UNCG Online’s Growth and Success

UNCG Online celebrates a successful year of growth, generating 140,000 student credit hours, which represents approximately 27% of the University’s total student credit hours in 2018-19.

Currently, 2,600 students are enrolled in online programs, and UNCG Online hosts 34 new courses, more than 650 online courses total, and two new online degree programs – a bachelor’s in integrated professional studies and a master’s program in gerontology, which collectively enrolled more than 200 students last year.

Online Education Graphic - Growing in Size and Scope
Online Education Graphic – Growing in Size and Scope

All seven of UNCG’s colleges and schools are partnered with UNCG Online and offer online courses.

“We are proud to collaborate with academic departments and programs across campus to bring outstanding online offerings to students,” said new dean of UNCG Online Dr. Karen Bull. “As the university focuses on new and rising populations, our goal is to offer flexible, affordable degree programs that work for these students. There are thousands of students in our state who simply cannot come to campus, so these programs make college attainable. The demand for online courses is growing among our current students as well.”

New online students include working professionals, rural students, military students, and students with disabilities. Each course must be fully accessible to a wide variety of learners, and UNCG Online and the University Teaching and Learning Center both offer trainings for faculty – UNCG Online through the Ready to Teach four-module training and UTLC through their eight-week training.

Some online courses provide opportunities that wouldn’t be possible in a face-to-face format – such as collaborating with students from another country on a business proposal through X-Culture. Math and science courses currently being piloted make use of adaptive learning. Even physical courses such as dance education have been successful as online courses.

While initially an online education may have consisted of only coursework, there are now a variety of student support services available to online students – such as access to the UNCG Speaking Center and Writing Center.

As part of the UNC System-wide Partway Home initiative, UNCG undergraduate programs are reaching out to students who did not complete degrees to make them aware of how finishing their degrees online may be an option.

UNCG online programs and courses are aligned with the professional needs of the region, which means greater enrollment, a greater completion rate, and a stronger workforce for North Carolina.

To learn more about UNCG Online programs, faculty and staff resources, and division services, visit https://online.uncg.edu/.

 

Story by Susan Kirby-Smith, University Communications

Nominations of Candidates for Honorary Degrees

Colleagues,

The Committee on Honorary Degrees invites you to identify people who would be good candidates for honorary degrees to be granted at the 2021 commencement or subsequent commencements. The purpose for awarding honorary degrees includes the following:

  • To recognize individuals who demonstrate extraordinary achievement over their entire scholarly or artistic careers or who have performed distinguished public service in their lifetime;
  • To recognize excellence in the scholarly fields of degrees awarded by the University as well as those that exemplify the history and mission of the University;
  • To honor those individuals whose lives and achievements are consistent with the qualities and values espoused by the University in order to provide examples of the University’s aspirations for its graduates;
  • To elevate the visibility and reputation of the University by honoring those individuals who are well-known and highly regarded in their field or in society as a whole.

The person selected may be distinguished in any number of areas:  humanities, sciences, arts, public service, and education, to name a few. Those currently holding public office in the state and the permanent staff of our state universities are not eligible. The achievements may vary in scope from prominence on the international or professional scene to vital contributions to the University, North Carolina, and beyond. A previous connection to the University or state is not mandatory, but is considered a strength.

To see examples of the people who have received honorary degrees, we invite you to examine the names of awardees from past years: Mansukh C. Wani, William Mangum (2017); William Black, Harold Schiffman (2016); Timothy Rice (2015); Norman Anderson (2013); Bonnie McElveen-Hunter (2012); Thomas Haggai (2011); Margaret Maron (2010); Rebecca Lloyd, Nido Qubein (2009); Fred Chappell, Tom Ross, Kay Yow (2008); Irvin Belk, Betty Ray McCain, Edwin S. Melvin (2007); Molly Broad, Henry Frye, Shirley Frye (2006); Muriel Siebert (2005); Jim Hunt (2004); Jaylee Mead (2003); Michael B. Fleming, Stanley Frank (2002); Kenneth L. Adelman, Bonnie Angelo, Jean Brooks (2001); Erskine Bowles (2000); Maud Gatewood, Eloise R. Lewis (1999); Carolyn R. Ferree, Calvin Trillin (1998); Mary Ellen Rudin, LeRoy T.  Walker (1995); T. James Crawford (1994); Maya Angelou (1993).

