NC State Conference on Faculty Excellence Poster Session 2025

The central dogma of molecular biology—whereby DNA is replicated into DNA, transcribed into RNA, and subsequently translated into proteins— is a cornerstone of our understanding of gene expression, and indeed biology as a whole. Despite this foundational importance, previous studies have shown that both students and experts frequently hold misconceptions about biological information flow, which can impede comprehension of more advanced concepts like inheritance, phenotypic expression, and evolution. We tracked and addressed these misconceptions using a validated Central Dogma Concept Inventory (CDCI), in conjunction with a newly Course-based undergraduate research experience (CURE), BIT 495/595: Found in Translation: Mechanisms of Post-Transcriptional Regulation. Administration of the CDCI pre- and post- CURE highlights student misconceptions related to the central dogma, which of these misconceptions were addressed by the course, and which were resistant to change. Further studies should be implemented to systematically evaluate which instructional methods related to the subject are most effective at addressing such misconceptions. 

Presenters: Hayden  Huggins, NC State University, Biotechnology, Postdoctoral Scholar
Carlos Goller, Teaching Professor, NC State Biotechnology Program 

What will AI say when prompted to talk about itself using metaphors or extended analogies? Drawing on the works of Lakoff and Johnson, this poster explores the extended metaphors and analogies generated by various Large Language Model (LLM) AIs, including ChatGPT and Microsoft Copilot AI, following researcher prompting.

Presenters: Jen McConnel, NC State University, English, Lecturer

The Professional Writing (PW) program has conducted a Communication in the Workplace (CIW) study every five years, engaging students and faculty in a collaborative effort to collect comprehensive data of professionals’ communication practices. The last study, conducted in 2021 (Pigg et al., 2022), predated the recent popularity and rapid adoption of Generative AI. The changing use of a key technology in industry necessitates the need to better understand that technology. Furthermore, faculty across the university are still in the process of developing acceptable AI use classroom policies, and a clearer understanding of industry use of AI should inform said policies. Said insight should also provide guidance on how to instruct students on effective and responsible use of AI technologies.

Hence, in order to address these concerns, we conducted an addendum to the 2021 CIW study in Fall 2024. This addendum provides valuable and important insight for instructors concerning assignments and policies in courses requiring written deliverables for student work.

Our poster will cover the preliminary findings from this recent study, highlighting how, where, and when instructors should or could address AI-oriented skills necessary to prepare their students for workplace best practices, ensuring students are equipped to meet the demands of professional environments upon graduation.

Presenters: Christin Phelps, Associate Director of Professional Writing & Senior Lecturer, Department of English
Jamie Larsen, Director of Professional Writing & Senior Lecturer, Department of English
Chris Kampe, Lecturer, Department of English
Fiona Wang, Lecturer, Department of English
Sara Alexander, Lecturer, Department of English

Data indicates that artificial intelligence (AI) tools and products are used by college students but there is a lack of research about how they apply these experiences to their future careers which, in this case, is teaching. In an attempt to bridge their experience from college student to their career as a public-school teacher, an exploratory module about AI was created and integrated into the social studies methodology course. This study reports the tools and products that pre-service social studies teachers recommend to public school teachers for planning and organization, facilitating teaching and learning, and assessment. 

Presenters: Drinda Benge, NC State University, College of Education, TELS Teaching Assistant Professor

The Research PackTrack (RP) Program exemplifies high-impact research experiences for first-year STEM students. Rooted in NC State’s QEP “Learning by Doing,” the RP Program fosters student engagement throughout two semesters of credit-bearing courses in which students progress from guided projects to independent research that generates meaningful contributions to faculty-led initiatives. The program prioritizes a supportive environment where participants collaborate with faculty, postdocs, graduate students, and peers, while providing the foundation to move on to further research experiences. Alumni frequently return as mentors, demonstrating a sustained commitment to the RP community, including serving in the RP Club.

Participants demonstrate significant learning gains in scientific communication, laboratory/field techniques, data analysis, and understanding of science as a process. Self-efficacy assessments reveal substantial increases among RP students compared to control groups, reflecting the program’s ability to empower students with confidence and readiness for advanced research. The RP Program promotes inclusivity and belonging, serving a demographically diverse cohort, including 17% first-generation students. Participants report lower research anxiety, greater enthusiasm for scientific inquiry, and stronger role identities, aligning with equity goals in STEM education. Reflection, critical thinking, and real-world application are core components, enabling students to apply their skills throughout the program and beyond. Since 2011, the RP Program has positively influenced participants’ academic and career trajectories, with many pursuing graduate research and other professional scientific roles. This program demonstrates how early exposure to high-impact research experiences can help students feel part of a research community and prepare them for lifelong success in STEM fields.

