[et_pb_section fb_built=”1″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_heading title=”2026 Summer Institute for Teaching & Learning” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_heading][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”2_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” locked=”off” global_colors_info=”{}”]<\/p>\n
Join us for the Summer Institute for Teaching and Learning (SITL) as we come together to explore new perspectives, share practical strategies, and strengthen our collective impact on student learning. This year\u2019s gathering invites the WCU community to reflect, connect, and grow \u2014 from foundational practices to bold new approaches.<\/span><\/p>\n This year, SITL will take place on May 13 & May 14. On this page, you\u2019ll find:<\/p>\n The full schedule<\/strong> for each day<\/p>\n<\/li>\n Session descriptions<\/strong><\/p>\n<\/li>\n Speaker information<\/strong><\/p>\n<\/li>\n<\/ul>\n Let the schedule below be your map to discovery, we\u2019re so glad you will join us!<\/p>\n [\/et_pb_text][et_pb_button button_url=”https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=WluzxdUWFESO4XvecFQ_G_86ei1rk5dGu0w_s6X-jplUNTJGNlVLWVpSSVQzTVFZMUk1SjBNVlVYQS4u” url_new_window=”on” button_text=”Register for SITL 2026″ button_alignment=”center” _builder_version=”4.27.5″ _module_preset=”default” custom_button=”on” button_text_color=”#FFFFFF” button_bg_color=”#592C88″ button_border_color=”#FFFFFF” button_font=”|600|||||||” button_icon=”||fa||900″ transform_scale=”110%|110%” locked=”off” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/02\/SITL-2026-768×1024.png” alt=”Peaceful mountains with lake.” title_text=”SITL 2026″ _builder_version=”4.27.6″ _module_preset=”default” locked=”off” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.6″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item title=”Schedule for Day 1 – Wednesday, May 13″ open=”off” _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n <\/p>\n Apodaca Foyer, 1st floor<\/p>\n April Tallant, Carmen Huffman, Anabel Livengood (Apodaca 102)<\/p>\n <\/p>\n Kanisha Kellum (Apodaca 207 A)<\/p>\n Curtis Beimborn, Justice Cornett, Alesia Jennings, Scottie Kapel, Jennifer Thomas, Emily Wager (Apodaca 207 B)<\/p>\n Carmen Huffman & Trisha Ray (Apodaca 102)<\/p>\n <\/p>\n <\/p>\n Kim Hall (Apodaca 207 A)<\/p>\n Chad Hallyburton, April Tallant, Darby Harris (Apodaca 207 B)<\/p>\n Carmen Huffman & Trisha Ray (Apodaca 102)<\/p>\n <\/p>\n <\/p>\n Kim Hall (Apodaca 207 A)<\/p>\n Patricia Bricker, Caitlin Torrence, Joy Mischley (Apodaca 207 B)<\/p>\n Carmen Huffman & Trisha Ray (Apodaca 102)<\/p>\n <\/p>\n <\/p>\n Chris Cain & Bridget Morton (Apodaca 102)<\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 1 – Concurrent Sessions A Descriptions” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Kanisha Kellum (Apodaca 207 A)<\/p>\n Many students struggle to participate verbally in the classroom. Whether presenting research, contributing to discussion, or asking questions, anxiety and lack of confidence can prevent students from fully engaging in the learning process. While faculty often focus on the intellectual content of communication, effective participation also depends on physical awareness, breath, and vocal presence. Drawing from principles in vocal pedagogy and performer training, this interactive workshop explores strategies for helping students develop confidence and clarity when speaking in academic settings. In performance training, singers and actors learn to use breath, posture, and vocal energy to communicate ideas effectively. These same principles can be adapted to support student participation and presentation skills across disciplines. Participants will explore practical techniques inspired by voice training and embodied learning, including breath-centered grounding exercises, strategies for reducing speaking anxiety, and methods for helping students develop stronger vocal presence during discussions and presentations. The workshop will also examine how brief embodied activities can be integrated into lectures, seminars, and student presentations to encourage engagement and confidence. Designed for faculty across disciplines, this session requires no background in performance training. By exploring how breath, posture, and voice influence communication, participants will leave with practical tools to help students move toward \u201chigher ground\u201d in their classroom participation\u2014speaking with greater confidence, clarity, and presence.<\/span><\/p>\n Curtis Beimborn, Justice Cornett, Alesia Jennings, Scottie Kapel, Jennifer Thomas, Emily Wager (Apodaca 207 B)<\/p>\n Curious about Open Educational Resources<\/span>\u00a0–\u00a0<\/span>free, adaptable teaching and learning materials\u00a0–\u00a0but not sure where your entry point is? Thi<\/span>s panel brings together\u00a0campus partners from the bookstore and library as well as\u00a0faculty at\u00a0different stages\u00a0of their OER journey – from a single textbook swap to full course redesigns\u00a0–\u00a0to share what the process\u00a0actually looks\u00a0like from the inside.<\/span>\u00a0<\/span><\/p>\n Panelists will reflect on how they got started, what support and funding made it possible, and what\u00a0they’ve\u00a0seen in their classrooms in terms of student access, engagement, and learning outcomes. Whether\u00a0you’re\u00a0weighing your first OER adoption or looking to expand what\u00a0you’ve\u00a0already built,\u00a0you’ll\u00a0leave with a clearer sense of what’s possible and what WCU resources are available to help you get there.<\/span>\u00a0<\/span><\/p>\n Carmen Huffman & Trisha Ray (Apodaca 102)<\/p>\n Department heads and school directors juggle complex responsibilities, balancing the operational demands of their units with the realities of leading people. While many are well prepared for the former, navigating challenging personnel situations often proves more unexpected\u2014and more difficult. This workshop, designed exclusively for department heads and school directors, invites participants to explore ways of reaching higher ground\u00a0when personnel challenges arise. The session focuses on gaining perspective, identifying constructive pathways forward, and responding with intention. Topics may include managing relationships, addressing conflict among colleagues, navigating FMLA and accommodations, and approaching the need to provide difficult feedback, with an emphasis on strategies that encourage strong but compassionate leadership.