Education Commons^™

Virtual Learning Walks Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

Learning Walks are structured walkthroughs with the purpose of professional development and growth. Learning Walks include multiple people so that immediate reflections may occur through collaboration. In higher education, model classrooms are not readily available for preservice teachers to practice and apply coursework knowledge. Virtual Learning Walks are a creative approach to resolve this challenge. This assignment asks preservice teachers to watch a recorded lesson with the mindset that they are visiting a colleague’s classroom to observe them for professional growth. Students take notes during the observation then analyze the observation for their own growth.

Designing For Everyone: Accessibility, Inclusion, And Equity In Online Instruction, Kimberly Shotick

Faculty Books & Book Chapters

This chapter introduces practices that promote equity and inclusion in online learning spaces through the lens of Universal Design for Learning.

Examining Teacher Leadership: Phenomenology Of The Perceived Challenges Of Being A Teacher Leader, Noelle H. Green

The Interactive Journal of Global Leadership and Learning Infographics

Today’s school leaders recognize that one person, mainly the principal, cannot adequately address the needs of all members of the school community. Many principals rely on teacher leaders to lead alongside them to further school improvement, knowing that the traditional way of thinking of school leadership as being the sole role of the principal is no longer effective or efficient. While K-12 teachers typically have a strong background in child development, psychology, and pedagogy, many lack experience in leading and facilitating adults and have little background in adult learning theory.

The purpose of this research is to determine how K-12 …

Designing Effective Online Courses: Exploring The Relationships Amongst Online Teaching Self-Efficacy, Professional Development, Online Teaching Experience, And Reported Implementation Of Effective Higher Education Online Course Design Practices, Elizabeth Mcmahon

The Interactive Journal of Global Leadership and Learning Infographics

How best to prepare and support higher education faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This study explored how hours of professional development along with online teaching and learning experiences were related to online teaching self-efficacy and the extent to which participants reported implementation of effective online course design practices. Using a non-experimental quantitative correlational explanatory research study design, data were collected using a questionnaire. Participants included 104 online faculty from a large public higher education system located in the upper Midwest that includes both …

Advancing A Universally Designed (Ud) Curriculum: How Nh-Me Lend Is Creating An Accessible Program For All, Susan Zimmermann, Amy Frechette, Kathleen Bates, Marnie Morneault, Stacy Driscoll, Susan Russell, Betsy Humphreys

Poster Presentations

To meet the recent requirement for LEND programs to develop a Self-Advocacy Discipline, faculty and staff members of the NH-ME LEND Program established a workgroup to consider how best to support trainees and faculty, including those with disabilities. The focus of the group evolved to include universally designed (UD) principles into the curriculum to accommodate the wide range of learning styles of all NH-ME LEND trainees.

Continuing Education At Purdue University, 1975–2019, Thomas Robertson, Michael Eddy

Continuing Education

Continuing Education at Purdue University, 1975–2019 is intended to provide a follow-up to the monograph written by Dr. Frank K. Burrin after his retirement as director of Purdue Continuing Education in 1984, Continuing Education at Purdue University: The First Hundred Years (1874–1974). Burrin became ill shortly after his retirement, and he was not able to complete his project. His notes were later compiled, edited, and published by Elizabeth Boyd Thompson.

This monograph presents forty-five years of the history of Continuing Education and Conferences at Purdue under the leadership of eight deans and directors.

Improving My Course In Brightspace D2l, Jason Howell, Jana Swartwood

Professional Development Resources

Prof. Jason Howell, Director of the Institute of Design, Experience and Art, and professor of graphic design, shares best practices for using Brightspace by D2L. He begins with his approach to continuous improvement at the course level, how faculty and students may make use of various features, how faculty can manage their course shells, and ends with a wish-list for system improvement. Prof. Howell takes questions from the audience to round out his presentation.

Jana Swartwood, Executive Director for Online & Lifelong Learning continues the presentation by offering ways that faculty may improve their use of Brightspace: (1) Copying components, …

Unit #7: Steam Resources, Lindsey Herlehy, Cassandra Armstrong

Little STEAMers: Early Learning Program

No abstract provided.