Presenters: Miriam  Ferzli, NC State University, Department of Biological Sciences, Teaching Professor
Dr. Lisa Paciulli, Lecturer,  Department of Biological Sciences
Dr. Pat Estes, Research Professor, Department of Biological Sciences
Dr. Dana Thomas, Director of Biological Sciences Advising and Evaluation, Department of Biological Sciences

First-year engineering students often face information overload regarding extracurricular opportunities, hindering their participation in high-impact experiences. To address this, we developed the Complementary Field Activities (CFA) framework within the interdisciplinary course “Engineering in the 21st Century.”
CFAs are university-wide events categorized as social, knowledge, or encounter activities, connecting students with faculty, staff, and organizations involved in sustainability. Social CFAs foster networking and engagement with campus groups. Knowledge CFAs provide hands-on workshops applying sustainability concepts. Encounter CFAs involve site visits to observe sustainable practices. This study investigates how clustering high-impact practices and their delivery methods affects student learning outcomes. The analysis is conducted using the CFA framework.
726 students were divided into two groups: Group A received streamlined access to CFAs through a curated list, regular reminders, and asynchronous options, while Group B received in person only options and a spreadsheet. Both groups completed three CFAs and submitted reflections.
Pre- and post-course surveys assessed students’ understanding and engagement with sustainability. Results indicate that the structure of these activities fostered higher interest in sustainability activities and a higher degree of satisfaction due to the flexibility of this approach. This suggests that structured communication and flexible learning formats significantly enhance student engagement with sustainability.
The CFA framework fosters collaboration and encourages students to connect their future engineering careers with sustainable development, providing a meaningful interdisciplinary learning experience that extends beyond the classroom.
Presenters: Julio Terán, NC State University, Engineering First Year, Academic Affairs, Lecturer & Academic Advisor
Nathalie Lavoine, Assistant Professor, Forest Biomaterials, CNR, NC State

Course-Based Undergraduate Research Experiences (CUREs) are a high impact pedagogical practice designed to include more students in research by carrying out scientific research in a course setting. Previous research has shown that this practice enhances student confidence and scientific identity. However, the impact of CUREs has not been measured for students enrolled in microbiology CURE courses at NC State. This research measured the impact of MB210, a first-year CURE course, on students’ perceptions of their research skills and scientific identity. Students took a pre- and post-course survey with likert-scale and open-ended responses. Survey results demonstrated that student confidence in use of technical science skills and scientific terminology increased for all survey respondents. Students described their experience in MB210 as real research and all participants strongly agreed with the statements: “lab experiments were interesting”, “results I obtained were important to the scientific community”, and “my experience taught me valuable skills.” These results suggest that MB210 CURE implementation was successful in promoting confidence and scientific identity. Future analysis will analyze the open-ended responses to identify themes associated with scientific identity. 

Presenters: Stephanie Mathews, NC State University, Department of Biological Sciences, Assistant Professor

Fluid therapy is at the core of veterinary care, with inappropriate fluid prescription posing a risk to patient safety. Mastering fluid therapy is known to be a challenging topic in human medical education. However, it is currently unknown whether similar challenges exist for veterinary students learning this material. In this study, we surveyed final year veterinary students to explore the challenges they have encountered when learning fluid therapy, and determine whether a case-based didactic session improves their knowledge and self-efficacy. In this poster we discuss the  data obtained from this study, which has the potential to positively impact veterinary student education by understanding whether barriers to learning fluid therapy exist, as well as guiding effective strategies for teaching this topic in the veterinary curriculum.

Presenters: Alex Lynch, NC State University, CVM DOCS, Associate Professor

Prior to the technological advancements of slides, projectors, and PowerPoints, instructors used drawing to create visuals for their students. Over time, professionally prepared visuals have replaced the hand-drawn images. However, in-class drawing may have educational benefits for learning and student engagement.
For this study, I created three 5-minute lessons covering insect anatomy, selective pressures, and moss life cycle. Each lesson used identical transcripts, yet varied the visual approach. The “control” video displayed slides with circled elements to mimic traditional classroom presentations with laser pointer use. A second approach (“enhanced”) used the control video with additional zoom-ins, drawn arrows, and embedded images or videos. The third approach used a recording of hand-drawing (“Doodl-ed”). Volunteers were recruited from an introductory biology course. Each participant watched each of the three lessons, randomly assigned to observe different approaches. After each video, the students answered knowledge-based questions and self-reported engagement with the videos.
Results indicate that the “control” videos scored lowest for both knowledge and engagement. Students rated hand-drawing (“Doodl-ed”) approach as most preferred; the “enhanced” approach resulted in highest knowledge scores. However, the overall averages were within 3% among the approaches. No trends among the data were obvious, as comparisons between lessons, and individual questions, varied widely. Further study, with longer lessons, may produce clearer results.

Presenters: Jennifer Landin, NC State University, Bio Sci, Professor

Packways: Learning by Doing is NC State’s Quality Enhancement Plan (QEP), designed to empower students through High-Impact Experiences (HIEs). For faculty, Packways offers transformative opportunities to enhance teaching, foster student engagement, and contribute to institutional excellence. This poster describes how Packways empowers faculty to advance teaching excellence, engage in innovative pedagogy, and build a campus-wide community of practice.

