Journals.uncc.edu (North Carolina's Urban Research University)
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It Takes a Village: Improving Teaching, Learning, & Student Success through Campus Inter-office Cooperation
No full textWe describe the benefits of cooperation with other offices to improve teaching, learning, and student success. The Office of Assessment and Accreditation, Center for Teaching and Learning, Library, and Communication Across the Curriculum each support high-quality professional development opportunities for faculty. We created an annual Faculty Showcase and are currently designing a Foundational Concepts of Teaching and Learning Series to increase awareness of professional development opportunities and disseminate resulting improvements in teaching and learning
Navigating the Digital Use Divide: Exploring Barriers and Opportunities for Equitable Technology Integration in School
No full textThe potential for educational technology to revolutionize teaching and learning has been widely acknowledged. However, despite the increased availability of digital technologies, schools have not undergone the expected transformation. While access to the internet and digital technology has improved, the way these tools are used in the classroom to enhance learning outcomes remains a challenge. Instead of a digital divide solely related to access, the current issue in education is characterized by a digital use divide. This presentation highlights the disparities in the quality and quantity of technology integration and its impact on student achievement in K-12 schools. 
Scaling Online Course Design Support with Course Refreshes
No full textCourse Refresh is a new service being offered by the Course Production Team within the Center for Teaching Learning and School of Professional Studies. Originally created to help keep courses that had previously been through development fresh, the service has expanded in its approach to be a value add all on its own.
If our full course development process is a home renovation or new building project, Course Refresh is like sprucing up the look and feel inside your house, or upping the curb appeal by refreshing the landscaping.
Research shows that activating positive emotions through an intentionally aesthetically-pleasing design contributes to a positive learning experience by influencing attitudes and motivation, increasing students’ interest, and strengthening their attention and level of engagement with materials (Malamed, 2015) as well as reducing cognitive load for learning (Um, Plass, Hayward, & Homer, 2012).
Anecdotal evidence from faculty indicates that students rave about the look and feel of courses that undergo the refresh process. Starting in Spring 2023, the Course Production Team will expand the offering and begin gathering data on student satisfaction and impact.
The primary goal of the refresh is doing all of the work for the faculty, resulting in no additional workload with a large return on investment for student experience
Unleashing the Genius as an Adobe Creative Campus
No full textAs institutions seek to address the systemic inequities that impact Black, indigenous, and people of color (BIPOC) students, this presentation will highlight the importance of digital fluency on the career preparedness and social mobility of students. As the first Historically Black College and University to become an Adobe Creative Campus, Winston-Salem State University has seized this opportunity to embed digital tools into our courses while maintaining alignment with program and course-level objectives. This presentation aligns with the conference theme because faculty development requires collaboration among various campus stakeholders. With intentional technology integration, students explore the value of digital storytelling.
Digital fluency is imperative to prepare students for an evolving educational landscape and changing world. The usefulness of technology as a communicative tool to advance social change is at the forefront of our institutional strategy. During this presentation, we will describe the Adobe Creative Campus program, illustrate the uses of the Adobe Creative Cloud Express application, and examine the impact of digital fluency by sharing examples of course assignments, rubrics, and student work. By utilizing technology, students develop skills to address prevalent challenges in society. Consequently, digital fluency strengthens engagement and unleashes the genius of students
What’s in a Name? Absolute Value & Algebraic Identity
No full textAlthough many well-intentioned organizations and institutions emphasize the importance of antiracism and social justice in mathematics education, there remains a lack of practitioner-oriented curricular materials exhibiting how these long-overdue shifts can manifest in classrooms. This article describes how modifying a project on absolute value functions in an Algebra 2 course was able to incorporate Learning for Justice social justice standards and weave in identity work, while supporting students’ mathematical learning in a manner consonant with the four essential actions and four key areas identified in TODOS position statements
Views of Multilingual Families’ Communication With East Coast Migrant Head Start Programs
No full textPartnerships between schools and families directly impact children’s school experiences and learning outcomes. Multilingual families experience unique barriers as they seek to partner with schools to educate their children. This research study focused on exploring families’ perceptions of access to multilingual early childhood programs and communication processes between multiple stakeholders of an early childhood program in their rural multilingual community. Researchers collected data from 42 families with and without children enrolled in a Head Start program in North Carolina. Results revealed that most families believe they have access to the Head Start program and hold a positive perception of the communication processes in the Head Start program. However, barriers related to enrollment and cultural and linguistic issues were evident. This study impacts multilingual families’ access to early childhood programs and their children’s future academic, career, and life success
Perceptions of East Coast Migrant Head Start Programs and Multilingual Families\u27 Communication
No full textMultilingual families experience unique barriers as they seek to partner with schools to educate their children. This research study explored parents’ perceptions of access to multilingual early childhood programs and their perception of the communication process between multiple stakeholders of an early childhood program in their rural multilingual community. Data were collected from forty-two families in a rural multilingual community in North Carolina with and without children in an early childhood Head Start Program, using surveys and focus group interviews in Spanish and English. Results revealed that most families believe they have access to the Head Start program and a positive perception of the communication processes. However, barriers related to enrollment and cultural and linguistic issues persist. This study has implications for multilingual families’ access to early childhood programs, such as Head Start programs, and their children’s future career and life prospects
Examining the Black Box of Prison Education Programs: A Descriptive Study of Statewide Correctional Education Practices
No full textAbout half of incarcerated individuals housed in state prisons reported participation in educational or vocational programming (Harlow, 2003). These programs serve as a way to fill a disparity gap since the prison population tends to have literacy, education, and employment needs. Participation in education programs can result in positive impacts on reentry outcomes (e.g., reduced recidivism, increased employment outcomes) (Bozick et al., 2018). However, the characteristics of effective education programs remains a “black box” in terms of instructional strategies and classroom practices. This study examined the characteristics of over 200 literacy, general education, vocation/apprenticeship, and college courses across 28 prisons in one state. Interviews, observations, and staff surveys were used to gather data related to leadership, classroom management, and quality assurance practices in prison-based education departments. The results revealed substantial differences across programs and facilities. Implications for future research and opportunities to reduce social disparity through prison education are discussed