Journey “Box” Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

The Journey “Box” allows preservice teachers to explore and share their own historical narrative as they different aspects of their own family’s journey to America. The Journey “Box” first asks preservice teachers to explore themes by reading children’s literature and then positions preservice teachers as interviewers as they seek out different facets of their family’s historical narrative from members of their family. Preservice teachers then use their experience with a Journey “Box” to design an inquiry that could be used in their field experience. The Journey “Box” integrates social studies standards and best practices with ELA standards.

Assessing Asian American And Pacific Islander (Aapi) Teachers’ Workplace Wellness, Fiona Tang, Karen Park, Susan Macdermott, Deja Anderson

Fall 2022 Virtual OTD Capstone Symposium

Teachers have many instructional, behavioral and classroom management, and administrative responsibilities (Cormier et al., 2021; Hilger et al., 2021; Roeser et al., 2022). There is limited research on occupational therapy's role in teacher wellness. This study aimed to assess the challenges and barriers that Asian American and Pacific Islander (AAPI) teachers face, the causes of burnout, and the impact of the COVID-19 pandemic on AAPI teachers' wellness. This study used a mixed methods research design, including an online survey and semi-structured interviews, focused on the challenges, barriers, strengths, and needs that AAPI teachers face in public, middle, and high schools …

Instructional Systems Design And The Diffusion And Adoption Of Technology: (Volume 1), Miguel Ramlatchan (Author & Editor), Mark Parsons (Author), Meghan Soldani (Author), Josie Joswick Mendoza (Author), Maria Satre (Author), Brittany Spitz (Author), Jasmine Bundy (Author), Amanda Kline (Author)

Distance Learning Faculty & Staff Books

Instructional designers, instructional systems designers, and other educational technologists are, by their nature, innovators. These professionals apply and extend the applied science of learning, systems, communication, and instructional design theory to help students learn. Technology in some capacity is used to make the connections between subject matter experts, teachers, instructors, and their learners. It is common for instructional designers to seek new tools, techniques, and innovations for the improvement of learning, access, quality, and student satisfaction. However, the adoption and diffusion of new educational technology and innovation is a complex process that depends on many variables. Understanding these processes and …

Instructional Message Design: Theory, Research, And Practice (Volume 2), Miguel Ramlatchan, Elisa L. Shaffer, Marissa A. Jimenez, Spyridoula Tsouganatou, Yolanda Montague, Maria Satre, Brittney Heath, Bradley Sanders, Jim Shifflett, Meghan Soldani, Shuree Altantsetseg, Melissa Hatfield, Casey Kohler

Distance Learning Faculty & Staff Books

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different …

Future Ready Schools -Nj Collective Impact Success Story, James Lipuma, Cristo Leon

STEM for Success Resources

Dr. James Lipuma, a faculty member in the Humanities and Social Sciences department, and Cristo Leon (PhD. Graduate Student) director of research at NJIT College of Science and Liberal Arts have a new article entitled: "Future Ready Schools—NJ Collective Impact Success Story"

Peer Education: Perceptions Of Student Learning In Online And In-Person Tutoring Sessions, Alexia Stumpf

Honors Capstone Projects

Post-secondary peer education provides both academic support and employment opportunities for students. Traditionally, this valuable resource has been held in person at specified tutoring centers on college campuses. Recently, in the light of the COVID-19 pandemic, the need for online academic support options is higher than ever. This study surveyed both tutors and students who taught or attended tutoring through both in-person and online formats throughout their time at South Dakota State University (SDSU). Twenty-six tutors and forty students completed this survey to generate both quantitative and qualitative data. Results of both the tutor and student survey showed that an …

Effective Emodule Design For First-Year Medical Student Anatomy Curricula, Taylor J. Kratochvil Ms, Kaeli K. Samson Ma, Mph, Kari L. Nelson Phd, Travis L. Mccumber Phd

EMET Projects

Introduction: It is critical to evaluate student experience with any newly integrated educational resource. In 2018, a Distal Upper Limb (DUL) Anatomy eModule was developed for first-year medical students at the University of Nebraska Medical Center, who have historically identified the DUL as a region of difficulty. This mixed methods study sought to (1) evaluate learner perception of the eModule relative to other resources, and (2) identify eModule content and features that students found valuable.