Faculty benefit from joining Packways’ community of practice which enables them to gain access to professional development resources, best practices, and mentoring networks to integrate HIEs into their courses. These structured, immersive learning opportunities are proven to deepen student engagement, enhance critical thinking, and prepare students for success, aligning with faculty goals of impactful teaching and student success.

Packways also provides funding and support for innovative teaching initiatives, including embedding HIEs into existing curricula and developing new experiential learning opportunities. Faculty who engage in these efforts enhance their professional portfolios, as participation and leadership in high-impact initiatives are increasingly recognized in tenure and promotion considerations.

HIEs can elevate teaching excellence through equitable, inclusive learning experiences that reflect NC State’s values and strategic goals. Packways positions faculty as central drivers of student success, while fostering meaningful connections and elevating NC State’s academic reputation. Stop by this poster to learn how to elevate your teaching and make an impact on your students!

Presenters: Rebecca Sanchez, NC State University, Office of Assessment and Accreditation, QEP DirectorHolly Hurlburt – Associate Dean, University College, DASA; Professor of History
Chess Miller – Director of Residential Learning, DASA
Radja Chinoun – Graduate Research Assistant; Educational Leadership, Policy, and Human Development

Over the past few decades, portfolios have become increasingly popular as an assessment tool in higher education. By allowing students to track their personal development and reflect on their learning experiences, portfolios foster self-assessment, helping students identify strengths, address weaknesses, and devise strategies for skill enhancement (Sicherson, McAteer, Spencer, & Scheibler, 2007). Despite their widespread use, research on the application of portfolios in business composition courses remains limited.

This mixed-methods study investigates the benefits of integrating portfolios into Business Communication courses and evaluates the evidence these portfolios provide regarding student learning outcomes. Drawing on data collected in fall 2024, this poster presentation will highlight key findings, including the impact of portfolios on students’ critical reflection, skill development, and overall course engagement.

Presenters: Qian(Fiona) Wang, NC State University, English, Lecturer
Annie Malinda, Jordan Matheney

In this poster, I will discuss the benefits of undergraduate teaching assistants (UTAs) in large introductory courses. Specifically, I will describe a flipped introductory programming course for engineering students and the management of the UTAs (roles, training, communication). The course enrolls about 300 students per semester and is supported by 15 UTAs and a main instructor. The UTAs lead weekly sessions (2 UTAs for 40 students), provide help via an online searchable forum, hold office hours, proctor tests, and grade assignments. They also assist the instructor in creating new practice problems, which is critical in the era of generative AI. As upperclassmen in the major, they can tailor these problems to be engineering-focused. A subgroup of UTAs, known as CS Coaches, works with underperforming students and provides additional individualized support. Best TA management practices will be discussed, including fostering a TA community, defining lead roles, communication strategies, weekly working meetings, task management tools, grading “parties,” and the training and hiring process.

Presenters: Lina Battestilli, NC State University, Computer Science, Full Teaching Professor

Anxiety and depression are prevalent mental health issues among college students, often affecting both personal well-being and academic performance. This study explored the relationship between academic anxiety and depression among undergraduate students enrolled in a Personal Health course at North Carolina State University (HESM 285). A total of 27 students participated, completing the Generalized Anxiety Disorder Scale (GAD-7), the Center for Epidemiologic Studies Depression Scale (CES-D), and the Academic Anxiety Scale (AAS) at both the beginning and end of the semester. Throughout the course, students engaged in activities focused on mental health, time management, and stress reduction. Descriptive and inferential statistical analyses were conducted using IBM SPSS 29.0 to examine correlations between academic anxiety, depressive symptoms, and academic performance pre- and post-intervention. The hypothesis that higher levels of academic anxiety at the start of the semester would correlate with increased depressive symptoms by semester’s end was supported. Logistic regression analysis revealed that pre-semester anxiety levels significantly predicted pre-semester depression levels (α = .05). These findings emphasize the need for addressing academic anxiety, as it can contribute to depressive symptoms. The results underscore the importance of enhancing mental health resources and interventions, including stress management workshops and academic counseling services, to better support students in managing anxiety and depression within academic settings. Further research with a larger sample size is recommended to confirm these findings.

Presenters: Dr. Joy  Kagendo, NC State University, Department of Health and Exercise Studies, Senior Lecturer
 Dr. Brenda Watson, NC State University, Department of Health and Exercise Studies,  Assistant Teaching Professor 
Ethan Trout, M.S. Candidate in Analytics at the Institute for Advanced Analytics

Teacher preparation programs are actively working to attract a diverse group of candidates to the teaching profession through alternative certification pathways. Despite this effort, there is a lack of comprehensive research that offers a detailed understanding of the candidates currently enrolled in these programs (Goldhaber & Holden, 2021). This project aimed to provide an opportunity for in-depth reflection and evaluation of the lived experiences of teacher candidates in alternative certification programs, particularly in relation to their teaching practices. The study utilized ethnographic reflections and applied narrative content analysis to examine and interpret the reflections’ content. The primary objective was to identify emerging themes, discern patterns, and derive meaning from the narratives. Preliminary findings suggest that teacher candidates express a strong desire to address issues of equity within the classroom. I will discuss these and other findings in relation to teacher preparation within alternative certification programs.

