Jessica Jameson

This ECR conference, Conversations Across Boundaries, under the Research on STEM Learning and Learning Environments research area in Mathematics, brings together experts from mathematics teacher education, cognitive science, and special education to work on a common goal via constructive conversations organized over two face-to-face days with follow-up virtual meetings. The proposed conference is designed to generate a set of principles and a collaborative research agenda among the fields, focused on existing agreement regarding PK-2 mathematics and uncovering areas of disagreement where further exchange and generation of knowledge is needed. The design uses Wenger???s community of practice concept as the organizing frame. From this perspective, the event can be defined as a boundary encounter in which boundary brokers from mathematics teacher education, special education, and cognitive science engage in dialogue to improve understanding regarding PK-2 mathematics. The resulting synthesized set of principles, which we call a living synthesis, is conceived as a combination of current knowledge and ideas brought forward, generated, and agreed upon in a shared space to form a consensus and cohesive view of PK-2 mathematics learning and teaching, that is also understood to be open to expansion or change. Additional outcomes for the conference include: three briefs, one of each targeting researchers, teachers, and policymakers; an extension of the event to other notable conference spaces through working groups; and manuscript submissions to both researcher-oriented and practitioner-oriented journals. Together, the conference and its products hold strong potential to make important contributions to general, explanatory knowledge (e.g., synthesized understandings) pertaining to STEM learning and learning environments that are carried forward, with impacts sustaining long after the event.

LAS DO1 Jameson - 3.4 Emerging Technology

Our project will (1) determine the impact of mediation training and practice on law students enrolled in a mediation skills training and practice course; and (2) test our hypothesis that mediation training and practice have a positive impact on the emotional well-being of the mediator.

DO7 Collaboration

DO6 User Experience

LAS DO5 Jameson Task 5.6 Collaboration

DO3 Task Order 2.1 Collaboration

The goal of this pilot faculty development program is to increase the visibility of and build faculty capacity for community-engaged scholarship at NC State University through an intensive two-year program called EDGES (Education and Discovery Grounded in Engaged Scholarship). EDGES is a developmentally-structured approach to supporting faculty in the design and implementation of community-engaged scholarship projects during key transition points in their career paths?projects which, in turn, involve students at key transition points in their undergraduate careers. The EDGES program is designed to support faculty in the creation and implementation of appropriate-to-their-career-stage community-engaged scholarship activities that touch the curriculum in equally stage-appropriate ways for students. EDGES has been explicitly designed in response to several challenges, primarily (a) lack of shared understanding of community-engaged scholarship, which results in a faculty perception of this work as an ?add on? rather than an innovative approach to scholarship that can be integrated into exiting activities; (b) faculty perspectives on their relationship with the community (which is often seen as one of applying expertise, if in fact there is a relationship at all), (c) limited understanding among faculty, students, and community members alike of the diverse relationships they can have, and (d) uncertainty about how community-engaged scholarship will be understood and valued by faculty peers and department heads. In response to these challenges, EDGES will create an intergenerational learning community bringing together novice and senior faculty, to provide experiential collaborative learning opportunities for faculty and community members, and to make explicit the connection of community-engaged scholarship to education (teaching) and discovery (research) in order to dispel the existing misconception of it as service. Goals 1. To create a shared discourse around community-engaged scholarship that incorporates both teaching and research into a common understanding. 2. To build capacity for community-engaged scholarship among faculty (at four distinct developmental stages in their careers) and their community partners. 3. To increase our understanding of individual capacities and needs regarding community-engaged scholarship at different stages in faculty career paths. 4. To create a cross-disciplinary and intergenerational mentoring community of scholars with different levels of experience with community-engaged scholarship. 5. To support the development, implementation, evaluation, and dissemination of new community-engaged courses and research projects that involve first year and upperclass undergraduate students. Implementation Timeline Year one will include planning, recruitment, and professional development. We will identify six (6) participants in each of four faculty groups: future faculty (doctoral students), new faculty, post tenure faculty (7 years), and pre-retirement faculty (20+ years). Participants will experience a day-long immersion activity (a model used regularly by the Center for Excellence in Curricular Engagement) that will bring together participating faculty and facilitators, students, and community partners for a community-engaged experience followed by a debrief focused on surfacing, inductively, key dynamics of community-engaged scholarship and central issues for further exploration. Faculty groups will participate in two separate (parallel) seminars targeted toward issues that are unique to their own developmental stage and informed by patterns that emerge from a baseline assessment of community-engaged scholarship competencies. We will also bring the four faculty groups together twice to foster the sharing of ideas and inter-generational learning. Each participant will generate a plan for a new community-engaged course or research project. In year two participants will implement their community-engaged courses and/or research proposals. We will create opportunities for one-on-one me

The Wake County nonprofit board communication and development project aims to establish a partnership between NC State University and Wake County Human Services (WCHS) to build the capacity of partner nonprofit organizations through individualized assessment of the boards of directors of specific organizations, interventions to support board development, and the piloting of a board development workshop that can ultimately be delivered to a larger audience. The NC State team is an interdisciplinary group of faculty and graduate students which includes the disciplines of adult education, communication, and public administration. Two team members have extensive experience in the nonprofit sector and one is a Triangle United Way employee. We are already partnering with four Wake County nonprofit organizations to examine their board of directors' communication through the administration of board self-assessments, observing board meetings, and conducting board member interviews. The purpose of these partnerships is to analyze their processes and develop customized interventions to increase the board's capacity to govern effectively, as previous research has demonstrated the link between effective board governance and effective organizational performance. The proposed project would enable us to add two new Wake County partner organizations to this initiative and make a direct contribution to the WCHS Human Capital Development Agenda. The specific goals of this initiative are: to establish a working partnership between NCSU and WCHS, to continue to work with the four current Wake County nonprofit partners and add two new nonprofit organizations chosen in participation with WCHS, and to develop a board communication workshop that will enhance professional practice in nonprofit board development and which can be delivered to a broader audience of nonprofit board members throughout Wake County. This initiative has a secondary substantive goal, which is to provide a training resource for NCSU Extension Agents, who have requested additional support to meet the needs of nonprofit organizations throughout the state of North Carolina.