<\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 1 – Concurrent Sessions B Descriptions” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Kim Hall (Apodaca 207 A)<\/p>\n This presentation examines how playful pedagogy can transform higher education by supporting students as they move from uncertainty to deeper understanding and mastery. Grounded in curiosity, creativity, and low-stakes experimentation, playful pedagogy encourages active engagement while reducing the fear of failure that can inhibit participation. Rather than being separate from serious academic work, play is positioned as a purposeful and structured approach to enhancing learning. The session introduces key concepts of playful pedagogy and demonstrates how they can be applied across disciplines and course formats. Early stages of learning\u2014often marked by confusion or hesitation\u2014can be supported through strategies such as exploratory activities, collaborative problem-solving, and gamified entry points that reduce anxiety and invite participation. As students build confidence, structured play deepens engagement, strengthens critical thinking, and promotes resilience, leading to more meaningful learning outcomes. This approach directly addresses persistent challenges in higher education, including disengagement and surface-level learning. By fostering inclusive and supportive environments, playful pedagogy helps students build confidence, take intellectual risks, and stay motivated. At the same time, it maintains academic rigor by aligning activities with clear learning objectives. Key takeaways: 1. Playful pedagogy increases engagement and deepens learning without sacrificing rigor. 2. Simple strategies can be integrated into existing courses to promote interaction and creativity. 3. Playful learning environments support experimentation, resilience, and a growth mindset.<\/span><\/p>\n Chad Hallyburton, April Tallant, Darby Harris (Apodaca 207 B)<\/p>\n We all want our students to learn and to apply what they learn to their future goals, but we can sometimes get \u201cstuck\u201d trying the same strategies repeatedly.\u00a0 Evidence, whether generated from other scholars or from within our own classrooms, can help us identify bottlenecks to learning and give us new pedagogical ideas to explore. \u00a0In this session you\u2019ll converse and collaborate with your colleagues and share your questions and ideas with a panel of presenters experienced with scholarly teaching.\u00a0 Clarify pedagogical problems in your classes and take away ideas about how to loosen those learning knots.<\/span><\/p>\n Carmen Huffman & Trisha Ray (Apodaca 102)<\/p>\n Department heads and school directors juggle complex responsibilities, balancing the operational demands of their units with the realities of leading people. While many are well prepared for the former, navigating challenging personnel situations often proves more unexpected\u2014and more difficult. This workshop, designed exclusively for department heads and school directors, invites participants to explore ways of reaching higher ground\u00a0when personnel challenges arise. The session focuses on gaining perspective, identifying constructive pathways forward, and responding with intention. Topics may include managing relationships, addressing conflict among colleagues, navigating FMLA and accommodations, and approaching the need to provide difficult feedback, with an emphasis on strategies that encourage strong but compassionate leadership.<\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 1 – Concurrent Sessions C Descriptions” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Kim Hall (Apodaca 207 A)<\/p>\n This interactive workshop will introduce participants to the principles and practices of playful pedagogy as a strategy for enhancing student engagement, confidence, and depth of learning in higher education. Building on the premise that play is not separate from serious academic work but instead a structured and purposeful approach to learning, the session explores how curiosity, creativity, and low-stakes experimentation can support students as they move from initial uncertainty to mastery. Participants will engage in a series of hands-on, adaptable activities that model playful learning techniques across disciplines. The workshop will address common barriers to student participation\u2014such as fear of failure and disengagement\u2014and demonstrate how exploratory tasks, collaborative problem-solving, and gamified entry points can reduce anxiety and encourage early involvement. Participants will examine how structured play can be aligned with clear learning objectives to deepen critical thinking, strengthen resilience, and promote sustained engagement. Key Takeaways: (1) playful pedagogy can increase engagement and deepen learning while maintaining academic rigor; (2) small, adaptable strategies\u2014such as low-stakes exploratory activities and collaborative challenges\u2014can be built into existing courses to foster interaction and creativity; and (3) playful learning environments can support resilience, intellectual risk-taking, and a growth mindset, helping to address persistent challenges such as student disengagement and surface-level learning.<\/span><\/p>\n Patricia Bricker, Caitlin Torrence, Joy Mischley (Apodaca 207 B)<\/p>\n As a regionally serving institution, WCU has an established history of connecting classroom learning with community-engagement. Through integrating course instruction and service-oriented work with community partners, both students and society benefit. Service learning has been found to better engage students and increase student self-efficacy, as well as students\u2019 academic comprehension and skill development (Brand & Sass, 2019). This session will feature case study overviews by faculty who are experienced in community-engaged teaching, featuring both a Service-Learning Course (SLC) and Community Experience Course (CEC). After brief presentations from both faculty, open discussion will provide an opportunity to tailor the learning to what is most important to those present. As a result of this workshop, you will be able to describe essential components of community-engaged pedagogy, imagine how this pedagogy could apply to your work, identify common benefits and challenges, and identify the resources available at WCU to assist.