Presenters: Micha Jeffries, NC State University, Teacher Education and Learning Sciences, Assistant Teaching Professor

Problem-based learning (PBL) is a student-centered instructional method based on constructivist learning theory in which students are presented with a complex, ill-defined problem, one that does not have a single correct answer, and must work collaboratively to identify what they need to learn to solve the problem. While previous studies have examined the relationship between PBL and intrinsic motivation, autonomy, relatedness, and competence in students, few have focused on whether PBL leads to increased student engagement, particularly within the field of teacher education. In this study, after eight weeks of traditional instruction, undergraduate students (preservice teachers) in an educational psychology course were presented with a series of three in-class, collaborative PBL activities addressing challenges related to the use of artificial intelligence (AI) in education. Early results indicate that students were able to effectively apply the course concepts to the PBL activities in a way that was engaging and relevant, broadening their perspectives and promoting critical thinking, while also acknowledging the difficulties of working in groups and grappling with a real-world problem that was “hard to grasp.” Findings will be discussed in the context of assisting preservice teachers in developing problem-solving skills they can utilize in their future classrooms and in using AI to inform learner-directed instructional strategies.

Presenters: Vandna Bindra, NC State University, Department of Teacher Education and Learning Sciences, Assistant Teaching Professor

Assessment of faculty development programming had been minimal at our small college. With the turnover in our College president and provost, it was critical to assess not only faculty satisfaction with the programming, but also impact on faculty scholarship, teaching, and student learning. This session details our process, structures, and assessment results. We also offer lessons learned for other institutions with limited resources.

Presenters: Whitney Manzo, Meredith College, Faculty Development, Associate Professor
Julie Schrock, Professor and Director of Faculty Development at Meredith College

A syllabus plays a crucial role in a college course by outlining the course objectives, requirements, policies, and expectations for students and instructors. Recently, there has been a concerted effort to build syllabi to foster a more inclusive, welcoming introduction to a course. One possible way to do this is to create a liquid syllabus, a dynamic, online version of a traditional syllabus. Unlike static, text-heavy documents, a liquid syllabus often includes multimedia elements such as videos, hyperlinks, and interactive content that aims to be more student-friendly. To determine if a liquid syllabus can have a positive impact on student perspectives about a course and instructor, study participants were asked to examine a randomly assigned standard or liquid syllabus for a fake College Biology I course and then provide their opinions using a mixed-methods survey. This poster will discuss student views on the liquid syllabus and its effect on student sense of belonging, engagement, and thoughts on instructor approachability. 

Presenters: Michaela Gazdik Stofer, NC State University, Biological Sciences, Associate Teaching Professor

The Data Science Consulting Program at North Carolina State University supports the diverse research needs of the campus community, offering expert help on requests that span the data science lifecycle. Our program is the product of a collaborative effort between two cross-campus units: the NC State University Libraries and the Data Science and AI Academy. The program is based in two of our campus libraries, and online –  locations that provide the most accessibility to the campus community regardless of department. The talent of our program is the graduate student consultants who know cutting-edge tools and approaches for applied data science. Librarians from the Libraries’ Data & Visualization Services Department mentor and supervise the students. Librarians and consultants have a wide range of expertise in various technical aspects of data science, including coding, GIS, and statistics. Our program is committed to continuous improvement and uses the data collected from consultation requests to refine our service offerings, target outreach efforts, and identify the in-demand skills. These data-driven insights ensure that our program remains responsive to evolving research needs, including staffing our program with students who can handle a broad range of data science challenges. We will share our experiences developing our program and staffing model, performance metrics that highlight the program’s impact, objectives that make this a high impact experiential learning experience for the student consultants, and discuss our strategies for scaling and enhancing data science support services to meet the growing needs of the NC State University community.

Presenters: Shannon Ricci, NC State University, Libraries, Librarian
Mara Blake (Librarian, Libraries), Emily Griffith (Associate Professor, Statistics)

This poster reports on four years of ongoing research into a pedagogical project called the “Term Paper Turing Test.” In various university Honors and English classes, I have assigned students a final project in which they “cheat” on their final paper by writing it collaboratively with generative AI. Then students reflect (without AI) on the experience in response to a series of guided questions about its impact on brainstorming, writing, organization, authorship, creativity, plagiarism, and collaboration. Ultimately, I show how students’ critical engagement this assignment helps cultivate AI literacy. As scholars have suggested, AI literacy means not simply a facility with these emerging tools, but an awareness of their design, technical function, limitations, biases, and conditions for appropriate use. 

Presenters: Paul Fyfe, NC State University, English Department, Associate Professor

As instructors we frequently find ourselves asking, “When a student answers a question, are they parroting what we’ve already told them, or do they truly understand?” Unfortunately, its hard to answer this question based on written exams alone. One method that has been show to provide a rich assessment is an oral exam. These assessments allow for further probing and follow up questions that can allow us to better gauge student understanding.

