Advancing Excellence in UNCP's Classrooms through Giving that Makes a Difference
The Teaching & Learning Center welcomes financial contributions that help UNCP faculty provide unique, enriching, and life-changing experiences in their classrooms. With your donation through the Division of Advancement, your gift can flow directly to faculty and students to take part in experiences that changes lives, experiences like these:
Support Rural Communities and Student Action with Farmworkers
With your help, professors Michele Fazio (English, Theatre & Foreign Languages) and Brooke Kelly (Sociology & Criminal Justice) will host a service-learning weekend at the Episcopal Farmworker Ministry in Newton Grove in spring 2019; your contribution will fund students’ travel and food expenses. During the weekend, professors Fazio and Kelly and their Esther G. Maynor Honors College students will visit labor camps and provide service through workshops and food and clothing drives. This transformative experience will be the capstone of an interdisciplinary, team-taught, service-learning Honors seminar, with direct impact on their intellectual and personal growth. In this class, students' final research projects will combine lived experience and academic sources to examine the circumstances of migrant workers, and students will present their service-learning projects at the Pembroke Undergraduate Research Symposium, showcasing the power of experiential learning, community engagement, and student success through teamwork skills and cultural sensitivity, the application of course content to real-life experiences, and reflection on their learning in class and in the fields. Click here to make your donation now.
Watch this video (with transcript) showcasing the transformative experiences felt by students enrolled in these courses in spring 2018.
Enrich Student Learning through Course-based Undergraduate Research Experiences (CURES)
Help students enrolled in professor Reneè Lamphere's criminal justice classes and professor Conner Sandefur's biology classes showcase their research skills and findings. With your support, students will print and present posters that showcase their discoveries in these first-year classes, both on and off campus. In the past year, professors Lamphere and Sandefur have learned more about and honed their skills in teaching using undergraduate research, particularly how to incorporate it into gateway classes. In addition to their regular classwork and homework in BIO 1000: Principles of Biology and CRJ 2000: Introduction to Criminal Justice, students in these classes work together to research key issues in these disciplines, reviewing scholarly journal articles to create research posters. On Nov. 12, students will present their posters at the library in a sort of “mini-CURE symposium.” Your contribution will pay the costs of printing posters and, for select students, traveling to present their work at state and national conferences that allow them to network with others in their fields. Click here to make your donation now.
See photographs of students presenting their undergraduate research at the 2018 PURC Symposium.
Make an Impact on Childhood Literacy
Help Educational Leadership & Specialties professor Laura Staal's students develop themselves as highly effective educators in reading—and surround Prospect School students with high-quality children’s literature. With your support, every fourth-grade student at Prospect and every UNCP student enrolled in RDG 4000: Best Practices in Reading will receive two novels, novels they will use in class and keep after the end of the school year. With these books as the foundation, UNCP students will work directly with Prospect students to implement best practices in reading and writing anchored in the novels’ themes. What’s more, UNCP students will collaborate closely with Prospect teachers, creating novel units for all fourth-grade teachers. Taken together, this effort is committed to sustaining excellence in literacy practice at Prospect School. Click here to make your donation now.
See photographs of UNCP students and public school students engaged in literacy programming.
Grant for Excellence in Teaching & Learning
The University of North Carolina, Pembroke, is founded on excellence in teaching and learning as a matter of mission: “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.” At UNCP, exceptional faculty are defined as those who “show command of their subject, [are] creative and imaginative, [are] enthusiastic, promote critical thinking, stimulate their students to improved performance, engage in and use research, and [are] outstanding communicators.” In so doing, the University seeks to prepare graduates for “rewarding careers, postgraduate study, leadership roles, … fulfilling lives, … engagement in global society, and responsible stewards[hip] of the world."
Grant-winning projects include the following:
- Michele Fazio, PhD, and Peter Grimes, PhD: David Joy and Working Class Literature (Spring 2019)
- Michele Fazio, PhD: Sharing Stories, Creating Allies: First-Generation Student Success at UNCP (Fall 2019)
- Camille Goins, PhD, Leslie Locklear, PhD, Tiffany Locklear, EdD, Gerald Neal, EdD, Claudia Nickolson, PhD, Gretchen Robinson, PhD, Dana Unger, PhD, and Jeffrey Warren, PhD: Culturally Responsive Teaching (Fall 2019)
- Jane Haladay, PhD: International Indigenous Exchange Consortium (Spring 2019)
- Jane Haladay, PhD: Richard Grounds, Indigenous Language, and Indigenous Food Sovereignty (Fall 2019)
- Beth Holder, PhD, and Joe Sciulli, PhD: iGen: Advising Today's College Students (Fall 2019)
- Naomi Lifschitz-Grant, EdD: Art Education Digital Video Archive (Fall 2019)
The awarding of Grants for Excellence in Teaching & Learning aims to enhance and/or enrich pedagogy and instruction at UNCP through interventions in classes, courses, and/or curricula and/or the scholarly development of UNCP faculty.
