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laborative learning and cross disciplinary programming in an macy remediation plan, the pharmacy summer orientation,
inclusive environment that encourages diverse perspectives and a college-wide academic coaching program, student success
the practice of cultural competence. Recent shifts in higher ed- workshops, a new faculty onboarding program, and a teaching
ucation pedagogy have sparked an increased interest in and the innovation certificate series for faculty. The workshop format
adoption of active learning strategies to supplement rather than will be an interactive slide presentation using the Nearpod
replace lectures. This session will share with participants the platform. The presenter’s Nearpod presentation will provide
three broad pedagogical practices faculty members are using at a description of the TSU COPHS TEAM Center’s initiatives,
NCCU to embrace active learning and drive student interac- challenges, and successes while incorporating polls, interactive
tion, which can be limited in lecture style instruction. pictures, and open-ended questions. Participants will respond
to the activities using their phones. Additionally, the presenter
This highly interactive session examines teaching and learning will allot a portion of the workshop to generating solutions from
strategies, concepts, and theories embedded in student-cen- the participants that they can submit during the presentation. A
tered learning appropriate for diverse student populations. Ses- copy of all answers will be sent to each person as a resource for
sion participants will: future use. The workshop will end with a question and answer
period following a conclusion.
Identify the four components of cooperative learning and its
role in student engagement. DEVELOPING BEST PRACTICES IN
JUNIOR FACULTY MENTORING
Engage in brain-friendly activities that correlate with how the Presented by Dr. Candis Pizzetta and Ms. Louise Vaughn
brain learns best.

The Jackson State University faculty development activity fo-
Choose actives from the layered curriculum to demonstrate
how voice and choice of assessments contribute to student cuses on providing mentors to junior faculty members in order
achievement. to train incoming faculty to be student-centered not only in the
classroom but also in planning and executing their disciplinary
research activities. The overall Faculty Development for Stu-
The OFPD trains and empowers faculty members as instruc- dent Success activity goals are to improve teaching and learning
tional leaders in their departments and fields. Our session ends
with the impact that this Title III Activity has had on academic through innovation and technology infusion and to increase
quality and learner success at NCCU. faculty development opportunities in order to create a model
working environment for faculty development. Mentors and
junior faculty protégés spend one-year identifying ways that the
FACULTY DEVELOPMENT AND STUDENT SUPPORT. . . junior faculty can align their research agendas with teaching in-
IT TAKES A TEAM!
Presented by Mrs. China Jenkins novation. At the end of that year, junior faculty present a 3-year
development plan along with a proposal for a Scholarship of
Teaching and Learning (SoTL) research project for the upcom-
The presenter will share how the Title III funded TEAM Center ing year. The program also assists junior faculty in identifying
has transformed the way the College of Pharmacy and Health and applying for external funding that will support undergrad-
Sciences (COPHS) faculty and students at Texas Southern uate and graduate student opportunities to collaborate on re-
University approach their responsibilities through faculty pro- search with the faculty members.
fessional development and student engagement. The TEAM
(Teaching, Enrichment, Advising, and Mentoring) Center is a Now in its second year, the Faculty Development for Student
unit that was established to improve student success and en- Success activity has resulted in the development of best practic-
hance faculty instruction and productivity. The presenter will es for the integration of junior faculty into their roles as emerg-
share the challenges and successes of building an academic sup- ing leaders in the areas of teaching innovation and research
port unit to meet demanding student and faculty needs with productivity. To share these best practices, this panel will begin
limited resources. The intended outcome of this workshop is with a short video compilation of interviews with former junior
that participants will be able to 1) identify proven strategies for faculty and their mentors, reviewing how the structured men-
increasing student persistence, 2) identify effective approaches toring program activities of the last two years helped them set
to gaining faculty, staff and student participation, and 3) discuss and reach their career-development goals. The video clips will
possible solutions to the challenges of implementing program- allow the faculty participants to identify how the faculty men-
ming such as lack of resources, faculty/student resistance, and toring activity has transformed their approach to teaching and
little funding. to developing an active scholarly agenda. Following the video
will be a brief presentation and discussion of the best practices
In this workshop, the presenter will discuss the planning, devel- that have developed from the Faculty Development for Student
opment and implementation of TEAM Center services and the Success activity.
progress it has made since it opened last fall. The TEAM Center
has been instrumental in developing and managing the phar- Session participants will then be divided into working groups

32 2019 TECHNICAL ASSISTANCE WORKSHOP