<\/span><\/p>\n Carmen Huffman & Trisha Ray (Apodaca 102)<\/p>\n Department heads and school directors juggle complex responsibilities, balancing the operational demands of their units with the realities of leading people. While many are well prepared for the former, navigating challenging personnel situations often proves more unexpected\u2014and more difficult. This workshop, designed exclusively for department heads and school directors, invites participants to explore ways of reaching higher ground\u00a0when personnel challenges arise. The session focuses on gaining perspective, identifying constructive pathways forward, and responding with intention. Topics may include managing relationships, addressing conflict among colleagues, navigating FMLA and accommodations, and approaching the need to provide difficult feedback, with an emphasis on strategies that encourage strong but compassionate leadership.<\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 1 – Workshop Description” _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” open=”on” sticky_enabled=”0″]<\/p>\n Chris Cain & Bridget Morton (Apodaca 102)<\/span><\/p>\n As faculty continue to examine grading practices that promote meaningful learning, specifications grading offers a clear and structured alternative to traditional points-based systems. This session introduces specifications grading as an approach that emphasizes mastery of defined learning outcomes rather than the accumulation of points. We will begin by distinguishing specifications grading from common grading models, including traditional points-based and standards-based grading. Participants will explore how specifications grading relies on clearly defined criteria (\u201cspecs\u201d), binary or tiered evaluation (e.g., satisfactory\/unsatisfactory), and alignment between assignments and course outcomes. These distinctions help reduce ambiguity, increase transparency, and shift the focus from earning points to demonstrating competence. The session will then focus on practical implementation. Faculty will examine key design elements, including assignment specifications, grading bundles tied to final course grades, and the use of revision opportunities or token systems to support student learning and persistence. By the end of the session, participants will have a foundational understanding of how specifications grading works and how it differs from other grading approaches. Faculty will leave with practical strategies and a clear starting point for adapting specifications grading within their own courses.<\/span><\/p>\n [\/et_pb_accordion_item][\/et_pb_accordion][et_pb_accordion _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item title=”Schedule for Day 2 – Thursday, May 14″ open=”on” _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n <\/p>\n Apodaca Foyer, 1st floor<\/p>\n April Tallant (Apodaca 102)<\/p>\n <\/p>\n Emma Hamilton, Anabel Livengood, Scott Seagle (Apodaca 207 A)<\/p>\n Aaron Ratcliffe (Apodaca 207 B)<\/p>\n <\/p>\n <\/p>\n Meghan Harrison & Haylee Melton (Apodaca 207 A)<\/p>\n Ian Selig (Apodaca 207 B)<\/p>\n <\/p>\n Apodaca Foyer, 1st floor<\/p>\n <\/p>\n Anabel Livengood\u00a0(Apodaca 207 A)<\/p>\n Brittany Hudgins-Graham & Kerri Qualls (Apodaca 207 B)<\/p>\n <\/p>\n <\/p>\n April Tallant (Apodaca 102)<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 2 – Concurrent Sessions D Descriptions” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Emma Hamilton, Anabel Livengood, Scott Seagle (Apodaca 207 A)<\/p>\n This interactive session invites you to rethink course design from the ground up.\u00a0<\/span><\/span>We’ll<\/span>\u00a0<\/span>kick off with a hands-on activity that makes the case for Universal Design for Learning (UDL) in a way\u00a0<\/span><\/span>that’s<\/span>\u00a0<\/span><\/span>immediately<\/span>\u00a0<\/span>personal and practical. Then\u00a0<\/span><\/span>we’ll<\/span>\u00a0<\/span>break down UDL’s core principles into clear, actionable strategies you can realistically apply.\u00a0<\/span><\/span>A faculty colleague will walk us through their own UDL journey: what they tried, what surprised them, and what\u00a0<\/span><\/span>they’d<\/span>\u00a0<\/span>do differently.\u00a0<\/span><\/span>You’ll<\/span>\u00a0<\/span>leave with concrete, flexible ideas to make your courses more inclusive and effective for every learner in\u00a0<\/span><\/span>yo<\/span>ur class<\/span>.<\/span><\/span>\u00a0<\/span><\/p>\n Aaron Ratcliffe (Apodaca 207 B)<\/p>\n Advances in AI have made it increasingly difficult to effectively motivate and assess development of computation problem solving skills. Students can easily copy and paste assigned problems into AI tools, which now provide not only correct answers but also step-by-step solutions. Evaluating the authenticity of students\u2019 written work alone can be challenging because mathematics is a universal language, and AI \u201cfingerprints\u201d are limited for many categories of standard problems. What if, instead, students were asked to demonstrate their problem-solving approach in real time? What if we see web-proctoring tools such as Respondus LockDown Browser not as mechanisms to police students, but as tools that enable students to record and demonstrate their real-time problem-solving skills? This workshop presents an innovative assessment design that combines algorithmically generated (formula) questions in Canvas with LockDown Browser features, including screen recordings, built-in calculator and spreadsheet tools, and webcam snapshots of handwritten work. By assigning individualized, randomized problems and observing students\u2019 work as it unfolds, instructors gain insight into solution strategies and points of confusion. Participants will see how randomized problem sets can support multiple attempts, enabling students to learn from feedback, correct mistakes, and refine their approach. This structure promotes purposeful practice and preparation for exams while maintaining academic integrity. Attendees will learn practical tips for designing effective algorithmic (formula) questions in Canvas and how to use Respondus LockDown Browser features to efficiently collect and review student work. While these tools are particularly helpful for those teaching online, they can also support in-person instruction. The session reframes familiar tools by proposing a shift from monitoring for misconduct to creating opportunities for students to demonstrate and iteratively improve their problem-solving skills.