Journals.uncc.edu (North Carolina's Urban Research University)
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Strategic Selections: An Open Educational Resource Framework and Applications
No full textMany students in higher education are experiencing a common problem. The rising cost of textbooks and other course materials is a shared burden. As a result, students appreciate having Open Educational Resources (OERs) as a course option to reduce the amount of out-of-pocket expenses. Incorporating high quality engaging OERs in online course is beneficial for students and faculty members. Using OER’s in a course allows for opportunities to use the materials and to make modifications to the resources by revising, retaining reusing, remixing and redistributing. When faculty members and instructional designers use OERs, it can transform their teaching practices and increase student success. Recent literature about OERs has been emerging and guiding best practices on how to search, select, and apply the valuable resources. A research based framework for selecting OERs on the basis of fitness for purpose (Jung et al., 2016) will be provided during the session.
Best practices will also be shared about how to implement OERs to meet Quality Matters’ standards which explicitly indicates Open Educational Resources as an instructional material that is appropriate for adult learners in standard 4. During this session, a practical approach will be explained by the presenters who selected and implemented OERs in an Instructional Technology graduate level course and in the Criminal Justice department. Session participants will be given access to an infographic providing information about OER successful implementation. Additionally, strategies will be shared about how the OER theory/framework translates into practice in university courses within the Criminal Justice department. 
Utilizing Instructor Created Video Content To Enhance Student Learning and Engagement
No full textThis research seeks to explore the impact of utilizing Instructor Created Video Content on student learning, engagement, and course satisfaction in asynchronous online courses. Understanding how Instructor Created Video Content is designed and utilized, and its impact on the educational experience is crucial due to the increasing popularity and usage of online learning in universities.
This research seeks to answer the following question: How does Instructed Created Video Content influence students’ satisfaction of course, engagement with course material, understanding of instructions and connections with professor
Bridging the Gap: Feasibility, Appropriateness, and Acceptability of an Integrated Attachment-Based Training for Teachers and Parents in Early Head Start
No full textEarly care and education (ECE) programs often struggle to consistently engage parents in programming that supports caregiving at home. As part of an Early Head Start (EHS) University Partnership, we adapted an attachment-based, reflective training program centered on supporting teachers to share information with parents; and investigated its appropriateness, acceptability, and feasibility in the context of EHS. Qualitative data from university-based facilitators (n = 8), infant/toddler teachers (n = 20), and parents (n =13), 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 helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites. This study tapped the perspectives of stakeholders and provides insights that will support the implementation of ongoing, reflective training models across the ECE system
How Four White MTEs Attempted to Acknowledge, Act, and Hold Ourselves Accountable for Incorporating Antiracism Into Graduate Courses for Teachers
No full textIn this paper, we (four white Mathematics Teacher Educators) present a cycle of acknowledgement, action, and accountability where we grapple collectively with how to support mathematics teachers in interrogating characteristics of white supremacy culture. In putting this lens on our course design, we realized the need to interrogate our own practices as mathematics teacher educators (MTEs) and more personally embark on self-work as we unlearn racist, yet culturally normative, practices. In that vein, we discuss our shared tensions, doubts, and concerns, and how we interrogated our own teaching practices, which we continue to do in an ongoing process
Growth Mindset to Support Equity and Excellence in Linguistically Diverse Elementary Classrooms
No full textResearch suggests cognitive advantages of speaking more than one language – for example, cognitive flexibility, higher order thinking skills, and better problem solving. We posit that strengths associated with bilingualism suggest potential for a growth mindset and productive struggle that could support mathematical problem solving. This article investigates mathematics teaching and learning practices designed to uncover and support a growth mindset and productive struggle in linguistically diverse elementary classrooms – with an eye toward equity and excellence. We share and discuss lessons learned from educational literature, professional practice, and evidence from a small-scale growth mindset action research project in a linguistically diverse first-grade classroom
Steps Towards Increasing Kindergarten Readiness
No full textThis research to practice article accompanies a study involving focus groups of preschool teachers and kindergarten teachers investigating what is meant by the term kindergarten readiness. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme. This article delves more deeply into the daily practices of early childhood educators while working to better prepare children for kindergarten and beyond and recommends six concrete steps for educators and parents toward reaching this level of preparedness for kindergarten
"If we can do it, anyone can": Paper Chase Collaborative Writing Exercise for Engaging Students in Research Dissemination
