Teaching & Learning Center
Through mentoring, sharing best practices and connecting with the community, the Teaching & Learning Center develops and sustains the ideas, activities, enthusiasm and culture that foster and recognize quality teaching and learning at UNC Pembroke.
Increasing faculty participation in all efforts and using technology to our advantage, the TLC enhances support for and unites faculty, students and staff.
Student evaluations of instruction are helpful in understanding how students perceived
a class—but because they take place at the end of the semester and are shared with
faculty after final exams, they come too late to identify problems or miscommunications
that otherwise could be easily corrected for the good of the class. A Midsemester Class
Check-in conducted by a TLC consultant elicits students’ perceptions of your class before
midterm and engages students in taking responsibility for the continued success of
the class, all while maintaining student anonymity and faculty confidentiality. The second component, consultation, occurs at a confidential meeting between you and
the TLC consultant. During your time together, your consultant will share with you
the report resulting from her or his findings. Together, you will interpret student
comments, identify successes and areas for improvement, and plan a course of action
that makes use, as you see fit, of students’ feedback. The purpose of this service to assist you in meeting students’ needs for deepened,
enhanced, ongoing learning. The anonymity of the process makes students more comfortable
sharing their feedback; the students’ feedback tells you which elements of your teaching
methods are effective or could be more effective. What’s more, soliciting midsemester
student feedback is valuable in helping you improve and refine your teaching because
it allows you to hear your students’ successes and concerns while there is still time
in the semester to make appropriate changes. Finally, all components of this process—data gathering, reporting,
and consultation—remain completely confidential, for your use as you see fit. The Accessibility Resource Center and TLC are pleased to offer a Certificate in Accessibility
and Inclusion in Teaching and Learning in support of the University's commitment,
as a matter of mission, to inclusion and excellence in teaching and learning: “The
University … serves a diverse student body and encourages inclusion and appreciation
for the values of all people … [and] 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.” Thus, this
series aims to develop the skills and competencies of UNCP faculty in the areas of
accessible course design and inclusive teaching, practices that operationalize and/or
enhance inclusive and excellent teaching and learning. All EHRA employees, faculty and non-faculty, who (1) are employed fulltime or part-time,
(2) have instructional responsibilities and (3) are in good standing at UNCP are eligible
to participate. Individuals interested in certification must inform the directors
of the Accessibility Resource Center and Teaching & Learning Center of their desire
to participate via this survey, and eligible individuals shall be admitted to the program upon approval by the directors. Upon admission, participants must complete successfully the following activities for
certification: Participants shall provide documentation of successful completion of all requirements
via this survey for review by the ARC and TLC directors. Upon their approval, participants shall be
certified in Accessibility and Inclusion in Teaching and Learning. Faculty thus certified
shall be recognized at the annual Faculty Awards Dinner and paid a stipend of $350
per the terms of the TLC’s Grant for Syllabus Transformation. Certification shall
be valid for three years and is renewable thereafter. For more information, please contact TLC director Scott Hicks at 910.775.4032 or scott.hicks@uncp.edu. Book Club is a faculty, staff, and student learning circle of three to five participants
who meet to discuss, in person and/or online, a selected book, article, or dataset
chosen by the TLC consistent with its mission. A guiding principle of the learning
circle is that no one is, or need be, an expert; all who take part share, listen,
and reflect, connecting with colleagues from all areas of campus. Together, 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. The TLC provides readings to all participants, free of charge, and the club will meet
throughout the semester in person and/or online on a schedule that works for all participants.
