial tool for expanding the nursing program during a challenging transition, enhancing both student learning and program growth