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Our initial impetus for this project stems from the development of UNCP's Indigenous Cultures & Communities (ICC) graduation requirement. We recognize the efforts of individual faculty representing disciplines in the arts, education, humanities, library, and nursing to redesign class activities and courses. Our purpose is to share models and templates for readers' use and adaptation in incorporating Indigenous-centered pedagogies in their own courses. We have curated practical and philosophical methods for engaging Indigenous knowledge and using Indigenous centered pedagogies in college courses and curricula. We believe that faculty efforts to redesign their courses in support of a newly instituted graduation requirement focused on Indigenous cultures and communities will benefit all students participating in these courses regardless of their background.

Stacy Cooper Bailey,1 Izabela E Annis,1 Daniel S Reuland,2 Autumn D Locklear,1 Betsy L Sleath,1 Michael S Wolf3 1Division of Pharmaceutical Outcomes and Policy, Eshelman School of Pharmacy, 2Department of Medicine, Division of General Internal Medicine and Clinical Epidemiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, 3Health Literacy and Learning Program, Division of General Internal Medicine, Feinberg School of Medicine at Northwestern University, Chicago, IL, USA Background: Current adherence scales often fail to assess the full spectrum of behaviors associated with safe and appropriate drug use and may be unsuitable for patients with limited health literacy. We sought to develop and evaluate a comprehensive yet brief Measure of Drug Self-Management (MeDS) for use in research and clinical settings among diverse patient groups.Methods: Expert opinion, literature reviews, and interviews with patients and providers were utilized to create and revise potential items. Item performance testing was then conducted among 193 adult English-speaking patients with hypertension and diabetes. Factor analysis was used to inform item selection. Reliability was assessed via calculations of internal consistency. To assess construct and predictive validity, MeDS scores were compared with scores from the 8-item Morisky Medication Adherence Scale and relevant clinical measures (HbA1c, blood pressure, and low-density lipoprotein cholesterol).Results: The MeDS demonstrated adequate internal consistency with a Cronbach’s α of 0.72. The MeDS was significantly correlated with the Morisky Medication Adherence Scale (r= -0.62; P

By incorporating visual mapping into students' thinking and writing processes, a narrative assignment in geo-literacy creates a reflective and agency-based learning experience for student writers in a first-year honors seminar.

Using a perspective analysis of curriculum design, we advance the conversation on ways underrepresented and underserved communities can rethink educational design. From an original educational model, we interrupt traditional pedagogy to grow effective community leaders. In this paper, we blend Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM), Place-Based Education (PBE), the North Carolina Standard Course of Study (NCSCOS), and Connectivity Movements to prepare students who are innovative, persistent, and self-determined. Moreover, the Old Main STREAM Academy educational model represents an approach that blends learning and community. It is important for community researchers to apply ancestral educational best practices within their own communities and homelands. From an ethnographic account, our perspective analysis reveals the need for grassroots folks to design and apply an original, comprehensive curriculum that supports the advancement and instructional well-being of underrepresented and underserved communities.

The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.

Using an interpretive analysis of digital storytelling, we advance the conversation on ways Indian communities can rethink educational design. From an ethnohistorical context, we interrupt traditional pedagogy to grant voice and perspective to the Indigenous community. In this paper, we blend constructivism and personal digital stories to bring forth critical consciousness concerning mainstream educational practices. As an alternate, yet, innovative approach, we employ Unlocking Silent Histories, an educational design that aims to couple culture and learning. It does so by opening a space for teaching and learning that illuminates the Indigenous way. Our analysis reveals emerging themes of the Lumber River, community, and resilience.