The Committee requests that candidates and their biographical information be submitted on the Honorary Degree Candidate Nomination Form. Please keep in mind the need for confidentiality, as candidates should not be aware that they are being considered.

The deadline for nominations is Friday, November 1, 2019.  Please send the completed nomination form to Jennifer Johnson, Assistant to the Provost, at jennyjojohnson@uncg.edu, or to the University Committee on Honorary Degrees, Office of the Provost, 201 Mossman Building.

October 2, 2019


MEMORANDUM


TO:    UNCG Faculty

RE:  Course Reactivation Process

As we enter our first full curricular cycle with CourseLeaf Curriculum Inventory Management (CIM) and the Course Expiration Policy, questions have arisen about the process for reactivating courses. We realize the policy published and activated in July of 2018 did not address the process for reactivating courses that require no revisions, so we are providing this information below.

Spring Reactivations Effective Spring 2020:  To ease the transition to the new policy, courses that are required for any degree program are eligible for exception. Qualifying courses may be reactivated, after review, for Spring 2020 in order to be scheduled for Spring/Summer 2020. The full Course Expiration Policy otherwise remains in effect; however, and there is no plan to offer exceptions after this academic year.

A link to a required course reactivation form similar to the one used over Summer 2019 is provided here.

The University Registrar’s Office will evaluate each request to determine if the course is required for program completion. Requests that are determined to be necessary corrections to the University Catalog will be approved. Elective and other non-required courses will not be reactivated for the Spring/Summer 2020 scheduling cycle. A course/schedule-type review will be necessary for all approved exception requests to ensure valid course type codes are used. The Office of Assessment, Accreditation, and Academic Program Planning will conduct course/schedule-type review in consultation with the relevant academic unit.

Deadline for Exception Requests to the Course Reactivation Policy for Spring/Summer 2020: All course reactivation exception requests for Spring/Summer 2020 must be submitted no later than October 9, coinciding with the deadline for departmental schedule creation.

Future Reactivations Effective Fall 2020: Faculty and departmental administrative staff may request reactivation for a course or courses that require no updates using the Course Reactivation Request form here. As part of the reactivation request, requestors will be asked to provide one course type to be associated with all sections of the course. Course-type specifications will be reviewed as part of reactivation process.  The University Registrar’s Office will review the all requests to ensure that a single course type has been identified, sending the reviewed request to the Office of Assessment, Accreditation, and Academic Program Planning for a final action. Once the course has the course/schedule-type review and is approved for reactivation, the course will be added to the University Catalog for the next academic year (2020-2021).

Reactivation requests should be submitted to the University Registrar’s Office by the first Monday in December; therefore, for the 2020-2021 academic year, the deadline for submitting reactivation requests is December 2, 2019. Courses that are reactivated must be scheduled and taught within the academic year of reactivation (i.e., reactivation effective Fall 2020 requires that at least one section of the course be offered and taught Fall 2020, Spring 2021 or Summer 2021).

Deadline for Course Reactivation Requests for the Academic Year 2020-2021: 12/02/2019

Thank you for your time and attention to these details. Your support in maintaining data integrity between systems (Banner, Catalog, and CIM) is very important and will serve our students well by providing effective tools for accurate University Catalogs and degree audits via Degree Works.

 

cc:  Kelly Burke, Vice Provost and Dean of the Graduate School
Elizabeth Cranford, Interim University Registrar
Chris Keller, Director, Undergraduate Admissions
Jodi Pettazzoni, Associate Vice Provost and Director, Office of Assessment, Accreditation, and Academic Program Planning
Kristine Sunda, Associate Vice Chancellor for Academic Affairs Technology

####

August 29, 2019

 

MEMORANDUM

TO: UNCG Faculty

RE: Procedures for Professional Development and Support for Online Instructors

A substantial number of UNCG courses utilize hybrid or all-online environments to facilitate student learning.  For those who teach in these environments, delivering instruction of the highest quality is paramount.  In Fall 2018, I charged a working group with developing and vetting a new set of  Procedures for Professional Development and Support for Online Instructors, to become effective Spring 2020. These new Procedures will help us remain current in the ever-evolving online classroom, and they will bring our practice in line with the requirements of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Distance and Correspondence Education Policy requirements.