Oral exams have traditionally been used in doctoral and master exam settings but are not common in undergraduate education. Due to the time intensive nature of these exams, most examples in the undergraduate literature come from small classes where instructors can spend 15-20 minutes with each student.

This poster describes the process of creating oral exams at scale in large (800 student), introductory, statistical programming courses by leveraging graduate student instructors (GSIs). We focus our results on two aspects: the process used to create the exams (including providing recommendations) and the experience of the GSIs in implementing the oral exams under the guidance of a course coordinator.

We believe understanding the GSI experience is of particular importance since administering and grading oral exams at a large scale is likely impossible without their help. Their experience and voice matters for understanding whether delivering oral exams at scale with novice instructors can be effective and manageable.

Presenters: Justin Post, NC State University, Statistics, Teaching Professor
Matthew Ferrell, graduate student, STEM Education

Collaborative Online International Learning (COIL) is an innovative pedagogical approach that connects students and faculty across institutions and countries through virtual collaboration. To support faculty in exploring, adopting, and enhancing COIL practices, we propose a Faculty Learning Community to provide a space for educators of all experience levels to network, share insights, and co-develop strategies for impactful international teaching and learning. This community aims to foster a supportive environment where faculty can explore COIL’s potential to enrich their curriculum and create transformative experiences for students. By building a community of practice, this initiative empowers educators to advance intercultural competencies and global connections within their teaching, while equipping them with the skills to navigate the challenges and opportunities of international collaboration. Join us in bridging borders through meaningful, inclusive, and collaborative learning!

Presenters: Megan Lupek, NC State University, Forestry and Environmental Resources, Assistant Teaching Professor
Alice Lee, Associate Teaching Professor, Department of Biological Sciences

Subscore-based testing is a novel assessment method that evaluates students’ performances on seven units multiple times throughout the semester, super-scoring their highest 1-2 scores on each unit. In this study, we surveyed students enrolled in online Calculus II and III courses to assess their stress levels, academic performance, and perceptions of the subscore-based testing system. Results indicate a generally favorable relationship between subscore-based testing and student stress levels, with some students reporting a decrease in anxiety as they mastered individual topics, while others disliked the system or experienced increased stress over time. We discuss these findings in relation to future grading practices in online mathematics courses.

Presenters: Bevin Maultsby, NC State University, Mathematics, Associate Teaching Professor

High-Impact Experiences (HIEs) are transformative opportunities that enhance student engagement, critical thinking, and interdisciplinary collaboration. Wicked Problems, Wolfpack Solutions (WPWS), a multidisciplinary online course for incoming first-year students, provided a unique environment to explore the impact of HIEs on fostering essential academic and personal growth. As a structured, immersive educational experience, WPWS embodies the essence of an HIE, offering students opportunities to engage deeply with real-world challenges, connect across disciplines, and develop critical problem-solving skills.
This poster highlights findings from a reflective survey completed by WPWS participants, who engaged with complex topics such as public health, environmental sustainability, and systemic inequities. Student responses illuminated the value of interdisciplinary collaboration, emphasizing how exposure to diverse perspectives and real-world challenges deepened their understanding of their roles in addressing societal problems. Many students expressed personal growth, with several surprised by how seemingly unrelated fields—such as urban planning and mental health—intersect to address global issues.
Through the lens of WPWS, this study demonstrates how well-structured HIEs empower students to connect theory to practice, foster collaborative learning, and build a sense of belonging within the academic community. The course’s innovative approach—integrating video lectures, podcasts, and live events—encouraged students to think creatively and inclusively about solving “wicked” problems.
This poster offers practical insights for faculty on designing HIEs that maximize interdisciplinary learning, strengthen student engagement, and prepare students to be active contributors to academic and professional communities. WPWS stands as both a model for HIE implementation and an HIE in itself, reinforcing the transformative potential of interdisciplinary education.

Presenters: Radja  Chinoun, NC State University, College of Education, Graduate Teaching and Research Assistant, Educational Leadership, Policy, and Human Development
Holly Hurlburt – Associate Dean, University College; Professor of History, CHASS

The Media and Education Technology Resource Center (METRC) in the College of Education supports the Elementary Education program in a variety of ways. Through one-on-one readers’ advisory for preservice teachers, a supply of books for both reading instruction and pleasure reading, and a variety of kits and manipulatives that enhance the college and K-12 curriculum, the library supports faculty excellence and student learning outcomes. The library’s ongoing partnership with faculty has included book displays that mirror course content, shared resources to track trends in Children’s Literature, and a collaborative approach to teaching preservice teachers best practices for partnering with library, information, and technology professionals. This poster will highlight the success of library and faculty partnerships in one college program and serve as a testimonial to the success of student, faculty, and library partnerships.

