Celebration of Teaching & Learning

"UNC Pembroke exists to promote excellence in teaching and learning, at the master’s and undergraduate levels, in an environment of free inquiry, interdisciplinary collaboration, and rigorous intellectual standards," our mission proclaims. This year's Celebration of Teaching & Learning showcases the innovations and collaborations in teaching and learning that enrich our classrooms, make good on our commitment to personalized education, and prepare our students for life and leadership in an increasingly diverse, global society. Please join us for these opportunities for professional and personal growth, and share your impressions and takeaways on social media using the hashtag #UNCPCelebratesTeachingandLearning2020.

"Innovations in Teaching & Learning" (Posters)
Amy Medina, PhD, RN (Nursing); Misty Stone, PhD, RN (Nursing); Crystal Walline, PhD (Biology); and Jennifer Wells, PhD, RN (Nursing)
Opening Reception, Feb. 17, 11:30 a.m. to 12:30 p.m.; on display, Feb. 17 to 21, 9 a.m. to 5 p.m., Weinstein Health Sciences Building Commons

Session Description: These posters showcase innovations in teaching and learning in biology and nursing. 

Professors Medina and Stone's poster explores collaborative testing, defined as "an assessment of evaluation strategy in which two or more learners, during discussion and negotiation determine the correct answer to a test question" (Billings, 2017, p. 302). The literature has various examples of implementation of collaborative testing including group size, tests or quizzes and points awarded. Collaborative testing can be implemented on tests or quizzes (Burgess & Medina-Smuck, 2018). This approach can increase problem solving and critical thinking skills (Burgess & Medina-Smuck, 2018; Wiggs & Wiggs, 2011). Additionally, collaborative testing has resulted in increased test scores and increased test-taking skills (Martin, Friesen, De Pau, & Martin, 2014). Our study explores the benefits of collaborative testing in undergraduate nursing students who are repeating a nursing course; our participants are nine junior-level nursing students. The study’s design was that of qualitative descriptive using focus groups with a guided script. Students completed collaborative quizzes throughout the semester (4 collaborative tests in total). Focus groups using a guided script were utilized in exploring the students’ experiences with collaborative testing in a specified nursing course. The interviews were audiotaped with transcripts transcribed verbatim. Data analysis followed that of content analysis.

Professor Walline's poster addresses the challenges of teaching an undergraduate immunology course without a laboratory component. First, a complicated subject must be taught in about half the number of contact hours. Chiefly, the opportunity to reinforce concepts learned from the instructional setting (e.g. classroom, online module, or in situ teaching) by performing hands-on experimentation is absent. An assignment was devised which required students to read an article published in the Journal of Visualized Experiments (JoVE): Immunology and Infection and watch the companion video. JoVE publishes peer-reviewed detailed experimental techniques in a visual format. Guidelines for critically analyzing a scientific text were provided and students were asked to do a close reading and post questions to an LMS discussion board, which the instructor used to implement the Just-in-Time Teaching (JiTT) method. The assignment was discussed in class by beginning with a list of unfamiliar acronyms and jargon. This provided a starting point for an interactive discussion of the key immunology concepts (e.g., chemotaxis) which was an excellent alternative to a standard lecture. Next, the class watched the video which was paused periodically to address questions posted to the discussion board. An end of discussion assignment was given for students to compare/contrast protein analysis from traditional SDS-PAGE/western blotting to a single-cell, chip-based western blot. Students critically read the literature and learned standard and cutting-edge experimentation/instrumentation in a course without a separate laboratory component. Overall, use of a visual journal article from JoVE and JiTT led to an interactive, engaging discussion that received positive feedback from students.

Professor Wells's poster presents retrospective comparison of the effectiveness of leading an undergraduate, junior level, clinical course as a lecture only versus lecture and active learning format. While the findings were not statistically significant, average course scores rose from 82.45 to 83.78. Standardized testing scores also changed, from 14 students to 7 students scoring required remediation levels. These results led to the need to explore active learning as a means of increasing critical thinking in undergraduate students. Terms noted most often in definitions of critical thinking include evaluation, evidence, inference, intentional, interpretation, judgement, and methodical. Skills needed to critically think include analysis, confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition perseverance, open-mindedness, seeking, and self-reflection (Carvalho, et.al., 2017; Chan, 2013) Nurses need to critically think in order to make decisions regarding safe patient care. Skills needed to arrive at these judgements must be instilled in students prior to their transition to practice. Faculty have the obligation to provide active learning and evaluation methodologies to students for this purpose (Carvalho, et al., 2017). Noted benefits to providing critical thinking opportunities include students taking responsibility for their own learning, identification of knowledge gaps, and opportunities for faculty clarification. Drawbacks consist of required faculty and student preparation, active questioning of faculty by students, and the need for student organization and time management (Hawks, 2015).