Online instructors (i.e., faculty, adjunct instructors, graduate students, and EHRA non-faculty instructors) will submit required materials by email to their Unit Representative (i.e., Department Chair/Program Director, or their designee). The Activity Insight faculty activity reporting tool is being modified and will eventually be the record-keeping mechanism. Required forms and resources can be accessed via the links contained within the Procedures document.

I thank the many colleagues who participated in the crafting and careful review of these new Procedures, including representatives from the Faculty Senate; the Instructional Technology Consultants (ITCs); the Office of Assessment, Accreditation, and Academic Program Planning; UNCG Online; and the University Teaching and Learning Commons. It is my hope that these Procedures will both enhance the expertise of our faculty through professional development opportunities and ensure we continue to deliver the highest quality online instruction.

 

August 21, 2019

TO:  UNCG Faculty

RE:  Invitation to General Education Revision Taskforce Forum

We hope that everyone had a productive yet restful summer.  We know that this was not the case for the many faculty that continued to work over the summer to revise UNC Greensboro’s General Education Program.  We would like to invite you to presentation and discussion about the results of their labor.

In May the Provost tasked several faculty and staff with finishing the process that was started in fall 2017 to develop a new curriculum for Gen Ed.  That group expanded to include other faculty with specialized disciplinary knowledge in areas like written communication, oral communication, quantitative literacy and others.  In all, more than 45 people worked on different elements of the draft that has been developed.

The plan includes a simplified structure, definitions and learning outcomes for the competencies that have been endorsed for the plan, and consideration of components that were proposed as new additions to the General Education curriculum.

Please join us on Aug. 28, 2019 from 3-5 pm in the EUC Auditorium to see a presentation of the new plan and provide feedback to the General Education Revision Taskforce members.

Thank you,

Amy Harris Houk and Jodi Pettazzoni
Co-Chairs

August 12, 2019

 

TO:  UNCG Faculty and Staff

RE: Call for Nominations for 2019-20 Teaching Excellence Awards

Provost Dunn and the Board of Governors/Alumni Teaching Excellence Awards Committee invite members of the UNCG community to nominate individuals for the 2019-2020 Board of Governors Award for Excellence in Teaching, or for one of three Alumni Teaching Excellence Awards described below. Recipients of these awards receive an honorarium and university-wide or, in the case of the Board of Governors award, state-wide recognition. Self-nominations are encouraged. Click here for the nomination form. Eligible faculty members who received a 2018-2019 teaching award from their School or College will be nominated automatically.

The nomination period closes Tuesday, September 3. Nominees will be reviewed to ensure basic criteria are met.  Eligible nominees will be invited to submit dossiers. Completed dossiers are due by 5pm Monday, October 28, 2019. Award recipients will be notified in spring 2020. The dossier cover sheet and submission instructions are available at the BOG / ATEA Site.

UNC Board of Governors Excellence in Teaching Award (for Tenured Faculty) is open to tenured faculty members who have completed at least seven years of teaching at UNCG. The BOG Award is the highest post-secondary award in the state and carries the expectation that applicants will be exceptional teachers who have extended their pedagogical activities beyond the classroom. The award recognizes outstanding teaching (including online or blended instruction, mentorship and educational service) that has resulted in the advancement of the profession. The Board of Governors presents one faculty member from each UNC school with this award every year. The award brings statewide recognition.

Mary Settle Sharp Alumni Teaching Excellence Award (for Tenured Faculty) is open to tenured faculty members who have completed at least three years of teaching at UNCG. The award recognizes outstanding teaching (including online or blended instruction, and mentorship) at UNCG.

James Y. Joyner Alumni Teaching Excellence Award (for Untenured, Tenure-Track Faculty) is open to untenured, tenure-track faculty members who have completed at least three years of teaching at UNCG. The award recognizes outstanding teaching (including online or blended instruction, and mentorship) at UNCG.

Anna Maria Gove Alumni Teaching Excellence Award (for Non-Tenure-Track Faculty) is open to any full-time non-tenure-track faculty member (lecturer, academic professional, clinical faculty, etc.) who has completed at least three years of teaching at UNCG. The award recognizes outstanding teaching (including online or blended instruction) at UNCG.