Methods: The DUL eModule was made available to first-year medical students in 2019 (n= 132), 2020 (n=131), and 2021 (n=131) as a voluntary, …

Need For Comprehension Remediation In A University-Based Online Reading Clinic, Patricia Ash

Student Research Poster Presentations 2022

The significant areas of concern for this research include determining the most effective comprehension strategies that will address the needs of students who struggle with comprehension. There is no doubt that technology and alternative means of instruction have to be explored and used for education; however, the platforms must be evaluated with specific criteria to allow for seamless instruction and student interaction. Finally, this research will evaluate if the need for a reading clinic is one that school districts think needs to be filled.

Online Teaching Of Program Planning & Evaluation, Manoj Sharma

UNLV Best Teaching Practices Expo

Program Planning & Evaluation (PBH 440-1001) offered by the School of Public Health at University of Nevada, Las Vegas was taught asynchronously online by Manoj Sharma to undergraduate students (primarily from public health) in Spring 2021 (n=34). This course is designed to equip students with the knowledge and skills necessary to systematically develop, implement, and evaluate health-related programs, services, and interventions. The specific teaching techniques that were used in teaching this course were organizing the entire course in Canvas and making it available from day 1, recording all lectures beforehand in Panopto, utilizing cases studies in modules, embedding journal articles …

Improving Active Learning Through Advanced Teaching Practices On An Online Course, Jin Ouk O. Choi

UNLV Best Teaching Practices Expo

Since the outbreak of the COVID, there has been a great need to advance learning experiences and opportunities for students when the courses are taught remotely. To address the need, the author incorporated the teaching strategies learned from the Culturally Relevant & Responsive Teaching (CRRT) fellows program supported by the NSF TRANSCEnD project. In Fall 2021, the author implemented multiple new teaching techniques and strategies in the CEM453-653 course, delivered entirely online. The specific teaching practices and technologies are: 1) Delivering lectures both live (synchronous) and recordings (asynchronous); 2) Using adaptive technology (Mentimeter & WebEx Poll) with real-time feedback; 3) …

An Exploration Of Factors Influencing Faculty Engagement With Open Practices At The School Of Education: A Pilot Study, Preeti Kamat, Jessica Kirschner, Hillary Miller, Sergio Chaparro, Jose Alcaine, Nina Exner

Graduate Research Posters

Background:

Open practices in academia are emerging as affordable tools in widening research access by removing many barriers in the scholarly research and learning process. While faculty engagement with open practices is increasing, there remain some barriers to widespread participation. Though research to date suggests faculty perceptions about promotion and tenure (P&T) policies influence faculty engagement with open practices, many studies limit their focus on a few influencing factors. Answering calls for more research, this pilot study aims to explore the influence of various factors on faculty engagement with open practices, with a focus on promotion and tenure (P&T) policies …

Impact Teacher Perceptions Of Distance Education As A Strategy For Formal Education During The Covid-19 Pandemic, Monica Morgan

Student Research Poster Presentations 2022

Students cannot be successful if their basic needs are not met. Distance education led to many hurdles, especially for low-income families, including lack of access to the internet and required technology, inadequate home learning environment, and restricted human interaction. These hurdles may negatively impact teacher perceptions of distance education as a strategy for formal education.

Clinical Skills Development In The Virtual Learning Environment: Adapting To A New World, Erini S. Serag-Bolos, Liza Barbarello Andrews, Jennifer Beall, Kelly A. Lempicki, Aimon C. Miranda, Carol Motycka, Chelsea Phillips Renfro, Brittany L. Riley, Chasity M. Shelton, Deepti Vyas, Kimberly Won

Pharmacy Faculty Books and Book Chapters

The rapid transition to distance learning in response to the unexpected SARS-CoV-2/COVID-19 pandemic led to disruption of clinical skills development, which are typically conducted face-to-face. Consequently, faculty adapted their courses, using a multitude of active learning modalities, to meet student learning objectives in the didactic and experiential settings. Strategies and considerations to implement innovative delivery methods and address potential challenges are elucidated. Furthermore, integration of a layered learning approach may allow for more broad perspectives and allow additional interactions and feedback, which is especially necessary in the virtual environment.