Learning Outcomes and Target Audience: Attendees will observe how videos and other web-based materials can provide innovative instructional solutions and enhance learning, understand collaborative testing and how it can be utilized in any college level course, ascertain how to oversee the process and procedure of administering collaborative tests, and explore strategies and approaches to foster critical thinking. Faculty who teach in the natural and/or health sciences and/or online, as well as students interested in collaborating with others for the purposes of assessment, are especially encouraged to attend.

"A Celebration of Teaching Excellence: A Roundtable Conversation among Winners of the UNC Board of Governors Award for Excellence in Teaching"
Cherry Maynor Beasley, PhD, FNP, RN, CNE (Nursing); Sivadanane Mandjiny, PhD (Chemistry & Physics); David Nikkel, PhD (Philosophy & Religion); and Richard Vela, PhD (English, Theatre & Foreign Languages)
Monday, Feb. 17, 1 to 2:15 p.m., 213 Chavis University Center

Session Description: This roundtable conversation seeks to celebrate the accomplishments of our colleagues, who have won the highest honor for excellence in teaching in higher education in North Carolina. During this conversation, professors Beasley, Mandjiny, Nikkel, and Vela will share experiences that have shaped their careers, perspectives that guide their teaching, strategies they use for success in the classroom, and advice they have for their colleagues.

Learning Outcomes and Target Audience: Attendees will gain personal insights into the perspectives, strategies, and experiences that inform high-impact teaching at UNCP. Faculty who are interested in learning from their peers and applying proven ideas or approaches to their own teaching are especially encouraged to attend. 

"Purpose(ful)ly Giving up Power: Student Syllabus Creation"
Autumn Lauzon, PhD (English, Theatre & Foreign Languages)
Monday, Feb. 17, 2:30 to 3:30 p.m., 251 Chavis University Center

Session Description: In Creating Wicked Students: Designing Courses for a Complex World (2018), Paul Hanstedt writes that for students "the best way to create an environment conducive to developing authority in our students is to place them in situations where they must assume it" (6). This semester, Professor Lauzon has "forced authority" onto students enrolled in her ENG 2230: American Literature before 1865 (a General Education, writing-enriched survey course) by requiring them to reconstruct our syllabus. In this workshop, Professor Lauzon will discuss the process of giving up her own power and authority as the instructor and "expert" on the topic, her goals for throwing students immediately into a project on a topic they’re unfamiliar with, and the final syllabus product.

Learning Outcomes and Target Audience: Attendees will gain ideas and strategies for increasing student engagement, fostering student autonomy, building shared trust, and sharing disciplinary expertise. Faculty who are interested in students as partners pedagogies are especially encouraged to attend.

"Training School Teachers and Administrators to Support LGBTQ+ Students: A Quantitative Analysis of Change in Beliefs and Behaviors"
Whitney Akers, PhD, LPC, NCC, ACS; Shenika Jones, PhD, LSC, NCC; and Nicole Stargell, PhD, LPCA, LSC, NCC (Counseling)

Tuesday, Feb. 18, 11 a.m. to 12 noon, 213 Chavis University Center

Session Description: LGBTQ+ students experience discrimination within schools and increased rates of academic and mental health concerns when compared to heterosexual and cisgender peers. The researchers delivered an LGBTQ+ training to teacher education and school administration students before participants entered field placement in K-12 schools. Participants learned about LGBTQ+ student needs, their own biases, and basic helping skills to support student needs in school. The researchers administered the Gay Affirmative Practice Scale before and after the training, finding significant increases in participants’ self-reported affirmative beliefs and behaviors. Assessment psychometrics and implications for educators are provided.

Learning Outcomes and Target Audience: Attendees will explore LGBTQ+ student needs, learn a proposed method for creating a diversity training for school personnel, and understand the effectiveness of a diversity training on students' beliefs and behaviors. Educators who train school personnel, professional counselors, and other helping professionals are especially encouraged to attend.