For questions, contact: Marisa Gonzalez at  (teach_xl@uncg.edu)

School of Nursing is Home to Competitive DNP Program in Nurse Anesthesia   

Kate Vanderford was 15 years old when her neighbor, a certified registered nurse anesthetist (CRNA), introduced her to her dream job.

She was intrigued by anesthesia, and one day accompanied her neighbor when he went to work at Nash General Hospital in Rocky Mount, N.C.

Vanderford watched in awe as the CRNA eased a patient’s fears only a few minutes after meeting him. She enjoyed everything she saw in the job, from taking patients to the operating room and inducing anesthesia, to monitoring them every second, and then waking them up at the end of a procedure.

“What intrigued me most about anesthesia was the complexity of it,” she said. “But all the while the CRNA was so confident and comforting for the patient. I loved how he was the one who was there with the patient the entire time.”

Nursing Student looking at monitor

Vanderford is now only a few weeks away from graduating from UNC Greensboro and becoming a CRNA herself. She’s a third-year student in the Doctor of Nursing Practice (DNP) concentration in nurse anesthesia, which has grown in popularity since it found a new home in the UNCG School of Nursing in 2015.

UNCG offers one of only six nursing anesthesia programs in North Carolina. The demanding three-year program, formerly known as the Raleigh School of Nurse Anesthesia/UNCG collaborative program, prepares registered nurses with critical care experience for careers as CRNAs.

Like anesthesiologists, CRNAs work in collaboration with physicians, dentists, and surgeons to provide anesthesia care for patients undergoing procedures.

“It’s not completely nursing. It has an element of being a nurse, first and foremost, but also being somewhat of an internist, applied pharmacologist, and a respiratory therapist wrapped up in one,” said Dr. Nancy Shedlick, program director for the UNCG nurse anesthesia concentration. “You’re taking care of the whole patient while they’re asleep ‒ by yourself.”

Shedlick was one of a dozen students who made up the first class in the Raleigh School of Nurse Anesthesia/UNCG collaborative program in 1990. She later helped oversee the program’s move to UNCG, where all classes have been taught since Fall 2018.

Students working on a mannequin

The consolidated program at UNCG benefits from many teaching and student services available in the School of Nursing and at the University. Anesthesia students take classes and labs in the state-of-the-art Union Square Campus nursing education building and have access to all that UNCG offers.

“The people that go into [nurse anesthesia] are ones that want to advance their careers and really want a lot of autonomy. This is really a way to have that,” said Dr. Linda Stone, a 1993 graduate of the Raleigh School of Nurse Anesthesia/UNCG collaborative program who serves as the assistant program director and a clinical assistant professor. “You’re getting to take care of your patient but also work to the full extent of your licensure and certification, so it’s probably the most rewarding job you can have. I can’t imagine there is one more rewarding than this.”

Eighty-nine students were enrolled in UNCG’s nurse anesthesia program during the Spring 2019 semester. Being admitted to the program – which the North Carolina Board of Nursing governs – has become more competitive as its popularity has increased in recent years. Every successful applicant must have at least one year of training in an intensive care unit, in addition to a bachelor’s degree and a 3.2 GPA, to be considered.

More than 95 percent of the students accepted into the DNP program continue on the track through graduation. They spend three years taking advanced physiology, pathophysiology, and pharmacology classes along with their clinical rotations.

Two third year students in scrubs

“I can say that the clinical side at the start was the greatest challenge,” said Ethan Rudge, a third-year student who will graduate in August. “However, more time and experience in the operating room definitely make the clinical work easier as you make your way through the program.”

All the training is intended to prepare nursing students to make split-second decisions, because CRNAs must address any issue they encounter while a patient is under their care.

“It’s been everything I thought it would be and so much more,” Vanderford said. “All the time studying ‒ and the exams, projects, DNP deadlines, and new clinical rotations ‒ have been worth it.”

 

Story by Alex Abrams, School of Nursing

Photography by Martin W. Kane, University Communications

Minerva Statue

Newly Named Distinguished and Excellence Professors                           

Distinguished professorships honor some of UNC Greensboro’s most inspiring and productive professors, allowing them opportunities to pursue further research and also support students in meaningful ways.

