Enhancing Student Learning

by Venita Jenkins and Tricia Vance

In 2019, six UNCW faculty members teamed up to encourage research by diverse groups of students, including racial and ethnic minorities; people with mental, physical or sensory disabilities; LGBTQIA+; military veterans; and first-generation college students.

The Interdisciplinary Minority Student Research Group combines interdisciplinary collaboration, studentengaged research and mentorship, which is important to help students reach their academic potential. Team members use the initiative to introduce their classes to more inclusive curriculum and research topics, as well as increase diversity in internship opportunities.

“The research opportunities we have provided IMSRG mentees over the past three years involved important experiential and applied learning experiences that ultimately led to higher academic and professional success,” said Josalin Hunter, IMSRG director. “Our students are soaring in various fields, earning awards, successfully moving through grad school, engaging dynamic community change and just being overall rockstars. I like to think that IMSRG provided mentorship that helped to foster the confidence, support and skills that uplift and illuminate the abilities these students already have.”

IMSRG began as a three-year initiative funded through the Office of Community Engagement and Applied Learning. The program is currently supported by the UNCW Equity Initiative housed in the Office of Community Engagement and Impact. IMSRG is seeking additional funding to support more mentoring opportunities, resources for students and professional development, said Hunter.

This year, 10 IMSRG mentees are working with faculty across various disciplines, including Josalin Hunter, assistant professor of social work; Kris Hohn, assistant professor of social work; Anka Roberto, assistant professor of nursing; and Addie Sayers, assistant professor of English. Affiliate faculty mentors are Alicia Sellon, assistant professor of social work; Kim Cook, professor of sociology; and Maia Butler, associate professor of English.

By the end of year three, the goal was to move from a mentor-led research model to a student-led, facultyadvised initiative that also engaged the greater Wilmington community and advanced research involving diverse communities. The program shifted to respond to mentor-mentee needs, said Hunter, due to impacts from the pandemic.

“We have not yet developed a fully student-led model,” she added. “We have developed IMSRG's CAIT model, inspired by data and feedback from prior IMSRG mentees, which facilitates ‘Critical, Adaptive, Interdisciplinary, and Trauma-Informed’ mentoring – an evidenced need for the minoritized students we work alongside.”

Natalie Loschiavo is among the students who have benefited from the support of their faculty mentors and their peers. Loschiavo is pursuing her Doctor of Nursing Practice–Psychiatric Mental Health Nurse Practitioner degree, with plans to work with underserved youth who have experienced trauma.

“The opportunity to conduct meaningful research is a unique and rewarding experience that I did not expect to have this early in my coursework,” she said. “The idea that I am able to take part in something that will benefit youth and their mentors, promote better care for at-risk children and likely offer improved long-term outcomes is fulfilling and exciting.”

Loschiavo worked with her faculty mentors Roberto and Hunter in the research for the Life Is Good Playmakers program, which utilizes the power of optimism to build resilience to Adverse Childhood Experiences such as various forms of abuse, neglect and household dysfunction. The program aims to provide support and encourage optimism and resilience for both children and their mentors.

“I have been fortunate to have this experience,” Loschiavo said. “The knowledge and support that I have been offered is invaluable and has increased my capabilities as a nurse and researcher.”