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Fostering Open Pedagogy in Faculty Cohorts: Opportunities for Applying the Open Pedagogy Incubator Model
Get PDFThis poster outlines a faculty cohort model for growing open pedagogical practices in an educational community. We provide an overview of our experience facilitating the Open Pedagogy Incubator, a semester-long program designed to incentivize faculty to go beyond the first step in open education - adopting open course materials - to engagement with open pedagogy.
Since 2020 the Open Pedagogy Incubator has brought together cohorts of six instructors to develop competencies in open pedagogy through a series of hands-on workshops, curated readings, and cohort discussions. Topics include an exploration of select web-based tools and philosophies which center equity, agency, access, and public engagement.
The Incubator supports explicit engagement with open pedagogy in each participant’s courses, reducing costs and empowering students in innovative ways. By developing a cohort, the Incubator also builds a community of learning so that instructors can share ideas, offer feedback, and explore cross- and interdisciplinary approaches to pedagogy. In addition, the Incubator produces a set of public, locally-tailored models for open pedagogy to inspire other instructors with grounded, concrete examples of what “open pedagogy” can mean on campus
Exploring Equity in Transfer Receptivity, Enrollment, and Outcomes in North Carolina Public Universities
Get PDFWhile vertical transfer represents access to baccalaureate degree attainment, many transfer students follow inefficient pathways and have lower completion rates. We conducted a descriptive exploratory case study of institutions in the University of North Carolina (UNC) system to characterize equity in transfer environment, enrollment, and outcomes. Our study is framed by the concept of transfer receptivity and research on experiences and outcomes of vertical transfer in North Carolina. We compiled a dataset using several public data sources (UNC interactive dashboards, Integrated Postsecondary Education Data System, Carnegie Classifications, institutional websites) to include data on transfer-related institutional supports, as well as transfer student enrollment, GPA, and graduation rates. Our analysis approach focused on characterizing transfer enrollment, outcomes, and receptivity, and examining the intersections of these characteristics. We identify areas for further data exploration, and implications for policies and practice to promote greater equity and inclusion in the NC vertical transfer process
Cover - Combined Issue - Black Experience & Critical Race Theory
No full textNew combined issue from DSJ - Being Black in the U.S. & Critical Race Theory in Adult Education!
Learning to Leverage Obstacles, Resources, and Strategies in Math Classes With Multilingual Learners
Get PDFMathematics teachers must be ready for diverse classrooms, where students who are multilingual learners (MLs) bring new dimensions to the teaching and learning. While MLs face obstacles to learning particular to their linguistic and cultural background, they also bring resources and strengths to bear that can be applied to teaching and learning. We have developed a Challenge-Based Instructional activity to help teachers leverage their experiences of teaching math to ML students, to better understand the obstacles and resources, and to select more effective pedagogical strategies particular to this context. This paper reports the benefits teachers gain in implementing this activity
Censorship and the Nationalization of Dance in India: An Overview from 1947 to the Present
Get PDFIn this essay, I present a broad overview of the intersections between dance and censorship in independent India. I try to explore the consequent exclusions within the mainstream dance discourse and practices as they were shaped by hegemonic forces of nationalism. I also look at how the changes in instruments and objectives of censorship reflect changing visions of nationalism. Thisessay broadly examines two major forms of censorship, both of which have been crucial in the appropriation and reconstruction of dance as an integral part of the nationalist cultural identity of India. First, there are the overt forms of censorship, which have been enforced by instruments of state power like legislation and statutory bodies. The post-independence government enacted the Madras Devadasis (Prevention of Dedication) Act 1947 and Cinematograph Act 1952 ostensibly for socialreformandprotectionofpublicmorality,butineffectthey carried forward socio-political biases of Orientalism and colonialism into the postcolonial project of constructing the Indian imaginary. The process necessitated the elimination of hereditary artist communities and professional women performers (and many of their movement idioms) from mainstream practices of dance, even as their art was decontextualized and reconstructedtosuittheofficiallysanctifiedhighculture. This mode of erasure also influenced popular forms ofdance, especially those appearing in Indian cinema, by inscribing them with nationalist notions of womanhood, sexuality, and, more recently, religious majoritarianism. Second, I trace the covert operation of censorship, in which state institutions play a key role in the support and promotion of art. Through selective funding and promotion, conferring privileging labels like “classical,” and presiding over the formalization and classicization of dance, these institutions helped fit dance practices within the nationalist framework of a normative Indian cultural identity that is predominantly Hindu and rahminical. This process resulted in hierarchization, stigmatization, and even omission of certain dance practices, some of which I have highlighted in this essay. The sustained influence of direct and indirect modes of censorship created standardized codes of aesthetics and performance practices, contributing to a chilling effect and leading practitioners to censor themselves. Finally, I argue that the centrality of dance in the national cultural discourse enabled its