These termed appointments, which include a stipend and research funding, are awarded to UNCG professors who demonstrate excellence, and who serve as mentors for other faculty and students.

Seven faculty members have recently been named distinguished professors or excellence professors, across a variety of disciplines.

Dr. Jennifer Etnier

Dr. Jennifer Etnier, in the Department of Kinesiology, holds the Morton Distinguished Professorship. Etnier’s research focuses on the cognitive benefits of physical activity. She is a Fellow of the American College of Sports Medicine and the National Academy of Kinesiology and has received the Health and Human Performance Teaching Award, UNCG Alumni Teaching Excellence Award, School of Health and Human Sciences Teaching Excellence Award, School of Health and Human Sciences Graduate Mentoring Award, and the UNCG Graduate School´s Outstanding Faculty Mentor Award. She is president of the North American Society for the Psychology of Sport and Physical Activity and a member of three editorial board for peer-reviewed journals. She recently received supplemental funding from the National Institute on Aging for the project “The effect of physical activity on cognition relative to APOE genotype (PAAD-II).”

Dr. Esther Leerkes

Dr. Esther Leerkes, the associate dean for research in the School of Health and Human Sciences and professor in the Department of Human Development and Family Studies, is Jefferson-Pilot Excellence Professor. Leerkes’ primary research centers around parent-child relations in infancy and early childhood. Within this area, she has pursued three primary themes: identifying contextual, biological and psychological factors that contribute to sensitive maternal behavior, particularly in response to negative child emotions; examining links between maternal sensitivity and subsequent child outcomes such as emotion regulation, attachment security, behavior problems, adjustment to school, and obesity risk; examining the impact of parenting a child with unique temperamental characteristics on adult development, well-being, and relationships during the transition to parenthood. She also studies links between marital conflict and infant outcomes and the role of race in parental emotion socialization and related child outcomes.

Dr. John Stufken

Dr. John Stufken, who will soon join UNCG as the director of the new master’s program in informatics and analytics, has been appointed the Bank of America Excellence Professor. Stufken has authored more than 75 publications, many in top refereed statistics journals, co-authored/edited two books, given approximately 100 invited presentations at professional conferences plus 70 invited research seminars. He is a fellow of both the Institute of Mathematical Statistics and the American Statistical Association and an Elected Member of the International Statistical Institute. He will direct the Fall 2019 launch and subsequent expansion of the MSIA. Initially, Stufken will focus on recruiting high caliber faculty and students, partnering with local industries to create a strong capstone experience for students, and maintaining an active research program.

Dr. Connie McKoy

Dr. Connie McKoy, professor and director of undergraduate studies in the UNCG School of Music is a Covington Distinguished Professor. McKoy has 19 years of public school teaching experience as a general music teacher, choral director, and band assistant. Her research has focused on children’s world music preferences, music teachers’ cross-cultural competence, and culturally responsive pedagogy in music. She is co-author of “Culturally Responsive Teaching in Music Education: From Understanding to Application,” published by Routledge and is an active clinician for state, regional, and national music education organizations. She is a past president of the North Carolina Music Educators Association and is the Immediate Past Chair of the Society for Music Teacher Education, an affiliated society of the National Association for Music Education.

Dr. Andrew Willis

Dr. Andrew Willis, professor of music, is a Covington Distinguished Professor. Willis’ work explores the historical development of keyboard instruments and their performance practice while maintaining a commitment to the study, performance, and teaching of the widest possible range of repertoire. A past president of the Southeastern Historical Keyboard Society and a Trustee of the Westfield Center for Historical Keyboard Studies, he served a finals juror of the Westfield International Fortepiano Competition in 2011. In UNCG’s College of Visual and Performing Arts, he teaches performance on instruments ranging from harpsichord to modern piano and, since 2003, has directed the biennial Focus on Piano Literature symposium, for which he commissioned, premiered, and recorded Martin Amlin’s Sonata No. 7 (2000). His recording of Op. 106 for the first complete Beethoven sonata cycle on period instruments was hailed by The New York Times as “a ‘Hammerklavier’ of rare stature.”