Presenters: Scott Summers, NC State University, College of Education, Media & Education Technology Resource Center, Assistant Director
Laura Fogle, Director of METRC; Jill Jones, Assistant Teaching Professor, College of Education

The NC State Mobile App is a branded app that offers navigation, links to Moodle activities and resources, and a robust notification system, making it a valuable tool for instructors and students. Despite its potential, the app faces two implementation challenges: awareness by students and instructors and accessibility of content. We have reviewed the app, obtained student feedback, and compiled several suggestions for all users to take full advantage of the app. Sharing information about the app and collecting student feedback helps us develop information for course designers and instructors to create mobile-friendly learning experiences. Through cycles of feedback and usability testing, we aim to encourage the appropriate use of the mobile app by building various pathways for students to use the app without encountering barriers.

Presenters: Carlos  Goller, NC State University, Biotechnology Program, Teaching Professor
Jill Anderson, Lead Instructional Technologist, NC State DELTA
Jonathan Champ, Associate Director – Data, Integrations and Custom Applications, NC State DELTA
Caitlin McKeown, Instructional Designer, NC State DELTA
David Tredwell, Team Lead, Multimedia Development, NC State DELTA
Alin Yalcinkaya, Postdoctoral Research Scholar, NC State DELTA

Organic chemistry students frequently face challenges in connecting key concepts across seemingly different topics. To address this gap, we collaborated with NCSU Libraries and a group of undergraduate students to develop a set of “Core Concept Sheets” designed to support students in building a more integrated and holistic understanding of organic chemistry. These sheets, along with accompanying worksheets and answer keys, highlight central themes and key ideas in the subject. The materials were specifically created to bridge connections not only within the scope of Organic Chemistry I and II, but also across different chapters within each course. By integrating these resources into an open access textbook, we aim to offer students a tool that enhances their ability to relate overarching concepts and apply them in a cohesive manner. Our poster presents these resources and discusses the benefits of their application in organic chemistry instruction.

Presenters: Travis Varner, NC State University, Chemistry, Assistant Teaching Professor
Dr. Jeremiah Feducia (Teaching Professor in Chemistry) and Dr. Naish Lalloo (Assistant Teaching Professor in Chemistry)

Teaching is an inherent and invaluable aspect of the academy, yet pedagogy is not a standard part of graduate training. To fill that gap, Dr. Erin McKenney developed a graduate seminar on Pedagogy in Practice, in which students read and discuss seminal articles about effective course design and delivery, and network with guest experts. Students apply pedagogical concepts through critical review of course syllabi, sharing personal classroom observation and teaching experiences, and by designing original teaching modules aligned to a specific course and/or learning objectives. The course culminates with students drafting and peer-reviewing teaching and diversity statements to articulate their personal goals and professional ambitions. Together, we aim to share this course to model and showcase opportunities for graduate students to leverage diverse teaching experiences in preparation for the professoriate. We hope to create a space for conversation about the graduate / teaching experience.

Presenters: Erin McKenney, NC State University, Applied Ecology, Assistant Professor
Hannah Desrochers – PhD student, Fisheries, Wildlife & Conservation Biology, NC State University
Chris Hand – MA student, Teaching-Science Ed Distance, NC State University
Bella Insignares – MS student, Fisheries, Wildlife & Conservation Biology, NC State University
Jonah Peckham – MS student, Department of Biological Sciences, NC State University
Michael Welsh – MS student, Department of Microbiology, NC State University
Katherine Glover, PhD student, Department of STEM Education, NC State University

Physical education is an academic subject in which assessment is vital and challenging. Quality assessments help determine if students are successfully learning knowledge and skills for lifelong health and wellness and for instructors to determine the effectiveness of teaching methods and curriculum. Historically, physical activity classes have used performance grading based on pre-defined assessment criteria to assess psychomotor learning. However, research has shown that this method of assessment can result in lower levels of intrinsic motivation due to normative and social comparison. It has also been criticized as not being capable of generating valid learning in physical education and for lack of meaning and application to real life. This poster will discuss an approach that challenges traditional fitness testing as a means of assessment and summarizes the research results evaluating this approach on measures of exercise motivation, level of physical activity, self-efficacy for exercise, perceived behavioral control in college aged, and health-related fitness knowledge in students participating in a required physical activity course.

Presenters: Renee Harrington, NC State University, Department of Health and Exercise Studies, Assistant Teaching Professor

A frequent course material provided to students includes lecture presentation slides. These are often shared with students for their own notes or to follow along during instruction. Software packages that develop lecture slides often default to a style commonly known as “light mode”, where the background is a lighter color. However, many online tools provide users with a “dark mode”, replacing the background with a darker color. We evaluated students’ preferences between light and dark mode presentation slides. Observations were collected from 304 student activity logs across six courses over two semesters, two introductory CS1 courses and four upper level CS courses, as well as through an attitudes survey distributed at the end of the semester. Based on the logs and survey responses, many students preferred the dark mode version of lecture materials but there was still a considerable cohort of light mode users. Further this preference was consistent throughout the entire semester, with students rarely switching between color modes. The results from this work help inform instructors and producers of educational content about the current preferences of students while engaging with lecture materials.