<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 2 – Concurrent Sessions E Descriptions” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Meghan Harrison & Haylee Melton (Apodaca 207 A)<\/p>\n Our presentation agenda will reflect the following: <\/span><\/p>\n We will talk about challenges to learning such as faulty background, fixed mindsets, unhelpful study habits and lack of study knowledge, and attention limits. Finally, we will talk about how to address these challenges. Faculty often encounter persistent challenges such as students lacking prior knowledge, holding misconceptions and fixed mindsets, struggling with attention, or relying on ineffective study strategies. We are prepared to discuss learning theories such as Behaviorism, Cognitivism, Humanism, and Neuroscience and Constructivism; additionally, to provide a framework for understanding why these issues occur rather than simply observing that they do. By making these connections explicit, instructors are better positioned to design courses that: <\/span><\/p>\n Ultimately, this session advances teaching and learning by equipping faculty with both a conceptual framework and actionable tools to create more effective, inclusive, and student-centered learning environments.<\/span><\/p>\n Ian Selig (Apodaca 207 B)<\/p>\n This session is designed to give faculty a forum to discuss AI and consider avenues for a community of practice (CoP) around AI at WCU. Both the AI Working Group and the IT AI Governance Committee have highlighted a need for CoPs at WCU to increase sharing and collaboration around AI as it impacts classrooms, research and professional work. Join us to start the conversation and share what you would like to see at WCU.<\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Day 2 – Concurrent Sessions F Descriptions” _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” open=”off” sticky_enabled=”0″]<\/p>\n Anabel Livengood (Apodaca 207 A)<\/p>\n As in-person exams make a comeback,\u00a0it’s\u00a0worth asking: what if the exam itself could be a learning experience? Pyramid exams (a two-stage assessment where students first complete an exam individually, then\u00a0immediately\u00a0retake it collaboratively in small groups) offer a compelling alternative to the traditional high-stakes test.<\/span>\u00a0<\/span>After moving through a mock pyramid exam together,\u00a0we’ll\u00a0debrief what the two stages\u00a0actually felt\u00a0like, and\u00a0unpack how that mirrors what students experience in terms of anxiety, preparation, and engagement. From there,\u00a0we’ll\u00a0dig into practical considerations for implementation, from grading structures to group dynamics, and explore how the format might translate to your own courses.<\/span>\u00a0<\/span>Whether\u00a0you’re\u00a0looking to reduce\u00a0student anxiety\u00a0of high-stakes testing or simply want students more invested in showing up prepared, pyramid exams are a low-lift, high-impact\u00a0option\u00a0worth adding to your assessment toolkit.<\/span>\u00a0<\/span><\/p>\n Brittany Hudgins-Graham & Kerri Qualls (Apodaca 207 B)<\/p>\n Prelicensure nursing students often report feeling unprepared for the legal and ethical dimensions of professional practice, particularly related to documentation, scope of practice, and professional accountability. Traditional classroom instruction frequently emphasizes theoretical legal principles, but offers few opportunities for experiential learning that mirrors real-life legal processes and implications. A pilot study completed by the presenters examined the use of a structured mock trial experience as an innovative teaching strategy to enhance nursing students\u2019 legal knowledge, critical thinking, and confidence related to the legal responsibilities related to their role as future licensed nurses. This interactive session introduces a mock trial simulation as an innovative, experiential teaching strategy to enhance legal preparedness in prelicensure nursing education. Presenters review the conceptual foundation for experiential learning and summarize the design and outcomes of an Institutional Review Board (IRB) approved pilot study examining the use of mock trials in nursing curricula. The structure, logistics, and lessons learned from implementing the mock trial experience will be shared. Participants will then engage in a facilitated mock trial allowing educators to experience the instructional strategy firsthand. The session will conclude with guided reflection, practical implementation recommendations, and discussion. At the conclusion of this session, participants will be able to: (1) Describe the rationale for using mock trial simulations to address gaps in legal preparedness among prelicensure nursing students, (2) Analyze how experiential, courtroom-based learning strategies influence nursing students\u2019 legal knowledge, professional communication, and confidence (3) Identify practical strategies for integrating mock trial experiences into nursing curricula to enhance student readiness for legal and professional accountability.<\/span><\/p>\n [\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Curtis Beimborn” position=”Assistant Professor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/jbeimborn-200×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Dr. Beimborn’s research focuses on the interactions between ligand molecules and nanomaterials, and how these interactions influence the properties of the nanomaterials. His group primarily employs Nuclear Magnetic Resonance (NMR) to investigate the thermodynamics of ligand binding.<\/span><\/p>\n Currently, his lab primarily works with a class of nanomaterials known as perovskites. These materials have shown great promise in the field of solar energy collection. Unfortunately, their short shelf life prevents them from being industrially viable. Much is still unknown about their surface chemistry, which may shed light on how we can improve their properties such as stability.