Dr Olav Rueppell

Dr. Olav Rueppell, in the Department of Biology, is the Florence Schaeffer Distinguished Professor. Ruepell uses honey bees to study the genetics of complex traits, genomics, social behavior, and aging. In addition, he has been addressing the urgent problem of honey bee health. He also is interested in how the complex division of labor among bee colony members evolves, how behavioral specialization is determined, and what consequences at the individual and colony level can be measured. Rueppell has received the prestigious Mid-Career Mentoring Award from Division of Biology of the Council for Undergraduate Research (CUR) and in the past 10 years, he has had 76 peer-reviewed publications in prominent journals. He has also successfully acquired many external grants from federal agencies such as the National Science Foundation, the National Institutes of Health, U.S. Department of Agriculture, among others. His research group shares scientific experiences and knowledge about honey bee biology, the importance of pollinators, and science in general with school groups, beekeeping clubs, and other audiences at public events. His research group and others are working toward the construction of an expanded UNCG Pollinator Garden.

Dr. Michael Kane

Michael Kane, professor and director of graduate studies in the Department of Psychology is Dr. Nicholas A. Vacc and Dr. Nancy N. Vacc Distinguished Professor. Kane is a cognitive psychologist studying the dynamic interaction between attention and memory, with special emphasis on individual differences. His research explores cognitive individual differences and the functioning of the core attention and memory processes that are broadly important to “real world” cognition. He has over 50 peer-reviewed journal articles published, an edited book on his specialty area, and numerous book chapters. Over his career, Dr. Kane has been a PI or co-PI on over $2 million in funded grants, including from the National Science Foundation (NSF), National Institutes of Mental Health (NIMH/NIH), and the United States Military. He was recently elected to a six- year term on the Governing Board of the Psychonomic Society, which is the largest organization specifically dedicated to cognitive psychology. He has served as associate editor for two of the top journals in cognitive psychology, “Memory & Cognition and Cognitive Psychology,” as well as being a consulting editor on four additional journals.

 

Copy and photographs drawn from various sources, compiled by Susan Kirby-Smith

Maurine Crouch

Graduate Researchers Present Work for Peers and Community Members

At UNCG, it’s not just quality of research that matters, but the way research is communicated to the world at large.

Faculty mentors and the Graduate School emphasize the importance of conveying research concepts to potential community partners, politicians, industry professionals and others who could be decision-makers in how research is applied.

The Graduate Research and Creativity Expo is an annual showcase that allows UNCG graduate students to share their accomplishments in research, with their peers and mentors at UNCG, but also with the greater Greensboro community.

For the 2019 expo, a panel of 30 judges from a diverse set of organizations in the Greensboro community evaluated the work of the 104 graduate students making presentations and determined fifteen $1,000 winners.

Research Student Presenting her Work

“This was my second time judging the Expo,” shared attorney Ed Sharp from Legal Aid of North Carolina. “What struck me both times was the exceptionally broad range of topics of UNCG’s graduate research and the impressive real-world impact of many of the projects.  I had the honor of viewing potentially life-saving medical research, eye-opening social science projects, moving creative works, and a business proposal that has the potential to dramatically reduce the environmental impact of the global supply chain.”

The winning presentations were selected not only for the quality of the work, but the way the students communicate their research and its significance to judges.

“It was inspiring to learn about the cutting-edge projects that these emerging scholars are working on,” said Greensboro City Councilman and UNCG alumnus Justin Outling, who served as one of the judges. “From NASA-sponsored research projects in space exploration to research into ways to help farmers here in Guilford County, the work and talent on display was truly remarkable.”

Research Student Presenting his work to Judges

 

 

 

 

 

The graduate research expo winners, and their collaborators and mentors, are listed below:

Arts

William Woods (Interior Architecture) “Enriching our experiential conversation with the historic environment.” Faculty Mentor: Jo Ramsay Leimenstoll

Health Sciences

Alma Rosa Chanelo (Biology) “The Role of Naringenin on ERRα and Adipocyte Metabolism.” Faculty Mentor: Dr. Yashomati Patel

Mohammad Fereydouni (Nanoscience) “Transformed Fat Cells Kill Cancer Cells.” Faculty Mentor: Dr. Christopher L. Kepley