Presenters: Adam Gaweda, NC State University, Computer Science, Assistant Teaching Professor

In 2024, the presenters introduced attendees to the project, Supporting Qualitative Inquiry at NC State University, a SoTL Case Study at the Conference on Faculty Excellence. Since then, the presenters conducted a survey and semi-structured interviews with past participants of the SoTL Institute to identify different approaches, barriers, and facilitators to conducting qualitative inquiry that span disciplinary boundaries. This poster will reintroduce the project and share preliminary findings that have been identified through qualitative thematic analysis. Through these findings, the presenters will engage in discussion about potential services and interventions to better support researchers engaging qualitative methods.  

Presenters: Hannah Rainey, NC State University, Libraries, Librarian
Kate Freeman, Data Science Support Specialist, NC State Libraries
Hiva Kadivar, Libraries Fellow, NC State Libraries
Joddy Marchesoni, Data Services Librarian, ZSR Library, Wake Forest University

Everybody, as the saying goes, has a story. When employed effectively and ethically, storytelling has been shown to reduce prejudice, improve self-esteem, foster reflection, nurture connection, increase engagement, and inspire informed social action. Storytelling is a versatile strategy that transcends disciplines, offering educators tools to foster deeper connections and insights in fields ranging from the humanities and social sciences to STEM and business. But how can we integrate storytelling pedagogy in our classrooms and across disciplines?
In this practice-grounded and interactive session, participants will learn the fundamentals of social impact storytelling and participate in activities to guide students in learning how to unlock the transformative power of stories to build the future they want and deserve. The facilitators will draw from their upcoming book, Teaching Storytelling in Classrooms and Communities: Amplifying Student Voices & Inspiring Social Change, to be published as part of Routeldge’s Social Justice in Education Series in May 2025. 

Presenters: Maru Gonzalez, NC State University, Agricultural and Human Sciences, Associate Professor
Dr. Christy Byrd, Associate Professor, TELS

The decision for an instructor to come out as LGBTQ+ in class is complicated and individual, but it has been shown that all students benefit in multiple ways from an instructor revealing an LGBQ+ identity, and that students overwhelmingly agree that it is appropriate for instructors to come out as LGBQ+ in class (Busch et al., 2022).  However, there is no research yet about whether an instructor coming out as transgender or nonbinary has similar positive benefits for students.  I explored whether students remember an instructor coming out as transgender approximately 8 weeks after revealing a transgender identity with a single sentence during an “about me” slide during the first lecture and whether they found revealing this identity to be appropriate.  I also explored whether revealing this identity impacted students’ experience in the class and how it affected students’ 1) willingness to approach the instructor for mentorship, 2) feelings of connectedness with the instructor, 3) confidence in their ability to pursue a career in science, 4) sense of belonging in the course, and 5) sense of belonging within the scientific community.

Presenters: Raymond Haggerty, NC State University, Biotechnology Program, Postdoctoral Scholar

Have you ever felt like you could not “go down that rabbit hole” of a student’s question because you would not be able to fit in all you wanted to say? Have you ever wondered why students do not retain much of what you say, but instead, they remember questions they have discovered an answer to? How do we strategically impart knowledge that leads to optimal knowledge retainment?

As faculty, we strive to ensure our students master engineering skills. Yet, mastery of technical skills is only part of what students need to reach their full potential. Engineers find success and personal fulfillment when they combine their skills with a mindset to create impactful, meaningful and extraordinary value for others. This mindset called entrepreneurial mindset, is built on three core concepts: curiosity, connection and creating value. When we frame educational outcomes with these 3 Cs and the development of character and expressed through collaboration and communication, we empower our students to contribute to a flourishing society and prosperous planet. This framework, established by the Kern Entrepreneurial Engineering Network (KEEN), has been integrated in the learning outcomes of >60 US Universities.

At NC State, we have created the 2-day Wolfpack Engineering Unleashed Incubator to train faculty on connecting engineering skillset to the 6 Cs: curiosity, connection, creating value, character, collaboration and communication. This poster will present our efforts to create this incubator, sharing best practices in engineering education, and highlighting the success stories from faculty who have embarked on this journey.

Presenters: Nathalie Lavoine, NC State University, Forest Biomaterials, Assistant Professor
Anna Howard (Teaching Professor, MAE)
Kate Saul (Full Professor, MAE)
Megan Morin (Associate Director, Office of Faculty Development and Success, COE)
Joel Ducoste (Full Professor, Civil, Construction, Environmental Engineering & Associate Dean of Faculty Development and Success, COE)