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Patricia Bricker” position=”Jay M. Robinson Distinguished Professor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Patricia-Bricker-241×300.png” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Dr. Bricker serves as the Jay M. Robinson Distinguished Professor in Educational Technologies and Professor of Elementary and Middle Grades STEM Education in the College of Education and Allied Professions. Her primary areas of disciplinary expertise are STEM education in elementary and middle grades, integration of science and literacy, and teacher professional development. Her current efforts focus on a Western North Carolina Elementary Science\/STEM Community of Practice and partnering with teachers and science education professionals in WNC to collaborate, problem solve, innovate, and advocate.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Chris Cain” position=”CETL Director and Professor, Mars Hill University” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/chris_cain-200×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″ alt=”Headshot of Chris Cain.” title_text=”chris_cain”]<\/p>\n At Mars Hill University, Dr. Chris Cain serves as a tenured professor in the Education Department and as the visionary Director of the Center for Engaged Teaching and Learning (CETL). Holding key roles such as Coordinator of M.Ed. Programs, Integrated Education Program, and the Academically\/Intellectually Gifted Program, he spearheads initiatives that enrich both teaching and learning experiences for professors, instructors, and students alike. On the campus, most of Dr. Cain\u2019s time is spent fostering a culture of innovation and collaboration within the academic community. As the director of CETL, he orchestrates workshops, seminars, and professional development sessions aimed at empowering educators to integrate evidence-based pedagogical techniques and tools into their teaching practices. He is also the co-author and director of a Federal Sip grant aimed at enhancing the academic quality and fiscal stability of higher education institutions serving low-income students. Dr. Cain\u2019s passion and commitment to accessible and holistic education is clear.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.6″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Justice Cornett” position=”Supplemental Textbook Manager, WCU Bookstore” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Justice-Headshot-225×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Justice is the supplemental textbook manager for the WCU bookstore. They work directly with professors for textbook adoptions and facilitate student access.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Chad Hallyburton” position=”Assistant Teaching Professor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/clhallyburton-214×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Chad Hallyburton works as a Teaching Assistant Professor in the School of Health Sciences and as a Faculty Fellow with the Coulter Faculty Center.\u00a0 He has used both published research evidence and the Scholarship of Teaching and Learning to support student learning in the areas of public health and infectious diseases.\u00a0<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Kim Hall” position=”Associate Professor, Environmental Health Program” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/01\/Hall_Kim_Image-200×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Kim Hall is an Associate Professor in the Environmental Health Sciences Program in the School of Health Sciences at Western Carolina University (WCU). Dr. Hall currently teaches courses including Water Quality Control, Environmental Toxicology, Solid and Hazardous Materials Management, Introduction to Environmental Health, and others. She maintains an active undergraduate research program involving students in the evaluation, development, and modeling of fecal pollution and source indicators in surface water. External to WCU, Dr. Hall serves as a council member of the Environmental Health Science and Protection Accreditation Council (EHAC).<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Emma Hamilton” position=”Instructor ” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/ehamilton-251×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Emma Hamilton is an Instructor of English at Western Carolina University, where she teaches courses in rhetoric and composition. She holds an M.A. in English with a concentration in Professional Writing and Rhetoric from Western Carolina University and a B.A. in English from the University of South Florida.<\/span> [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Darby Harris” position=”Associate Instructor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2024\/11\/Harris.CFF_.FF_-214×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Darby Harris is an Associate Instructor in the Department of Biology and a Faculty Fellow with the Coulter Faculty Center, focusing on the Scholarship of Teaching and Learning.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Meghan Harrison” position=”Assistant Director and SI Coordinator” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Headshots2025_18_websize-200×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Meghan Harrison is the Supplemental Instruction Coordinator and Assistant Director at the Writing and Learning Commons at Western Carolina University, where she leads peer-led learning initiatives and trains student leaders in evidence-based teaching practices. Her work focuses on student learning, metacognition, and academic success, with an emphasis on peer-to-peer education in historically challenging courses.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Brittany Hudgins-Graham” position=”Assistant Professor, School of Nursing” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/IMG_20260125_145131-200×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Dr. Brittany Hudgins-Graham is a nurse educator, clinician, and emerging scholar passionate about holistic health, nursing student wellness, and the integration of compassionate and evidence-based care. With over a decade of experience in nursing education, she is dedicated to mentoring future nurses and advancing professional advocacy within the discipline. Her research explores innovative approaches to teaching, mental and spiritual well-being, and nursing student burnout. Dr. Hudgins-Graham is committed to scholarship that strengthens both healthcare systems and the communities they serve. Above all, she values faith, family, and developing nurses who lead with excellence and heart.