Grace Huebner, RDN (Nutrition) “Non-Dieting Focused Weight Management Curriculum in Current Accredited US Dietetic Programs.” With Dr. Jared McGuirt, PhD, M.P.H., Dr. Maryanne Perrin, PhD, M.B.A., R.D.N., Dr. Lauren Haldeman PhD, & Laurie Allen, M.Ed., R.D.N., L.D.N.  Faculty Mentor: Dr. Jared McGuirt

Melissa S. Totten (Nutrition) Sex and Genetic Factors Involved in Alterations of Behavior and Brain Iron due to Diet-Induced Obesity.” With Matthew Pierce & Dr. Keith M. Erikson. Faculty Mentor: Dr. Keith M. Erikson

Humanities

Caitlin Coulter (English) “Nietzsche, Mann, Modernism: A Framework for Morality in Raymond Chandler’s Detective Fiction.” Faculty Mentor: Dr. Anthony Cuda

Natural, Physical, and Mathematical Sciences

Bhawna Bagra (Nanoscience) “Concentrate Light on Photosystem I to enhance energy conversion.” With Dr. Zheng Zeng & Dr. Taylor Mabe, Faculty Mentor: Dr. Zheng Zeng

Austin Gray (Biology) “Antibiotics in our Streams and Drinking Water: Implications on Environmental and Human Health.” With Dr. Daniel Todd & Dr. Anne E. Hershey, Faculty Mentor: Dr. Anne Hershey

 

Snehal Shah (Nanoscience) “Fabrication of bioinspired Polymeric Nanostructred surfaces and their potential in Nanomedicine.” With Dr. Dennis LaJuenesse, Faculty Mentor: Dr. Dennis LaJuenesse

Ryan Yarbrough (Nanoscience) “Improving Industrial Efficiency with Novel Waste Heat Recovery Technology.” With Dr. Hemali Rathnayake, Faculty Mentor: Dr. Hemali P. Rathnayake

Professional Programs

Oliver M. Thomas (Educational Leadership & Cultural Foundations) “Students Can Change Systems of Oppression.” Faculty Mentor: Dr. Leila E. Villaverde

Social Sciences 

Lauren Bailes (Human Development & Family Studies) “Goodness of Fit between Maternal Emotion Regulation and Infant Temperament Associated with Later Maternal Sensitivity.” With Dr. Esther M. Leerkes. Faculty Mentor: Dr. Esther Leerkes

Amy Hewitt (Teacher Education Higher Education) “Selecting and Sequencing Children’s Mathematical Strategies for Whole-Class Discussions.” Faculty Mentor: Dr. Victoria R. Jacobs

Joy Kelly (Counseling & Educational Development) “Surviving and Thriving: The Development and Validation of the Intimate Partner Violence Recovery Measure.” Faculty Mentor: Dr. Christine Murray

Huicheng Wu (Consumer, Apparel, & Retail Studies) “Open Costing in Apparel Sourcing:  Effects on Sustainability and the Buyer-Supplier Relationship.” With Dr. Nancy Hodges & Dr. Jin Su, IRB# 18-0265, Faculty Mentor: Dr. Nancy Hodges & Dr. Jin Su

Story by Susan Kirby-Smith, University Communications

Photography by Martin W. Kane, University Communications and Maurine Crouch

 

May 20, 2019

 

MEMORANDUM

TO:  Deans, Department Heads/Chairs

RE:  James E. Holshouser, Jr. Award for Public Service

The James E. Holshouser Award for Public Service, formerly known as the Public Service Award, was created in 2007 to encourage, identify, recognize, and reward public service by faculty of the University of North Carolina system.  Each year, UNCG puts forth a campus nominee to the Board of Governors for consideration for the award.  The selection criteria include sustained, distinguished, and superb achievement in university public service and outreach and contributions to improving the quality of life for citizens of North Carolina.  The creativity and impact of such achievements should be beyond the normal accomplishments of productive faculty.

The Gardner/Holshouser award committee is currently seeking nominations for this distinguished award.  In honor of their achievements, the campus nominee will receive a $1000 honorarium and be recognized at the 2020 Faculty Awards ceremony.  The system winner, chosen by the Board of Governors, receives a $7,500 cash prize.  To submit a nomination, or learn more about the award, please visit https://provost.uncg.edu/Holshouser/nominations.htm.  Nominations are due by June 28, 2019.