Universities play a pivotal role in advancing a sustainable future. North Carolina State University has integrated sustainability into its ES 100: Introduction to Environmental Science course. Two cornerstone activities of ES 100—calculating personal Ecological Footprints (EF) and designing a Lifestyle Change Project—serve as practical applications of these principles. However, these two activities have been evaluated separately and attempts to assess their connectivity is less explored. Here, we utilized archived data from ES 100 to (1) assess the size of students’ EFs and identify the largest contributors (e.g., food, shelter, mobility, and goods); (2) identify lifestyle changes students performed; (3) evaluate the relationship between EF results and their lifestyle changes; (4) determine the motivating factors and challenges as they performed lifestyle changes; and (5) understand students’ perceptions of the entire process. Results showed that the average EF was 7.3 gha, three times higher than the global average of 2.6 gha. Considering the EF results, students’ lifestyle change projects were then focused on shelter (68%), food (15%), mobility (13%), and goods (4%). The category with the largest footprint was typically the one they wished to reduce ( (R² = 0.68, P < 0.05). Surprisingly, when students were conducting their Lifestyle Change Project activity, the largest footprint categories students had identified and those they actually changed in their daily routines became slightly disconnected (R² = 0.25, P < 0.05). Self-discipline, financial constraints, and dietary changes were among the challenges faced by the students. Lifestyle change was motivated by personal, social, and environmental factors. The key lesson gained from the activities was the resounding perception that ‘even small actions, when summed up together, collectively, can create huge impact’. Our study highlighted the effectiveness of the EF calculator as a tool for promoting awareness and quickly translating this to students’ lifestyle behavior in reducing ecological footprints, thus enhancing campus sustainability.

Presenters: Maricar Aguilos, NC State University, Forestry and Environmental Resources, Assistant Research Professor

Microlearning is receiving wider recognition in higher education because it provides students ways of showcasing their specific competencies and skills in more granular ways than can be seen with a conventional academic transcript (Corbeil et al., 2021; Taylor & Hung, 2022). As artifacts, these typically take the form of digital badges or certificates. The growth of microlearning has also provided academic departments with opportunities to be more agile and flexible by offering additional types of alternative, short-form learning experiences.

While inspiring, most microlearning research has focused on undergraduate students with little discussion of how it can be used to benefit graduate students and postdoctoral research scholars who have different professional development needs.

This proposal describes an early-stage, research-based model of microlearning designed to meet the needs of graduate students and postdoctoral research scholars. It will describe the details of the informing framework, key stages of the design process, challenges encountered during the development of the beta version and first-stage goals. Viewers will be encouraged to contribute suggestions for improvement or enhancement. 

Presenters: Phil Tietjen, NC State University, The Graduate School, Director of Teaching Programs

Students in higher education are balancing many responsibilities in addition to coursework. High structure courses, which include weekly assignments to scaffold student interactions with the course material, can be challenging for students to manage effectively. Although implementing high structure has been shown to benefit student learning, particularly for those from underrepresented backgrounds, managing these frequent assignments along with other responsibilities requires good time management skills, which students may not have developed. Here, we used mid-semester surveys in a high structure upper-level undergraduate/graduate biotechnology lecture/laboratory course to gain an understanding of our students’ perceived workloads and course experiences. In response, short video tutorials were developed and implemented in the first few weeks of class to assist students in managing their time for the high structure course. This poster will highlight the impact of the videos and animations on students’ awareness and understanding of the course structure and their management of course responsibilities, as well as proposed future research focusing more on the different types of time management skills students are practicing.

Presenters: Stefanie Chen, NC State University, Biotechnology Program, Teaching Assistant Professor
Carlos C. Goller (Teaching Professor, Biotechnology Program), Melissa C. Srougi (Associate Teaching Professor, Biotechnology Program), Phillip E. Brown (Teaching Postdoctoral Scholar, Biotechnology Program), Paul Couture (Research Specialist, DELTA), Chris Willis (Assistant Director, DELTA Research and Analysis), Donnie Wrights (Associate Director, Educational Media Design, DELTA), Arthur Earnest (Instructional Media Producer, DELTA), and Rebecca Sanchez (formerly Senior Instructional Designer, DELTA; currently Director of NC State’s Quality Enhancement Plan)

The integration of Artificial Intelligence (AI) tools in educational settings has transformed traditional teaching methods, offering enhanced personalization and efficiency. However, ensuring the safe and ethical use of AI among college-level learners remains a critical challenge, particularly in specialized fields like horticulture. This study explores the implementation of AI practices in the classroom with 15 two-year (associates degree) horticulture students, focusing on cultivating technical competence, ethical awareness, and industry relevance. Students were asked about their previous experience with AI and if they could detect which bodies of text were AI-generated versus human-generated. Students were then analyzed via an exercise by their ability to detect fact accuracy, depth of the topic, bias, and awareness of content ownership. Data was taken by observation and data collection. Results indicate that structured guidelines and instructor-led interventions significantly improve students’ ability to responsibly use AI while understanding its limitations and potential biases. The study highlights the importance of embedding AI literacy within horticulture curricula to build student success of using the technology appropriately and fostering a culture of ethical AI utilization. These findings can be used to influence the introduction and usage of AI as a tool in two-year program horticulture curriculum.

Presenters: Melinda Knuth, NC State University, Horticultural Science, Assistant Professor