Beyond Borders: Hallmarks Of Effective K-12 Teaching Online, April D. Lawrence, Judi Harris

School of Education Book Chapters

This synthesis of relevant research and practice publications examines, explains, and illustrates the fivefold hallmarks of effective online teaching in K-12 learning contexts. These attributes of online K-12 teaching excellence include technologically-informed pedagogical content knowledge, or TP(A)CK; student-focused, curriculum-based, contextually-sensitive pedagogical practice; awareness and astute implementation of current online teaching standards; and demonstrated teacher presence, caring, and engagement online. All of these aspects of effective online teaching combine to catalyze and support engaged, communal, and digitally responsible student learning online. The authors acknowledge that the empirical literature base for effective online teaching in K-12 learning contexts, while growing, is still …

Examining Natural Resource Conservation: In The Classroom, Through Collaborative Conservation, And Across Public Communication Platforms, Shauni Seccombe

Graduate Student Portfolios, Professional Papers, and Capstone Projects

No abstract provided.

Unit #6: Animals - Remote Learning Activities, Lindsey Herlehy, Cassandra Armstrong

Little STEAMers: Early Learning Program

No abstract provided.

Unit #5: Buildings - Remote Learning Activities, Lindsey Herlehy, Cassandra Armstrong

Little STEAMers: Early Learning Program

No abstract provided.

Reflections Drive Online Course Quality, Nicole Hudson

UNLV Best Teaching Practices Expo

The teaching practice that the department found helpful was self-guided reflection and assessment of professional development needs to improve course design and delivery. Professional development opportunities included cohort experiences, webinars, and self-paced trainings on online best practice including: course organization, student engagement, content delivery and assessment.

• 630 UNLV faculty participated in the Summer Course Improvement Program. The first step was to self-assess their online teaching practices and identify their professional development needs and goal. 262 chose to enhance a skill and 368 chose to incorporate a new strategy in their course
• 523 UNLV faculty attended one or more professional development …

Equity Design Framework, Lindsay J. Russell

UNLV Best Teaching Practices Expo

The Equity Design Framework allows instructors to address student equity in their online classes by taking a critical look at their current teaching practices and find ways to enhance equitable opportunities for all students. The framework is set up so the instructor can look at their online course and determine specific aspects that they would like to assess in regards to equity. Instructors then measure their current practices and look for ways they can incorporate equity either through their own self-reflection or by building self-reflective practices into their own teaching.

Mid-Semester Reset: Approaches For Student Self-Assessment, Self-Efficacy And Support, Paige W. Johnson Ed.D.

UNLV Best Teaching Practices Expo

A full college semester, like any long-term project, benefits from periodic reflection, and reconfiguration to make it to completion successfully. This is the thinking behind creating a mid-semester reset framework for first-semester students aligned with lessons on health and wellness. Students asked to reflect on themselves personally, each class during the semester and create an actionable plan was useful in helping to find their power, remember and reconfigure their motivations and see what they're doing right and well as what they can improve.

Appreciative Teaching: Utilizing Academic Advising Techniques For Better Teaching And Learning Experiences In Higher Education, Paige W. Johnson Ed.D

UNLV Best Teaching Practices Expo

The first semester of college is quite difficult for students. Add to that a global pandemic, screen fatigue, cabin fever and general uneasiness and it's a recipe for a difficult semester in a difficult time. However, through appreciative teaching, which is modeled after the academic advising framework/technique called "appreciative advising" there are little ways to create a rapport, build a relationship, and foster goodwill with your students. This, in turn, will make your role more enjoyable and allow students to become more comfortable in and enjoy their role.

Synching Up On A Satisfaction: A Mixed Methods Study Exploring Synchronous Online Classroom Learning Satisfaction In The Corporate Training Environment, Andrew Burklund

The Interactive Journal of Global Leadership and Learning Infographics

Despite rapid evolution and innovation, “online learning” is no longer a universal term. There is a need to expand the existing research base to include subsets of online classrooms and include more diverse populations of learners. The overarching question for this study focused on synchronous online classroom satisfaction in a corporate setting. The researcher analyzed four years of historical learner- satisfaction data from post-class Level-1 satisfaction surveys from a Fortune 100 company. In total, 15,577 learner responses were collected, analyzed, and converged with data collected from employee focus groups related to synchronous online classroom satisfaction. The statistical analysis of learning …