All faculty, employed fulltime or part-time and in good standing at UNCP, are eligible to apply, individually or collectively. Proposals from groups or teams of collaborating faculty are encouraged.
In order to be considered for a Grant for Excellence in Teaching & Learning, eligible faculty must submit an application, consisting of an application form, a narrative explaining the proposal to enrich and/or enhance pedagogy and instruction, an itemized budget, a c.v., and, as appropriate, supporting documentation.
Applications are available via Qualtrics <https://uncp.co1.qualtrics.com/jfe/form/SV_88ECuVQ1GFdCKih> and are due as follows:
- March 1 for grants to be expended between July 1 and Dec. 31
- Sept. 1 for grants to be expended Jan. 1 and June 30.
Incomplete applications shall not be considered.
Preparation of proposals
Proposals shall take the following format and consist of the following parts:
- Applicant information
- A narrative that, using clear and concise language understandable to reviewers in multiple disciplines, describes the following:
- The interventions and/or activities being proposed
- The alignment of the proposal to commitments to excellence in teaching and learning as set forth in the University mission and vision
- The expected outcomes of the proposed interventions and/or activities, with teaching and learning goals and objectives clearly defined
- Scholarly evidence and data to establish the efficacy of proposed interventions and/or activities
- A schedule detailing the implementation of the proposal
- A discussion of the proposal’s future sustainability and/or replication
- The contribution of the proposal to the applicant’s growth as a teacher-scholar
- A budget itemizing proposed expenditures, such as those for equipment, educational materials, wages and/or stipends, professional development, and travel
- Supplemental documentation as appropriate, such as syllabi, travel requests, position descriptions, invoices or cost estimates, scholarship of teaching and learning, institutional data, and other documents
- Curriculum vitae
Review, Evaluation, and Selection of Proposals
The Task Force on Teaching Excellence will review and evaluate all eligible proposals according to the following criteria:
- The extent to which the proposal advances one or more commitments put forth in the mission and vision of UNCP, to wit (in no particular order):
- Active student learning
- Rigorous intellectual and academic standards
- Skills of critical thinking and effective communication
- Interdisciplinary collaboration and innovation
- Students’ intellectual curiosity and creativity
- Students’ capacity to embrace difference and adapt to change
- International perspectives and responsible citizenship
- The extent to which the proposal will enrich and/or enhance teaching and learning at UNCP
- The extent to which proposed interventions and/or activities are supported by scholarly, authoritative, and relevant evidence and data and are likely to achieve the proposal’s expected outcomes and goals
- The extent to which the proposal is sustainable and replicable
- The value of the scholarly work to contribute to the applicant’s growth as a teacher-scholar
The Task Force shall select the proposals to be funded and the amount at which they will be supported, and applicants shall be notified of the Task Force’s decision within 30 days of the deadline for application.
Individuals awarded a Grant for Excellence in Teaching & Learning shall (1) participate in the TLC’s Mid-semester Class Check-in and Open Classroom programs and (2) submit a written report to the TLC director.
The report shall describe the implementation of the proposal, assess its impact, and reflect on the individual’s growth as a teacher-scholar. Deadlines for the written report are as follow:
- Aug. 1 for grants implemented from Jan. 1 to June 30
- Feb. 1 for grants implemented from July 1 to Dec. 31
The report shall be made public via the TLC’s website and other media.
For more information, contact TLC director Scott Hicks at (910) 775-4032 or email@example.com.
Grants for Syllabus Transformation
The University of North Carolina, Pembroke, is founded on excellence in teaching and learning as a matter of mission: “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.” The University seeks to develop and support exceptional faculty, faculty who “show command of their subject, [are] creative and imaginative, [are] enthusiastic, promote critical thinking, stimulate their students to improved performance, engage in and use research, and [are] outstanding communicators.” In so doing, the University seeks to prepare graduates for “rewarding careers, postgraduate study, leadership roles, … fulfilling lives, … engagement in global society, and responsible stewards[hip] of the world."
The awarding of Grants for Syllabus Transformation aims to enhance and/or enrich pedagogy and instruction at UNCP through improvement in class construction and syllabus design.
All faculty, employed fulltime or part-time and in good standing at UNCP and scheduled to teach in AY 2018-2019, are eligible to apply.