To foster in-person connection, free coffee or tea will be provided when groups meet
at Starbucks. For more information or to join the club, please contact TLC director Scott Hicks
at (910) 775-4032 or scott.hicks@uncp.edu. In collaboration with Mary Livermore Library, the TLC maintains a LibGuide of scholarly
books, journals, and websites for further research and exploration in the scholarship
of teaching and learning (SoTL). To access this resource, click here (link). For more information, contact Associate Librarian Robert Arndt at (910) 521-6529 or robert.arndt@uncp.edu. Student evaluations of instruction are helpful in understanding how students perceived
a class—but because they take place at the end of the semester and are shared with
faculty after final exams, they come too late to identify problems or miscommunications
that otherwise could be easily corrected for the good of the class. A Midsemester Class
Check-in conducted by a TLC consultant elicits students’ perceptions of your class before
midterm and engages students in taking responsibility for the continued success of
the class, all while maintaining student anonymity and faculty confidentiality. The second component, consultation, occurs at a confidential meeting between you and
the TLC consultant. During your time together, your consultant will share with you
the report resulting from her or his findings. Together, you will interpret student
comments, identify successes and areas for improvement, and plan a course of action
that makes use, as you see fit, of students’ feedback. The purpose of this service to assist you in meeting students’ needs for deepened,
enhanced, ongoing learning. The anonymity of the process makes students more comfortable
sharing their feedback; the students’ feedback tells you which elements of your teaching
methods are effective or could be more effective. What’s more, soliciting midsemester
student feedback is valuable in helping you improve and refine your teaching because
it allows you to hear your students’ successes and concerns while there is still time
in the semester to make appropriate changes. Finally, all components of this process—data gathering, reporting,
and consultation—remain completely confidential, for your use as you see fit. The Accessibility Resource Center and TLC are pleased to offer a Certificate in Accessibility
and Inclusion in Teaching and Learning in support of the University's commitment,
as a matter of mission, to inclusion and excellence in teaching and learning: “The
University … serves a diverse student body and encourages inclusion and appreciation
for the values of all people … [and] 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.” Thus, this
series aims to develop the skills and competencies of UNCP faculty in the areas of
accessible course design and inclusive teaching, practices that operationalize and/or
enhance inclusive and excellent teaching and learning. All EHRA employees, faculty and non-faculty, who (1) are employed fulltime or part-time,
(2) have instructional responsibilities and (3) are in good standing at UNCP are eligible
to participate. Individuals interested in certification must inform the directors
of the Accessibility Resource Center and Teaching & Learning Center of their desire
to participate via this survey, and eligible individuals shall be admitted to the program upon approval by the directors. Upon admission, participants must complete successfully the following activities for
certification: Participants shall provide documentation of successful completion of all requirements
via this survey for review by the ARC and TLC directors. Upon their approval, participants shall be
certified in Accessibility and Inclusion in Teaching and Learning. Faculty thus certified
shall be recognized at the annual Faculty Awards Dinner and paid a stipend of $350
per the terms of the TLC’s Grant for Syllabus Transformation. Certification shall
be valid for three years and is renewable thereafter. For more information, please contact TLC director Scott Hicks at 910.775.4032 or scott.hicks@uncp.edu. Book Club is a faculty, staff, and student learning circle of three to five participants
who meet to discuss, in person and/or online, a selected book, article, or dataset
chosen by the TLC consistent with its mission. A guiding principle of the learning
circle is that no one is, or need be, an expert; all who take part share, listen,
and reflect, connecting with colleagues from all areas of campus. Together, 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. The TLC provides readings to all participants, free of charge, and the club will meet
throughout the semester in person and/or online on a schedule that works for all participants.
To foster in-person connection, free coffee or tea will be provided when groups meet
at Starbucks. For more information or to join the club, please contact TLC director Scott Hicks
at (910) 775-4032 or scott.hicks@uncp.edu. In collaboration with Mary Livermore Library, the TLC maintains a LibGuide of scholarly
books, journals, and websites for further research and exploration in the scholarship
of teaching and learning (SoTL). To access this resource, click here (link). For more information, contact Associate Librarian Robert Arndt at (910) 521-6529 or robert.arndt@uncp.edu. The TLC invites faculty to welcome other faculty into their classrooms for informal
inspiration, idea-swapping, and mutual mentoring. Opening our classrooms provides
a way for us to share teaching methods and techniques with each other, initiate new
collaborations, discuss challenges and solutions, and learn about innovative pedagogies,
inside and outside our home departments and disciplines. Visitors to face to face classrooms must confirm their visit with the course instructor
at least two days in advance; visitors to online classrooms will be granted observer
privileges.
Professional Development Opportunities
Whether your class is face to face, hybrid, or online, check-in has two components:
data-gathering and consultation. For a face to face class, a TLC consultant visits
your class for about 20 minutes, either at the start or before the end of your class.
You leave the room, and the TLC consultant leads students in a Keep/Quit/Start assessment
followed by group reflection. After her or his visit, the consultant compiles the
feedback into a report, assuring student anonymity. For an online class, a TLC consultant
will email all class members a Qualtrics survey link active for 24 hours. The survey
will solicit students’ understandings of class expectations, perceptions regarding
how the class is helping them learn, advice for you as the class’s instructor, and
reflections on how they can better contribute to the success of the class.
