Assessment of Student Learning

Faculty Assessment Fellows

The UNC Faculty Assessment Fellows work collaboratively on projects that advance the use of assessment at UNC to improve teaching and learning. The UNC Faculty Assessment Fellows model was developed based on recommendations from the University Assessment Council for increasing faculty engagement with assessment. Additional information about the model is available on the Faculty Assessment Fellows FAQ. The first cohort of Faculty Assessment Fellows was appinted in 2011. Information about the 2011-2016 Faculty Fellows and their accomplishments can be viewed here.  

Meet the 2016-2017 Faculty Assessment Fellows

Lyda McCartin
Senior Faculty Assessment Fellow
Associate Professor and Head of Instructional Services, University Libraries

As Head of Instructional Services, Lyda McCartin leads a team of innovative librarians who are recognized as an ACRL Information Literacy Best Practices Exemplary Program in Pedagogy. Lyda earned her MA in History and her MLIS from the University of Alabama in Tuscaloosa. Lyda has served as an Assessment Fellow since 2011.  She provides consultation, guidance, and professional development on program-level assessment of student learning to faculty across campus. She has presented on assessment of student learning at state, national, and international conferences.  In 2010, Lyda began UNC’s Undergraduate Research Journal, which is now part of the Office of Undergraduate Research.  Her current research agenda includes critical information literacy pedagogy and assessment of information literacy.

Aaron Haberman
Associate Professor of History, College of Humanities and Social Sciences

Aaron Haberman earned his Ph.D. in History at the University of South Carolina. He has taught at UNC since 2007, with his classes focusing on 20th Century U.S. political, constitutional, and cultural history.  Currently he is writing a social/cultural history of the long-distance running boom of the 1970s. In addition to his teaching and research, Professor Haberman has served on the HSS's Curriculum and Program Review and Assessment committees, and the Criterion 3 committee during the university's most recent HLC reaccreditation.

Molly Jameson
Assistant Professor of Psychology, College of Education and Behavioral Sciences

Molly Jameson is an educational psychologist who graduated with her PhD in educational psychology, emphases in human development and statistics/research methodology, from Ball State University. She teaches courses in Psychological Measurement, Principles of Learning, Educational Assessment, and Educational Psychology. Her research focuses on the development and expression of math anxiety across the lifespan, as well as the measurement and assessment of math anxiety in different populations of students. She has published a developmentally-appropriate math anxiety scale for primary grades children, served for six years as departmental assessment coordinator at a state university in Ohio, and is the School of Psychological Sciences’ Assessment Coordinator beginning fall 2016 at UNC. Dr. Jameson’s passion for quality assessment across educational contexts has developed out of her experiences as both a student and a professor, her understanding of the importance of quality assessment, and her desire to assist faculty in understanding how assessment, instruction, and learning are interwoven.

Josh Packard
Associate Professor of Sociology, College of Humanities and Social Sciences

Josh Packard holds a Ph.D. in sociology from Vanderbilt University.  He also serves as the Executive Director of the Social Research Lab (SRL), which conducts data collection and analysis projects for community partners both on and off campus.  Through his teaching and work with the SRL, Dr. Packard is continually involved in developing creative and rigorous assessment efforts that provide high quality, actionable insights.  He was the recipient of the 2015 Award for Excellence in Social Science Engaged Research.  His work as a Faculty Assessment Fellow is focused on assessing general education.