\u00a0<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Carmen Huffman” position=”Associate Provost for Academic Affairs” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Carmen-Huffman-214×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Dr. Carmen Huffman is WCU’s Associate Provost for Academic Affairs and oversees faculty reappointment, tenure, promotion and post-tenure review processes, faculty credentials, new faculty orientation, faculty development, and coordinates distinguished and endowed professor networking and support. She provides professional development and resources for academic department heads, including regular Department Head Workshops, is responsible for curriculum review and approval of courses and programs, oversees the faculty handbook, and serves as provost office liaison to Faculty Senate and academic program liaison to UNC General Administration.\u00a0<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Alesia Jennings” position=”Associate Instructor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2024\/11\/acjennings.cff_.ff_-215×300.jpg” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]Alesia Jennings, PhD, is an Associate Instructor in the Chemistry department at Western Carolina University. She is currently serving as a Faculty Fellow for the University\u2019s teaching and learning center, Coulter Faculty Commons. Her research interest, in this role, is mentoring new faculty at the institution. She has won several teaching awards including the student-nominated \u201cFaculty of the Year\u201d Award. Scottie Kapel (she\/her) is the Scholarly Communications Librarian at WCU’s Hunter Library. She supports students and faculty with questions pertaining to copyright, open access, open educational resources, and research output creation and dissemination. In addition to her scholarly communications responsibilities, Scottie is the subject librarian for criminology, criminal justice, and emergency and disaster management.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Kanisha Kellum” position=”Assistant Professor of Vocal Performance and Pedagogy” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/KKellum_Faculty–240×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Kanisha Kellum is Assistant Professor of Vocal Performance and Pedagogy at Western Carolina University in the Musical Theatre unit of the School of Stage and Screen. She holds an MFA in Musical Theatre Vocal Pedagogy from the Boston Conservatory at Berklee. Her teaching centers on contemporary commercial music and musical theatre voice, integrating vocal pedagogy, embodied learning, and performer training techniques to help students develop healthy vocal function and confident communication.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Anabel Livengood” position=”Senior Educational Developer” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2025\/08\/Headshot-Anabel-Livengood-098-240×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Anabel supports faculty in becoming more confident instructors by providing tailored solutions that enhance teaching effectiveness. Before transitioning to faculty development, she taught Sociology courses ranging from introductory classes to Social Problems, Research Methods, and Social Inequalities. Her experience spans large lectures, small seminars, and online formats. She continues to stay connected to the classroom and will teach USI 130 in the fall. Whether faculty need guidance on inclusive syllabi, transparent assignments, teaching portfolios, or tools like Canvas, Anabel brings a deep understanding of teaching and learning to every conversation.<\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Haylee Melton” position=”Associate Director” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/image_6483441_63__copy-231×300.jpeg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Haylee Melton is the associate director of the Writing and Learning Commons at Western Carolina University, where she supports the center\u2019s overall operations and coordinates the writing tutoring and writing fellows programs. A proud WCU alumna, she holds an undergraduate degree in professional writing and a master’s degree in literature. Her professional interests include working with graduate tutors, supporting undergraduate students\u2019 development of effective learning strategies, and mentoring students throughout their academic journeys.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Joy Mischley” position=”Director” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/1_20230315_CAPS_Staff09-300×224.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Joy Mischley has a rich background in community and academic engagement through her work with DukeEngage, the American India Foundation, B.N. Duke Scholars Program, and other associated roles in higher education engagement and leadership. She earned her bachelor\u2019s degree from Duke University and a master\u2019s degree from the University of North Carolina at Chapel Hill. Joy is the Director of WCU\u2019s Center for Community Engagement and Service Learning (CCESL.) She is also a licensed clinical social worker (LCSW).\u00a0<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Bridget Morton” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/headshot_Main-225×300.jpeg” position=”Associate Professor, Mars Hill University” _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ sticky_enabled=”0″ alt=”Headshot of Bridget Morton.” title_text=”headshot_Main”]<\/p>\n Dr. Morton brings over a decade of experience in education, including nine years as a high school English teacher and department chair in North Carolina. Her research focuses on digital pedagogy, literacy instruction, and preservice teacher development. She is especially interested in feedback models grounded in growth mindset, exploring how formative assessment and intentional feedback can support student motivation, reflection, and continuous improvement. She previously served as Director of Teaching with Primary Sources, where she designed and led professional development for K\u201312 educators across the region. Dr. Morton is actively involved in program development, accreditation, and continuous improvement efforts, including service as an AAQEP peer reviewer.