UNC School of Education faculty members Cheryl Mason Bolick, Ph.D., and Emily Halpin, Ph.D., have been honored as the 2023-24 recipients of the School’s Teaching Excellence Awards, recognized for their commitment to students and the student learning experience.
Bolick and Halpin were each awarded $1,000 and honored during the School’s Celebration of Scholarly Excellence held Oct. 28.
These annual awards, first presented during the 2020-21 academic year, honor UNC School of Education faculty members who exhibit expertise, creativity, and innovation in their teaching; who bring energy, engagement, and relevance to the learning experience; and whose achievements set a benchmark for excellence.
“Teaching is a key part of the UNC School of Education’s work, and across degree levels and programs, our faculty members excel as high-impact teachers,” said Jill Hamm, Ph.D., interim dean and William C. Friday Distinguished Professor of Education. “Teaching excellence is one of the many vital ways our faculty members create lasting impact in communities in North Carolina and beyond. Drs. Bolick and Halpin’s exceptional contributions to student learning, both inside and outside the classroom, make them deserving recipients of this award.”
Current and recently graduated students submitted nominations, which were evaluated by a committee of past Teaching Excellence Award recipients. Dana Riger, Ph.D., chaired the committee.
Cheryl Mason Bolick, Ph.D.
Bolick — an associate professor and former program director for the School’s Master of Arts in Teaching (MAT) program — was recognized for her “enthusiasm, dedication, support, and commitment to culturally responsive teaching.”
One nominator wrote: “Cheryl is an amazing instructor. Her rich experiences, profound wisdom, and great enthusiasm for education make her classes engaging and inspiring for future teachers. Cheryl creates a classroom environment where students feel heard, cared for, and supported. Her dedication to fostering a culturally responsive, effective, and passionate future generation of educators is palpable.”
Bolick joined the School’s faculty in 2001 as a visiting clinical assistant professor and is now actively involved in both the School’s MAT program, Minor in Education, and the Culture, Curriculum, and Teacher Education doctoral concentration.
For more than 20 years, Bolick has focused her research on social studies education, particularly the integration of technology in teacher preparation. Her groundbreaking work in developing digital history curriculum and leveraging digital archives in social studies instruction established the basis for her current research on experiential education. Today, her work examines how experiential learning can enrich teaching and learning in teacher education programs and its application in classroom settings.
Bolick has also made significant contributions to projects beyond the classroom. She is part of a cross-campus team, led by the UNC African Studies Center, that developed classroom materials to help elementary school teachers increase students’ understanding of contemporary Africa. She contributed her curriculum expertise to lessons focusing on Senegal; additional lessons on Ghana are forthcoming.
During her time at Carolina, Bolick has been recognized as a Thorp Faculty Engaged Scholar from 2018-2020 and as an Academic Leadership Fellow at the Institute for the Arts and Humanities in 2013.
Emily Halpin, Ph.D.
Halpin — a clinical assistant professor in the School’s Human Development and Family Science (HDFS) program — was recognized by her nominators for her “excellence in teaching, organization, care and concern for students, and ability to maintain a structured and engaging classroom.”
One of her nominators wrote: “Dr. Halpin is the most organized and prepared professor I’ve ever had. I’ve taken three of her classes, including two this semester, and her consistency is remarkable. It’s comforting to know exactly what to expect in her classes while still staying engaged with the content. Her courses are informative and applicable—I know I’ll refer back to my notes long after the semester ends.”
Another wrote: “Her willingness to learn and take feedback is admirable. Despite her busy schedule, she makes every student feel seen. It’s been a pleasure to be in her classes multiple times, and she’s so deserving of this award.”
Halpin joined the School in 2020 and, in addition to teaching, she manages internship placements for HDFS students in educational, health, research, and social services organizations.
Her research focuses on the dual-language development of Latino preschoolers. She has led numerous projects investigating their code-switching, narrative skills, language attitudes, and family language practices. Her dissertation employed latent profile analysis to explore the variability in Spanish and English skills among Latino dual-language preschoolers and how these skill profiles relate to home, classroom factors, and school readiness.