“Celebrating Your Southern Self @ the Library”

Everyone is invited to join the Friends of the Library of The University of North Carolina at Pembroke as they host “Celebrating Your Southern Self @ the Library.” This event will be held on April 17, 2009, from 5:30 p.m. to 9:00 p.m. in the Mary Livermore Library and will be the eighth annual benefit sponsored by the Friends. Featured speaker will be the well known author Celia Rivenbark. Outstanding live and silent auctions will again offer an array of items that can’t be ignored. There will be a variety of food stations offering a truly delicious and tempting assortment of elegant Southern food from which guests can select

Friends of the Library Update

The Friends of the Library of The University of North Carolina at Pembroke is an organization committed to sponsoring educational and cultural activities for our community, It has actively sponsored these programs during the fall semester, 2006

Mary Livemore Library Special Collections: Telling the Unique UNCP Story

On March 7, 1887, the General Assembly of North Carolina enacted legislation that created the Croatan Normal School, founded to train Native American public school teachers. The school opened with 15 students and one teacher. Until 1953, it was the only state-supported, four-year college for Indians in the nation. The General Assembly changed the name of the institution several times, until, on July 1, 1996, it officially became The University of North Carolina at Pembroke. In recent years the institution has seen phenomenal growth. We have more than 6,000 students and, according to U.S. News and World Report, we are one of the most diverse campuses in the nation. In 2006, UNCP’s student body was 47% Caucasian, 20% Native American, 25% African American, 2% Asian, 3% Hispanic, and 3% other. The Sampson-Livermore Library is striving to meet the dynamic needs of a rapidly growing university. The challenge has been to serve the needs of our diverse population while maintaining and honoring our unique history. As a historically Native American institution, we have acquired a unique and strong collection of American Indian materials, particularly of Southeastern North Carolina tribes. Collection development objectives have focused particularly on the surrounding Lumbee Tribe. Our special collections area reflects this effort. Examples are the Lumbee River Fund, the Lumbee Collection, and numerous other photographs and other important records of our unique history. Our poster session will demonstrate how we have maintained and continue to develop our unique Native American collection

Exile Vol. XVI No. 2

PREFACE 3 ESSAY Observations At The Gap by Paul A. Dimitruk 4 Those Who Choose Words By Keith McWalter 5-6 On Victoria\u27s England by Paul A. Dimitruk 7-8 Facts Are The Enemy of Truth by Nancy Gutierrez FICTION Harmon by Barbara Mackey 22-25 Pilgrimage by Keith McWalter 35-44 ARTWORK by Wandi Solez: 6, 15, 23, 27 by Ken Wernz 10 by Stephen Swift 11 by Laura M. Hyslop 12 by Skip Staudt 19 by W. A. Hoffman 25 by Mary Ann Kowaski 34 by Jo Ann Orgo 40 PHOTOGRAPHY by Roger Block 16 by Tim Heath- all other POETRY My Poems by Susan Hallock 13 Counter-Fugue At Six-Thirty by Sherry Stodola 14-16 Apple Tree Poem by Darby Williams 17 When Snow Falls Into A Pond by Bruce Kidd 17 Woman-Man by Darby Williams 18 Transcendence by Wandi Solez 20 Paris Reflection by Wandi Solez 20 A Sleepless Night In Valencia, Spain by Wandi Solez 21 # 319 by Wandi Solez 21 Strange Lady by John Gillespie 26 Strange Lady II by John Gillespie 26 Where The Hell Is Rembrandt? by John Loveland 26 Years Ago by John Whitt 29 I\u27ve Finished Growing Now by Keith McWalter 29 Charisma by John Whitt 30 I Thought Of Cutting by John Loveland 31 Make Me Eat Peanut Butter by Fred Walton 31 The Cat by John Loveland 32 On The Rim by John Whitt 33 Undercurrent by Keith McWalter 33 Cover: Gail Lutsch Layouts: Keith McWalte

Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses

Instructors’ interactions can foster knowledge sharing around teaching and the use of research-based instructional strategies (RBIS). Coordinated teaching presents an impetus for instructors’ interactions and creates opportunities for instructional improvement but also potentially limits an instructor’s autonomy. In this study, we sought to characterize the extent of coordination present in introductory undergraduate courses and to understand how departments and instructors implement and experience course coordination. We examined survey data from 3,641 chemistry, mathematics, and physics instructors at three institution types and conducted follow-up interviews with a subset of 24 survey respondents to determine what types of coordination existed, what factors led to coordination, how coordination constrained instruction, and how instructors maintained autonomy within coordinated contexts. We classified three approaches to coordination at both the overall course and course component levels: independent (i.e., not coordinated), collaborative (decisionmaking by instructor and others), controlled (decision-making by others, not instructor). Two course components, content coverage and textbooks, were highly coordinated. These curricular components were often decided through formal or informal committees, but these decisions were seldom revisited. This limited the ability for instructors to participate in the decision-making process, the level of interactions between instructors, and the pedagogical growth that could have occurred through these conversations. Decision-making around the other two course components, instructional methods and exams, was more likely to be independently determined by the instructors, who valued this autonomy. Participants in the study identified various ways in which collaborative coordination of courses can promote but also inhibit pedagogical growth. Our findings indicate that the benefits of collaborative course coordination can be realized when departments develop coordinated approaches that value each instructor’s autonomy, incorporate shared and ongoing decision-making, and facilitate collaborative interactions and knowledge sharing among instructors

Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses

Instructors’ interactions can foster knowledge sharing around teaching and the use of research-based instructional strategies (RBIS). Coordinated teaching presents an impetus for instructors’ interactions and creates opportunities for instructional improvement but also potentially limits an instructor’s autonomy. In this study, we sought to characterize the extent of coordination present in introductory undergraduate courses and to understand how departments and instructors implement and experience course coordination. We examined survey data from 3,641 chemistry, mathematics, and physics instructors at three institution types and conducted follow-up interviews with a subset of 24 survey respondents to determine what types of coordination existed, what factors led to coordination, how coordination constrained instruction, and how instructors maintained autonomy within coordinated contexts. We classified three approaches to coordination at both the overall course and course component levels: independent (i.e., not coordinated), collaborative (decision-making by instructor and others), controlled (decision-making by others, not instructor). Two course components, content coverage and textbooks, were highly coordinated. These curricular components were often decided through formal or informal committees, but these decisions were seldom revisited. This limited the ability for instructors to participate in the decision-making process, the level of interactions between instructors, and the pedagogical growth that could have occurred through these conversations. Decision-making around the other two course components, instructional methods and exams, was more likely to be independently determined by the instructors, who valued this autonomy. Participants in the study identified various ways in which collaborative coordination of courses can promote but also inhibit pedagogical growth. Our findings indicate that the benefits of collaborative course coordination can be realized when departments develop coordinated approaches that value each instructor’s autonomy, incorporate shared and ongoing decision-making, and facilitate collaborative interactions and knowledge sharing among instructors

Social Networks and Instructional Reform in STEM: The Teaching‑Research Nexus

Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty – meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines data from three departments (biology, chemistry, and geosciences) at three universities that had recently received funding to enhance adoption of EBIPs in STEM fields. We evaluate exponential random graph models of the teaching network and find that (a) the existence of a research tie from one faculty member i to another j enhances the prospects of a teaching tie from i to j , but (b) even though faculty highly placed in the teaching network are more likely to be extensive EBIP users, faculty highly placed in the research network are not, dimming prospects for leveraging research networks to advance STEM instructional reforms