use as propaganda to censor negative actions of or perceptions about the government. The phenomenon, which may be described as artwashing, has become increasingly prominent in the contemporary context of Hindu majoritarian nationalism seeking to launder itsexclusionary tendencies in the process of redefining Indian cultural identity on its terms. Thus, I argue that censorship in the domain of dance has played not just a repressive role but also a productive role by enabling discourses of nationalism. It has acted as a tool of governmentality, by which nationalist ideologies have been established and reinforced to public, such that they are no longer confined to the sphere of the state but have percolated down to the conduct of individuals
"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
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
Implementing Proactive Advising in Advising Redesign
Get PDFMany institutions struggle to leverage their early alert process to support its efficacy. Faculty are confused about why they must complete an early alert report when they have their grades posted on the LMS, advisors are overwhelmed reviewing each alerted student to decide which students need the most attention, and it may not be evident to stakeholders on how early alert reporting impacts student performance at the end of a term. UNC Charlotte has resolved these concerns by focusing its efforts over the last 5 years with achieving a 90+% Early Alert reporting response rate, analysis of early alert data by establishing predictive student performance metrics, and evaluating outcomes at the end of a term that includes an equity review of the data. This allows for a streamline early alert process that involves proactive advising campaigns to students identified at the highest level of concern in a centralized process while having a decentralized advising model. Concerned students are channeled to contacting either their advisor or tutoring/mentoring services to support their goals on improving the earlier performance inside the classroom. This is a data driven approach that has been sustainable for the last 5 years. It has created a cultural shift that creates a stronger linkage for advising and academic support personnel in having the ability to discuss a student’s performance inside the classroom. We will present how this process is implemented and the tools that are utilized to measure outcomes for student success.  
Innovative Pedagogies Beyond the Pandemic: UNC Faculty Fellowship Program 2023
No full textThe UNC System Faculty Fellowship is an interdisciplinary initiative to enhance faculty understanding of the landscape of public higher education, place system-level and university administrative decision making into context, support System-wide initiatives in service to the seventeen constituent institutions, and sharpen faculty expertise. This supports key areas of the UNC Strategic Plan: Student Success, Student Access, and Excellent and Diverse Institutions.
The fellowship focus area for calendar year 2023 is “Innovative Pedagogies Beyond the Pandemic.”
Pre-pandemic teaching and learning practices already had been undergoing profound changes, but the pandemic has induced a seismic shift, especially in learning technologies. The past two years of emergency remote teaching left gaps in study skills and college-level preparation for many high school and college students. Our current undergraduates, especially those who encountered the pandemic in their sophomore or junior high school year, could benefit from pedagogies that develop productive study habits and facilitate learning missing content.
The 2023 Faculty Fellows are identifying and developing innovative pedagogies, such as open pedagogy, culturally relevant pedagogy, and metacognitive teaching to help students better connect to instruction and take ownership of their learning. We are especially focusing on learning experiences that support our diverse undergraduate student populations. We collectively seek to build shared teaching and learning strategies in an evolving and new “normal.”
If the experience of the 2021-22 first-year cohort is any indication, future incoming cohorts are going to need more guidance than ever before. Our fellowship theme is timely, as campuses across the system are all scrambling to address our “pandemic student” needs. Although Fellows represent three campuses of different sizes and student populations, we seek to broaden our perspective with feedback from faculty and instructional support staff systemwide.