For more information or to request a Midsemester Class Check-in for your class(es),
please contact TLC director Scott Hicks at 910.775.4032 or scott.hicks@uncp.edu. Check-ins will be scheduled on a first-come, first-served basis as consultants are
available.
Resources in the Scholarship of Teaching & Learning (SoTL)
Whether your class is face to face, hybrid, or online, check-in has two components:
data-gathering and consultation. For a face to face class, a TLC consultant visits
your class for about 20 minutes, either at the start or before the end of your class.
You leave the room, and the TLC consultant leads students in a Keep/Quit/Start assessment
followed by group reflection. After her or his visit, the consultant compiles the
feedback into a report, assuring student anonymity. For an online class, a TLC consultant
will email all class members a Qualtrics survey link active for 24 hours. The survey
will solicit students’ understandings of class expectations, perceptions regarding
how the class is helping them learn, advice for you as the class’s instructor, and
reflections on how they can better contribute to the success of the class.
For more information or to request a Midsemester Class Check-in for your class(es),
please contact TLC director Scott Hicks at 910.775.4032 or scott.hicks@uncp.edu. Check-ins will be scheduled on a first-come, first-served basis as consultants are
available.
Resources in the Scholarship of Teaching & Learning (SoTL)
Open Classrooms
The Writing Intensive Program
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.
Since SIGs inception in 2017, UNCP faculty, staff and students have collaborated in these areas:
- Faculty who taught BIO 1000: Principles of Biology remapped course syllabi, adopted new learning goals and objectives, and shared teaching activities; TLC HAWK Assistant Wanya Ward, a Biology major and member of the SIG, presented related research, "Co-Teaching in Higher Education: A Student's Perspective," at the 2019 international conference of POD Network.
- Faculty in American Indian Studies, Biology, and Nursing collaborated to engage students in multidisciplinary explorations of food sovereignty, featuring classroom lectures and guest speakers and engaging participating faculty in conference presentations and co-written scholarship for publication.
- Faculty in English, Theatre & World Languages and Mass Communications collaborated with the Office of Global Engagement to share best practices, explore policies or programs to improve teaching and learning, and host a presentation and workshop by Association of American Colleges & Universities vice president Dawn Michelle Whitehead in February 2020.
- Convened by Camille Goins (camille.goins@uncp.edu) and Leslie Locklear (leslie.locklear@uncp.edu)
- The group has met on a regular basis to discuss strategies for improving teaching and learning, planned and organized professional development sessions for both campus and off-campus audiences, conducted and published research, attended and presented at conferences, discussed classroom teaching practices and curricula and collaborated on scholarship.
- The SIG plans to develop an online course, “Culturally Responsive Teaching in Higher Education,” for new faculty and staff as part of onboarding and training; conduct research examining the UNCP students' experiences of culturally responsive teaching and learning (IRB #50-20); and attend conferences to present findings.
Honors Teaching & Learning
- Convened by Joshua Busman (Joshua.busman@uncp.edu)
- SIG members met once a semester, discussed Honors pedagogy and shared teaching experiences and ideas.
- The SIG will continue to review and discuss current scholarship, share and reflect on classroom experiences and successes, establish and share best practices, and explore policies or programs to improve teaching and learning in the Esther G. Maynor Honors College.
Indigenous Cultures & Communities
- Convened by Southeast American Indian Studies Program (sais@uncp.edu)
- SIG members met monthly, read and discussed scholarly literature related to Indigenizing higher education, shared teaching experiences and peer reviewed course syllabi and class activities.
- The SIG will continue to meet monthly, read and discuss scholarly literature related to Indigenizing higher education, share teaching experiences and peer review course syllabi and class activities. Our goal is to help faculty propose and execute engaging ICC-designated courses through ongoing support and collaboration.
Working-class Identity in the Academy
- Convened by Michele Fazio (michele.fazio@uncp.edu)
- SIG members met once a semester, promoted and developed programming for National First Gen Week, discussed supporting first-generation students, and shared teaching experiences and ideas.
- The SIG will continue to read and discuss scholarly literature related to supporting first-generation students and increasing awareness of working-class identity in the academy, share teaching experiences and peer review course syllabi and class activities and develop future programming to support first-generation students.