Journals.uncc.edu (North Carolina's Urban Research University)
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We Have Seen This Before: The Racial Status Quo and “Anti-CRT” Discourse.
No full textThis essay discusses the recent ban on Critical Race Theory (CRT) sparked by a presidential memorandum in the early Fall of 2020. To do so, we look to the past and draw on Anti-NAACP discourse to underscore how the recent attacks on CRT manifest from the same white supremacist power structure that previously sought to halt racial justice. This essay closes with a discussion of recent white supremacist discourse and its impact on public education across the U.S
The Intersectionality of Black Women in The Civil Rights Journey
No full text My art highlights the intersectionality of Black Women historians in America. Although segregation in America made it almost impossible for Black Women to be educated. The Black Church (AME) and the development of the first Historically Black Colleges and Universities created networks of scholarship that Black Women have employed. As a Black American woman historian, and an HBCU legacy it is my pleasure to share my artwork with you.  
Fencing in the Goats: Adaptation of Modeling Framework for Emergent Bilinguals
No full textThrough collaboration between a teacher and a researcher, we developed 5-Act Task Framework by utilizing modeling as vehicle, aiming to support Emergent Bilinguals (EBs) to engage in high-quality mathematics. A classroom episode is described to illustrate how 5-Act Task-based lessons were implemented effectively for EBs by connecting the students’ language and real-life context. With the belief that EBs are capable of mathematical modeling with appropriate support, we implemented the 5-Act Task Framework that provides EBs with access to rigorous mathematics while developing language throughout the modeling process
Express Yourself: Using Self-Expression in Forms of Poetry, Storytelling, and Visual Arts to Share What Antiracist and Antibias Education Look, Sound, and Feel Like
No full textThe impetus for this article is to share one family\u27s understanding of what antiracist and antibiased education looks, sounds, and feels like. Through different forms of expression, including poetry, storytelling, and illustrations, this Black family\u27s voice captures perspectives of students and parents, each being essential stakeholders to essential discussions about race and biases in education. The article is a personal and conversational piece where responses highlight each person\u27s view of what antiracist education looks, sounds, and feels like across different levels of education. Afterward, concluding thoughts about what this work means for mathematics educators and researchers are shared
Using Interviews to Identify the Resources of Multilingual High School Students
No full textThe resources that multilingual students bring to school mathematics are often ignored. During a teacher-researcher collaborative project focused on creating more equitable learning environments in high school math classrooms, we noted an initial tendency to focus on the challenges and barriers facing multilingual students. To counter this tendency, we worked with two teachers to engage in a structured teacher-student interview to identify and highlight secondary multilingual students’ home and community resources. We adapted a module from TeachMath to guide the activity and facilitated surveys, debriefs and teacher-research conversations to unpack this experience. After the interview, the two secondary mathematics teachers reported they were more familiar with their students’ resources in the areas of language, family, school/mathematics class and out of school activities. We close by discussing how other teachers might do this activity in their local context
Implementation of an Integrated Training for Parents and Teachers in Early Head Start: A Research to Practice Summary
No full textThis qualitative study documented perspectives of professionals and parents who were involved in the implementation of an attachment-based training for parents and teachers in Early Head Start (EHS). Eight university-based facilitators, 20 EHS teachers, and 13 parents participated in focus groups to better understand the appropriateness, acceptability, and feasibility of Hearts and Minds on Babies (HMB); a group-based, multi-session training with the goal of supporting social emotional development in young children through promotion of reflective functioning and mindfulness strategies for teachers and parents. Data suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study also helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites.  
ChatGPT Applied Lab: Using AI to Develop Course Components
No full textThis interactive and applied lab on the use of AI to develop course components will provide audience members instruction and pedagogy on the background of what AI is, and will give hands-on experience with prompt engineering and using ChatGPT to practice creating content for their specific courses
Customize Learning Experiences with LMS Tools and Settings
No full textAdaptive and personalized learning principles can be implemented via LMS tools to help customize student learning experiences. For example, instructors can use built-in features to guide students through course content based on their choices or demonstrated proficiency in course content. In this session, we will share visuals for planning customized learning experiences and how LMS tools can make it happen. The session slides are followed by a link to the Teaching Resources page at NC State University with additional visualizations and references for customizing learning for students
When the Stars Align: How to Build a DEI-Forward Framework and Operationalize it for Online Teaching and Learning
No full textA task force at Appalachian State University recently developed a Teaching Quality Framework that articulates the values of its institutional mission and vision as focusing on providing a transformative educational experience. The leadership of the campus teaching and learning center is now operationalizing the framework. This talk covers the impetus, design and implementation of the framework, and you’ll leave with a number of inclusive, evidence-based strategies for your center’s approach to online teaching and learning.
The new Center for Excellence in Teaching and Learning for Student Success (CETLSS) at Appalachian State University is centering its professional development efforts on the DEI-forward Teaching Quality Framework (TQF) that developed over a two-year span with faculty input from each college on campus. The kicker was that, once the framework was finalized, it got the blessing of our faculty senate as well as the buy-in of high-level administrators, enough so that, as our new center was being “born” this summer, the framework became our foundational document, with all units being aligned to it. Now that the framework has been adopted by Academic Affairs, and specifically CETLSS, work is being done to align and operationalize the framework within the online teaching and learning space.
This presentation is focused on describing the process of designing and developing the core values, the growth guide, and the reflective components of the new framework and the process of gathering broad engagement from around campus with a faculty team to craft the final version. We will then describe the process of operationalizing the framework as the center lifted off in Summer/Fall 2022. We’ll offer inclusive, humanized, trauma-informed strategies to build toward humanized online learning that is aligned with DEI principles, in addition to a description of how to create and build buy-in for a framework customized to your campus.