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Kerri Qualls” position=”Assistant Professor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Headshot__Kerri_Qualls-234×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Kerri A. Qualls, PhD, RN earned her Bachelor of Science in Nursing from Tennessee Technological University in Cookeville, Tennessee, and her PhD in Nursing from the University of Tennessee, Knoxville, where she also completed a graduate certificate in Nursing Education. She currently serves as an Assistant Professor in the Traditional Bachelor of Science in Nursing (TBSN) program at Western Carolina University in Cullowhee, North Carolina. Her scholarly interests focus on phenomenological research across diverse populations and enhancing student educational experiences.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column _builder_version=”4.27.6″ _module_preset=”default” type=”1_3″][et_pb_team_member name=”Aaron Ratcliffe” position=”Associate Professor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2025\/08\/aratcliffe-214×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Aaron Ratcliffe teaches classes in operations and supply chain management, quantitative methods, and analytics as an Associate Professor in the College of Business at WCU. His training is in mathematical modeling, operations research, management science, analytics, and statistics. His research interests are in healthcare operations, service operations, supply chain sustainability, operations strategy, quality management, Lean operations, and supply chain digitization. He has been awarded for outstanding teaching \u2013 specifically for excellence in graduate education and creative and innovative teaching \u2013 at three UNC System institutions during his time as full-time faculty over the past 13 years.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Trisha Ray” position=”Director of Employee Relations” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/trisha-ray-e1776889253573-276×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” collapsed=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Scott Seagle” position=”Educational Developer” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2024\/11\/Scott-Seagle-002-232×300.jpg” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]Scott Seagle, Educational Developer in the Coulter Faculty Commons, brings over 20 years of higher education experience as a History instructor and in instructional technology and educational development. He is passionate about active learning and is dedicated to fostering student engagement and success. Beyond his professional role, Scott enjoys preserving local history and creating unique canned goods in his kitchen.<\/span> A recognized leader in artificial intelligence (AI), Ian has led AI teams since 2022. He presents nationally on AI in education, AI literacy, and AI in instructional design. Ian has published research on AI literacy, coordinates AI Governance and Implementation at Western Carolina University, and Co-chairs the university AI Working Group. He served as one of ten subject matter experts and designers of the UNC System Office AI Literacy Course, built for all 250,000 students in the UNC System, while serving as the learning management system lead for the project. Ian consults on the latest developments in AI to improve operational efficiency, enhance learning, improve teaching, and influence professional work.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Jennifer Thomas” position=”Director, Bookstore Operations” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Jennifer-277×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Jennifer Thomas is the Director of Bookstore Operations at Western Carolina University. She began her career at the bookstore 20 years ago, where she played a key role in developing its eCommerce site and supporting distance education students with textbook ordering. Jennifer has held a variety of positions, including Textbook Manager, Book Rental Manager, Clothing Buyer, and Receiving Manager, gaining a comprehensive understanding of bookstore operations. Since becoming Director of Operations in 2020, she has led with a focus on adapting to the needs of the campus community.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”April Tallant” position=”Director, Coulter Faculty Commons” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2022\/08\/atallant-237×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n April Tallant, PhD, RDN, LDN, champions faculty and student success by prioritizing pedagogical wellness and embracing an asset-based approach to educational and professional development. With over 20 years of experience at WCU, she has been recognized for her exceptional contributions to teaching. April joined the Coulter Faculty Commons (CFC) team as Senior Educational Developer in 2022 and became the CFC’s director in 2025. She also serves on the executive boards of the NC ACE Women\u2019s Network and Delta Kappa Gamma, supporting women in higher education.<\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Caitlin Torrence” position=”Assistant Professor” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/Screenshot_2026_03_31_151024-214×300.png” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Dr. Caitlin Torrence\u2019s primary research areas include aging, Alzheimer\u2019s disease and related dementias, and caregiving. She is particularly interested in health disparities that arise from the interaction of these areas and the health care system. Torrence aided in the development of several funded grants including the Alzheimer\u2019s Resource Coordination Care Grant to establish the Institute for Engaged Aging Brain Health Club, an Alzheimer\u2019s respite in Central, SC, the Duke Endowment grant to expand the Greenville Health System\u2019s Memory Health Program to Oconee County, SC, and the Clemson University Doctoral Dissertation Grant to fund her dissertation, Health care utilization among persons with Alzheimer\u2019s disease and related dementias.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Emily Wager” position=”Assistant Professor, Political Science” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/emily-wager-headshot-179×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Emily Wager is an Assistant Professor of Political Science at WCU. Prior to joining WCU, Wager was a postdoctoral fellow at Rice University, and worked as a Senior Social Scientist at the Movement Cooperative. Much of her research focuses on how people engage with government, and has experience working collaboratively with community organizations and practitioners. Her research has been funded by the National Science Foundation and Public Agenda\u2019s Democracy Renewal Project.