No full textInvolving students in research is a high-impact educational practice, and students often lack opportunities for involvement in successful collaborative research dissemination. Undergraduate and graduate students can benefit by engaging in manuscript development for writing skills and research dissemination for career trajectory benefits, similar to the importance of faculty communicating their science. Despite the many motivations to publish research findings, persistent barriers exist and delay time to publication. Faculty, especially women and Black, Indigenous, and People of Color, face challenges in publishing research (e.g. lower rates of funding, higher service demands). The Paper Chase model is an intensive process of structured writing for collaborative manuscript development. This approach provides opportunities for students to engage in the dissemination phase through manuscript development and publication. Though often done with lab or research teams of known authors, we created a competitive program to connect students previously unfamiliar with the project to work with a faculty\u27s Paper Chase team. Our professional development program involved basic training on writing, academic publishing, and effective group communication with a culminating event of team-based writing. We will present data from our two campus-wide Paper Chase events, held virtually and in-person. We conducted pre- and post-surveys of participants: faculty (n=10), undergraduate (n=40) and graduate students (n=14). Results demonstrate feasibility, acceptability, and positive outcomes associated with the Paper Chase program. We also present challenges and lessons learned. Conducting Paper Chase events on campus can boost faculty members\u27 productivity, students\u27 understanding of research dissemination, and improve confidence in writing practices for all
Examining a Year-Long Program to Prepare First Year Undergraduate Students for Success
No full textIn relation to the track theme of Supporting Student Engagement and Success, our presentation explains the contours of the Cato College of Education’s Prospect for Success (PFS) program.The PFS program is grounded in three central Student Learning Outcomes for first-year students: Intentionality, Curiosity, and Awareness. Intentionality helps students identify and create meaningful academic and career goals. Curiosity is predicated on the rationale that students who actively participate in their educational experience— by being curious—will be more invested in their education as they deepen understanding of the inquiry process throughout their university experience. Awareness is focused on cultural diversity and the intersectionality of gender, race, and socioeconomic class. We also share how the PFS program is organized as a year-long continuum program in the Cato College of Education. We describe a number of lessons learned from the implementation of PFS in the past several years. These lessons include: (1) Our experience and outcome data suggest that weaving non-academic learning outcomes with content is a balancing act but one that offers multiple benefits to first-year students; (2) The importance of on and off campus partnerships as invaluable for engaging and supporting first-year students; and (3) the integration of active learning strategies are essential features of student success. Finally, we showcase examples of the assignments and data findings related to students\u27 completion of PFS in relation to sustained success at the university. This includes a description of how PFS supports UNC System performance measures including 4 year graduation rate and degree efficiency
Preparing Early Childhood Educators to Work with Emergent Bilinguals
No full textClassrooms across the United States have become more culturally and linguistically diverse, and educators report feeling not well prepared to work with children who are learning more than one language. In early childhood education, teacher beliefs and efficacy influence classroom practices. English is privileged over other languages, and children who are bilingual are often treated as if they have a deficit. This pilot study describes the development and implementation of a professional development workshop series for Head Start educators that applies a strengths-based perspective to emergent bilingual learning and explores how a translanguaging approach can not only empower children and educators but also engage families, expand learning opportunities, and make families a resource for educators. Nine educators shared their feedback on their experience of the workshop series and the content. Educators’ positive takeaways highlight the importance of ongoing professional development to improve practices of early childhood educators and the usefulness of a translanguaging approach for working with young children and their families
Why Developing Re-entry Support Matters for Prison Education Programs
No full textRates of incarceration in the United States are among the highest in the world. Research suggests, however, that corrections education reduces the likelihood of someone returning to prison and peer support is an effective best practice to assist the justice-impacted population to transition from incarceration to the community.
This reflective essay explores challenges incarcerated persons face in accessing prison education programs, as well as challenges faced by incarcerated and re-entry populations in completing their educational and career goals pre- and post-release. As a practitioner with lived experience, Ms. Good-Collins will describe critical supports for addressing corrections education barriers and meeting the criminogenic needs of individuals transitioning from incarceration to their community. Moreover, we will discuss how to best support students involved with corrections education pre- and post-release through basic needs acquisition, viable access to education and employment services, and ongoing peer support and mentoring.
Finally, we will discuss the logic for higher education institutions currently providing prison education programs to integrate Re-Entry Centers onto their campuses, as well as the importance of staffing them with persons directly impacted by the justice system. Supporting evidence for this essay is gleaned from first-hand experience by the director for the largest on-campus Re-Entry Center in the United States, and its success in effectively supporting corrections education students in transitioning to the community, remaining engaged in the program, and receiving support to achieve their goals. Evidence will include contributions from formerly incarcerated facilitators, coordinators, and administrators of the Re-Entry Center.