Notes--Experiences at the James Iredell Papers

I would like to give you a little background on how I came to be in documentary editing. I\u27ve loved history ever since fifth grade. Then in the summer after eighth grade my father and I took a genealogy class. I decided to research my great-great-grandfather, who served as a captain in the Civil War. For the research I went to the State Archives. Once there, I was enamored with it all. On my sixteenth birthday all I wanted to do was to spend the day researching at the Archives in Raleigh. I declared that I\u27m gonna work there some day. Sure enough, after getting my undergraduate degree at Wake Forest University and working at the Archives during the summer and on Saturdays, I was lucky enough to become a full time archivist in 1984. Shortly thereafter, I became a certified archivist. I then decided to obtain an MA in Public History at North Carolina State University. As part of that program I took a documentary editing class, taught by Jeff Crow. I decided then and there that that was really what I wanted to do. It was the perfect blend of research, writing, and working with original records. I graduated from the program in 1988 and tried three times to get a job with the Historical Publications Section, to no avail. Finally, in 1996, I was hired as the editor of the Iredell Papers. In 1998 I became a certified public manager, which essentially served as a death knell to my hands-on editing. In 2001 I was promoted to administrator of the section where we publish North Carolina history, just like university presses. I am in a unique situation in that I have the luxury of editing, being paid by the state to do what I love, and I also decide what Archives and History will publish, with help of course. I am extremely fortunate to be a history major and actually working in my chosen field

Effectiveness of Group Decision Support Systems (GDSS) in Learning Environments

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Intentional STEM Infusion (ISI) Approach for 4-H Non-STEM Project Volunteers: Finding STEM in Plain Sight

STEM literacy is identified as a necessary skill for participation in the future workforce. 4-H has responded to this need to develop STEM-ready youth by expanding access to project areas like Robotics. It has been acknowledged that recruiting and training STEM competent staff and volunteers is a limitation in expanding these types of programs. At the same time, 4-H youth are enrolled in many traditional non-STEM projects that are imbued with STEM concepts. 4-H volunteers with increased awareness of their role in fostering STEM education and STEM literacy can be a valuable resource in preparing 4-H youth with STEM-ready professional skills. 4-H professionals can train front-line volunteers to use an intentional STEM infusion approach within the experiential learning process. It is posited that volunteers will be better able to facilitate STEM learning in real-world contexts for a wide-range of 4-H youth by using this approach. The use of the ISI approach provides an opportunity for 4-H to develop more STEM-ready youth than by only serving those youths who are attracted to STEM-focused projects alone