<\/span><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" River Valleys to Mountain Peaks: Expanding Our Teaching Horizons Join us for the Summer Institute for Teaching and Learning (SITL) as we come together to explore new perspectives, share practical […]<\/p>\n","protected":false},"author":3426,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" [et_pb_section fb_built=\"1\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_row _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_heading title=\"2025 Summer Institute for Teaching & Learning\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][\/et_pb_heading][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\"1_2,1_2\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"1_2\" _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text _builder_version=\"4.27.4\" _module_preset=\"default\" global_colors_info=\"{}\"]<\/p> The Coulter Faculty Commons (CFC) invites faculty to submit proposals for our upcoming teaching and learning conference, <\/span>Renaissance of Teaching: A Summer Faire of Ideas, Innovation, and Inspiration!<\/strong><\/p><\/blockquote> This year\u2019s theme celebrates the art and science of teaching \u2013 blending<\/span> time-honored best practices (\"evergreens\") with fresh innovations<\/span> to support student success. Whether you are looking to share a tried-and-true technique, experiment with a new approach, or inspire your peers with your teaching journey, we welcome your proposal!<\/span>\u00a0<\/span><\/p> \u00a0<\/p>\n
SITL Day 1 Schedule<\/h2>\n
8:30 \u2013 9:00 Registration<\/h3>\n
9:00 \u2013 9:25 Welcome<\/h3>\n
9:30 \u2013 10:30 Concurrent Sessions A<\/h3>\n
Higher Ground: Helping Students Speak with Confidence in the Classroom<\/h4>\n
Open Educational Resources in Practice: Stories from the Spectrum<\/h4>\n
Reaching Higher Ground: Support for Department Heads in Navigating Challenging Personnel Dynamics \u2013 Part 1<\/h4>\n
10:30 \u2013 10:45 Short Break<\/h3>\n
10:45 \u2013 11:45 Concurrent Sessions B<\/h3>\n
Serious Learning, Playful Minds: Reimagining Higher Education Through Playful Pedagogy<\/h4>\n
Climbing to Greatness: Using Evidence-Based Teaching to Reach New Heights in the Classroom<\/h4>\n
Reaching Higher Ground: Support for Department Heads in Navigating Challenging Personnel Dynamics \u2013 Part 2<\/h4>\n
11:45 \u2013 12:45 Lunch Break (Apodaca Foyer, 1st floor)<\/h3>\n
12:45 \u2013 1:45 Concurrent Sessions C<\/h3>\n
Level Up Your Teaching: Playful Approaches to Serious Learning<\/h4>\n
Navigating Community-Engaged Teaching and Learning: Case Studies in Service Learning and Community Experience Courses<\/h4>\n
Reaching Higher Ground: Support for Department Heads in Navigating Challenging Personnel Dynamics \u2013 Part 3<\/h4>\n
1:45 \u2013 2:00 Short Break<\/h3>\n
2:00 \u2013 3:00 Workshop<\/h3>\n
Specifications Grading in Real Life<\/span><\/h4>\n
Higher Ground: Helping Students Speak with Confidence in the Classroom<\/h4>\n
Open Educational Resources in Practice: Stories from the Spectrum<\/h4>\n
Reaching Higher Ground: Support for Department Heads in Navigating Challenging Personnel Dynamics \u2013 Part 1<\/h4>\n
Serious Learning, Playful Minds: Reimagining Higher Education Through Playful Pedagogy<\/h4>\n
Climbing to Greatness: Using Evidence-Based Teaching to Reach New Heights in the Classroom<\/h4>\n
Reaching Higher Ground: Support for Department Heads in Navigating Challenging Personnel Dynamics \u2013 Part 2<\/h4>\n
<\/span>Level Up Your Teaching: Playful Approaches to Serious Learning<\/h4>\n
Navigating Community-Engaged Teaching and Learning: Case Studies in Service Learning and Community Experience Courses<\/h4>\n
Reaching Higher Ground: Support for Department Heads in Navigating Challenging Personnel Dynamics \u2013 Part 3<\/h4>\n
Specifications Grading in Real Life<\/span><\/h4>\n
SITL Day 2 Schedule – Thursday, May 14<\/h2>\n
8:30 \u2013 9:00 Registration<\/h3>\n
9:00 \u2013 9:25 Welcome Back to Day 2<\/h3>\n
9:30 \u2013 10:30 Concurrent Sessions D<\/h3>\n
Designing for All: A Practical Introduction to UDL<\/h4>\n
Formative Assessment & Real-Time Demonstration of Problem-Solving Skills via Algorithmic Questions & Respondus Recordings<\/h4>\n
10:30 \u2013 10:45 Short Break<\/h3>\n
10:45 \u2013 11:45 Concurrent Sessions E<\/h3>\n
Mapping the Terrain of Student Learning: From Theory to Practice<\/h4>\n
AI Community of Practice<\/h4>\n
11:45 \u2013 12:45 Lunch Break<\/h3>\n
12:45 \u2013 1:45 Concurrent Sessions F<\/h3>\n
Better Together: Using Pyramid Exams to Rethink In-Person Assessment<\/h4>\n
From Classroom to Courtroom: A Pilot Study of Mock Trial Experiences for Prelicensure Nursing Students<\/h4>\n
1:45 \u2013 2:00 Short Break<\/h3>\n
2:00 \u2013 3:00 Closing Session<\/h3>\n
Designing for All: A Practical Introduction to UDL<\/h4>\n
Formative Assessment & Real-Time Demonstration of Problem-Solving Skills via Algorithmic Questions & Respondus Recordings<\/h4>\n
Mapping the Terrain of Student Learning: From Theory to Practice<\/h4>\n
\n
\n
AI Community of Practice<\/h4>\n
Better Together: Using Pyramid Exams to Rethink In-Person Assessment<\/h4>\n
From Classroom to Courtroom: A Pilot Study of Mock Trial Experiences for Prelicensure Nursing Students<\/h4>\n
2026 SITL Presenters<\/h2>\n
Her teaching focuses on helping students develop critical reading and writing practices through student-centered, process-based approaches. In addition to her work in the classroom, Emma is a fiction writer whose work often engages Southern Gothic aesthetics and questions of belonging, voice, and transformation. She is originally from the Tampa Bay area.<\/span><\/p>\n
\n[\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” locked=”off” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Scottie Kapel” position=”Scholarly Communications Librarian, Hunter Library” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/ScottieKapel_Headshot.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\n[\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Ian Selig” position=”AI Governance Coordinator – Learning Technologist” image_url=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/04\/unnamed-255×300.jpg” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”]<\/p>\nCall for Proposals<\/span><\/h2>