"Global Engagement and Cultural Competence: Internationalizing Curriculum through Service-Learning"
Cathy Lee Arcuino, PhD (Global Engagement); Hannah Baggott Anderson, MFA (English, Theatre & Foreign Languages and the Literacy Commons); Orlando Alvarez and Demetrus Locklear (English Language Institute); and Kaitlin Kelly (Community & Civic Engagement)

Tuesday, Feb. 18, 3:30 to 4:30 p.m., 208 Chavis University Center

Session Description: Created from a TLC shared interest group with goals to internationalize UNCP courses, Hannah Baggott Anderson’s ENG 1060: Composition II classes are taking part in service-learning that supports UNCP English Language Institute International students. This collaboration already has resulted in exciting connections between students and to their own coursework. In this panel, Associate Vice Chancellor Arcuino, Professor Anderson, English Language Institute instructors Orlando Alvarez and Demetrus Locklear, and Service-learning Teaching Assistant Kaitlin Kelly will discuss the successes and challenges of this partnership, along with best practices and goals for future courses and how other faculty can work to internationalize their courses.

Learning Outcomes and Target Audience: Attendees will understand goals of internationalizing curricula at UNCP, appreciate the value of global engagement in coursework, and consider strategies for internationalizing curricula in the future. Faculty who are interested in globalizing curricula, particularly those who teach General Education courses, are especially encouraged to attend.

"Partners in Pedagogy: The Atlantic Coast Pipeline, Interdisciplinary Collaboration, and Service-Learning"
Amber Rock, PhD (Biology), and Tamara Estes Savage, PhD (Social Work)
Wednesday, Feb. 19, 3:30 to 4:30 p.m., 213 Chavis University Center

Session Description: Professors Rock and Savage are collaborating on a service-learning project regarding the Atlantic Coast Pipeline (ACP) this semester. The ACP project is a 600-mile natural gas pipeline beginning in West Virginia and ending in Robeson County. The purpose of the service-learning project is to look at the ACP from the perspectives of both social work and biology, culminating in a website that will serve as a repository for information about the ACP. Examples of such information include the environmental impacts of pipelines, the science of pipelines, the economic impact of the ACP, community opinions and perspectives, student learning and reflection, and a social media history of the process. The purpose of this presentation is to share this innovative process with colleagues and brainstorm how colleagues can integrate interdisciplinary service-learning in their courses.

Learning Outcomes and Target Audience: Attendees will discover how seemingly disparate disciplines collaborate to enhance the learning process, consider novel ways of integrating service-learning, explore how to engage students in contemporary issues that directly affect the community in which they live and learn, and gain strategies for collaborative lesson-planning and creating partnerships that foster reflection and relationship-building with colleagues. Faculty who teach classes that incorporate service-learning and faculty who are interested in integrating service-learning into their classes are especially encouraged to attend.

"Third-Fridays Book of the Month Club: bell hooks, Teaching Community: A Pedagogy of Hope (2003)" (Pre-registration required)
Scott Hicks, PhD (Teaching & Learning Center and English, Theatre & Foreign Languages)
Friday, Feb. 21, 2:30 to 3:30 p.m., 212 Livermore Library

Session Description: The Third-Fridays Book of the Month Club is an ongoing faculty, staff, and student learning circle who meet to discuss, in person and online, a selected book, article, or dataset chosen by the TLC consistent with its mission. Facilitators, like participants, are learners; a guiding principle of the learning circle is that no one is, or need be, an expert. All members are encouraged to share, listen, and reflect, connecting with colleagues from all areas of campus. This month's club features bell hooks's Teaching Community: A Pedagogy of Hope (2003).

Learning Outcomes and Target Audience: Participants will identify, explore, develop, and apply effective and impactful pedagogies and teaching techniques and collaborate with peers to advance and cultivate enhanced pedagogies and teaching techniques. Faculty, staff, and students engaged in personal, academic, and professional growth in excellence in teaching and learning are especially encouraged to attend.

N.B. This session provides a free copy of hooks's book to all participants and thus requires registration. You may reserve your place by emailing scott.hicks@uncp.edu no later than Feb. 1.

Accessibility Statement: UNC Pembroke is committed to having an accessible campus for individuals with disabilities. To request information regarding accessibility, or for an accommodation under the Americans with Disabilities Act (ADA) please contact Scott Hicks at (910) 775-4032 or scott.hicks@uncp.edu at least 10 business days prior to programming. A good faith effort will be made to provide accommodations for requests made less than 10 business days in advance.