In order to be considered for a Grant for Syllabus Transformation, eligible faculty must submit an application, consisting of an application form, a narrative explaining the applicant’s desired goals in transforming her or his syllabus, a copy of the syllabus currently used in the class, and a a c.v.
Applications are available via Qualtrics <https://uncp.co1.qualtrics.com/jfe/form/SV_82mf2OpzVgdj9mR> and are due April 30. Incomplete applications shall not be considered.
Preparation of Proposals
Proposals shall take the following format and consist of the following parts:
- Applicant information, including a copy of the syllabus proposed for transformation and selection of the University partner with whom the applicant wishes to partner in completing syllabus transformation
- A narrative that describes the following:
- the class for which the applicant seeks to revise and transform a syllabus,
- the goals of the applicant in transforming the syllabus, and
- the expected and/or desired outcomes of the transformed syllabus in effecting excellence in teaching and learning.
- Curriculum vitae
Review, Evaluation, and Selection of Proposals
The Director of the Teaching & Learning Center, in consultation with appropriate University partners, will review and evaluate all eligible proposals according to the following criteria:
- The extent to which the proposal will enrich and/or enhance teaching and learning at UNCP and
- The value of the scholarly work to contribute to the applicant’s growth as a teacher-scholar.
The TLC Director shall select the proposals to be funded, and applicants shall be notified of the Director’s decision within five days of the deadline for application. The number of proposals funded will be determined by the availability of funds.
Individuals awarded a Grant for Syllabus Transformation shall receive a stipend of $350 to be disbursed by June 30, in compensation for consulting with a University partner (by May 31) and submitting (by Aug. 1) a transformed syllabus. University partners supporting this effort will receive $100 in funding for resources to support each syllabus transformation they support.
Individuals awarded a Grant for Syllabus Transformation shall (1) participate in the TLC’s Mid-semester Class Check-in and Open Classroom programs in fall 2018, (2) participate in a syllabus transformation workshop to be scheduled in fall 2018, and (3) allow their revised syllabi to be make publicly available to the University community via the TLC’s website and social media.
Shared Interest Groups
A Shared Interest Group is a learning-and-doing community of faculty, staff, and students focused on a question, theme, or approach in teaching and learning that matters to its members. SIGs are established on the basis of demonstrated interest, in consultation with the TLC, to (1) identity the issue, problem, or approach on which it wishes to focus and (2) determine group expectations and outcomes. Upon establishment of the group, members of the SIG commit themselves to the success of the group until the completion of the expectations and outcomes determined at its charter. As funding allows, the TLC will support SIGs with refreshments, resources, stipends, and/or travel funds. Once the group has achieved its expectations and outcomes, it will share its accomplishments with the University community.
SIGs may undertake the following activities:
- Reviewing and discussing current scholarship relevant to the SIG’s focus,
- Sharing and reflecting on classroom experiences and successes,
- Team-teaching or visiting SIG members’ classrooms,
- Creating or redesigning classes or curricula by incorporating high-impact teaching practices,
- Establishing and sharing best practices,
- Exploring policies or programs to improve teaching and learning,
- Traveling to conferences or professional development institutes,
- Conducting and publishing research,
- Leading workshops or webinars that promote professional and/or scholarly development, and/or
Undertaking other activities as desired.
During AY2019-2020, SIGs will address issues of cultural competence and responsiveness in teaching and learning, food sovereignty, supporting first-year student success in biology, plagiarism, and globalizing curricula. All interested faculty, staff, and students are invited to join; to do so, contact the convener(s) of the group(s) in which you are interested:
- SIG: Culturally Competent and Responsive Teaching and Learning, convened by Camille Goins (firstname.lastname@example.org) and Leslie Locklear (email@example.com)
- SIG: Food Sovereignty, convened by Cherry Maynor Beasley (firstname.lastname@example.org), Jane Haladay (email@example.com), Mary Ann Jacobs (firstname.lastname@example.org), and Conner Sandefur (email@example.com)
- SIG: Globalizing the Curriculum, convened by Cathy Lee Arcuino (firstname.lastname@example.org)
- SIG: Supporting First-year Student Success in Biology, convened by Conner Sandefur (email@example.com)
- SIG: Plagiarism, convened by Anita Guynn (firstname.lastname@example.org), Abigail Mann (email@example.com), Cynthia Miecznikowski (firstname.lastname@example.org), (email@example.com), Tamara Savage (firstname.lastname@example.org), Dennis Swanson (email@example.com), and Joe West (firstname.lastname@example.org)
To learn more about SIGs, join one of these groups, or launch a new one, please contact the conveners or TLC director Scott Hicks at (910) 775-4032 or email@example.com.