Education Commons^™

Asian Community Development Council, Juan Torres

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project 150, Dorian Laganière

First-Year Seminar Posters (COE 102/103)

Offer support and services to homeless, displaced, and disadvantaged high school students. so they can be successful during their high school journey and ultimately graduate.

Project F.O.C.U.S, Tatiana Tonga

Second-Year Seminar Posters (COE 202)

No abstract provided.

Las Vegas Rescue Mission, Jacqueline Froid

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project 150, Blakeleigh Loughery

Second-Year Seminar Posters (COE 202)

No abstract provided.

Mater Academy Bonanza, Maika Hughes

Second-Year Seminar Posters (COE 202)

No abstract provided.

Service Learning, Zhengjian Li

Second-Year Seminar Posters (COE 202)

No abstract provided.

Griffith Elementary School, Cristal Gutierrez

Second-Year Seminar Posters (COE 202)

No abstract provided.

Marjorie Barrick Museum, Ngan Ha

Second-Year Seminar Posters (COE 202)

No abstract provided.

Dash, Blair Goldstein

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project F.O.C.U.S, Justin Munoz

Second-Year Seminar Posters (COE 202)

No abstract provided.

Volunteering With Project F.O.C.U.S., Brooke Knoles

Second-Year Seminar Posters (COE 202)

No abstract provided.

Service Learning Plan: Safe Nest, Luisa Pacheco

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project 150: High School Is Tough Enough, Mathew David Salcedo

Second-Year Seminar Posters (COE 202)

No abstract provided.

Sunrise Acres Elementary School, Austin Small

Second-Year Seminar Posters (COE 202)

No abstract provided.

Three Square, Harrison Su

Second-Year Seminar Posters (COE 202)

No abstract provided.

Gender Justice Nevada, Ashley Willson

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project F.O.C.U.S., Valery Urdaneta

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project 150, Madisen Yoder

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project F.O.C.U.S., Austin Fabian

Second-Year Seminar Posters (COE 202)

The social issues that Project F.O.C.U.S. is aiming to fulfill which is inclusion both in the classroom as well as in the workforce.

Discovery Children’S Museum, Alex Loyd

Second-Year Seminar Posters (COE 202)

No abstract provided.

Project 150, Clay Ivie

Second-Year Seminar Posters (COE 202)

No abstract provided.

Volunteering At Dean Peterson, Justice Williams

Second-Year Seminar Posters (COE 202)

No abstract provided.

International Faculty’S Lived Experience Of Teaching: A Multiple-Case Study Of Taiwanese Professors In The United States, Ching Hsu Kim

UNLV Theses, Dissertations, Professional Papers, and Capstones

In the context of higher education, a tenure-track faculty is expected to be actively engaged in scholarly activities including research, teaching and service activities. Finding a balance between personal and career lives is seen critical yet challenging especially to early-career international faculty members while they are in the face of differences and changes. Framed by theories of perezhivanie and resilience, the study examined international faculty members’ lived experiences of teaching. Interviews, blog prompts and reflection prompts were used to identify their major difficulties, perceptions and adjustments, and resilience development. Findings suggest that faculty members unavoidably encountered difficulties in their beginning …

The Effects Of Background, Classroom Assessment Competence, Self-Efficacy, And Self-Perceived Assessment Skills On Classroom Assessment Practices Of Teachers In India, Manognya Murukutla

UNLV Theses, Dissertations, Professional Papers, and Capstones

Teacher-conducted assessments are necessary to gather important information to facilitate student learning and academic success. Unfortunately, there is an inconsistency in teacher knowledge of assessment and assessment practices. While previous research identified a gap in teacher competence and teacher perceptions of their competence, and this affects classroom assessment practices that then impact student learning, the research is limited, outdated, and not grounded in any theoretical framework. This study addresses gaps in literature and establishes self-efficacy as a theoretical framework in which classroom assessment can be studied. Data were collected in India, and a path analysis and a Kruskal Wallis non-parametric …

Chatting Online: An Ethnographic Case Study Of Educator Discourse On Social Media, Lindsay J. Russell

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study sought to examine the online discussions of teachers located in the Southwestern area of the United States regarding social justice issues on social media. Specifically, it looked to discover how educators in this region are attempting to assert agency when faced with socially inequitable situations. Teachers in this region are hired as public employees in a state that penalizes public workers for exhibiting opinions (SRS § 288.260, 1969).

The study utilized Cultural Historical Activity Theory along with Critical Multiculturalism to demonstrate that our present actions are culturally and historically situated while illuminating hegemonic forces. The study found that …

Consequences Of Math Anxiety And Stereotype Threat: An Intersectional Perspective, Jennifer E. John Buck

UNLV Theses, Dissertations, Professional Papers, and Capstones

Individuals with science, technology, engineering, and math (STEM) skills are highly valued for their contribution to the U.S. workforce and society. However, women and some people of color enter STEM fields at lesser rates than do White men. Math anxiety and stereotype threat have been found to cause math performance decrements for women and some people of color. Presently, it is not clear how math anxiety and stereotype threat might work together to dually influence math performance and subsequent STEM participation. The current study focuses on a diverse sample of 295 undergraduate students who were randomly assigned to one of …

Improving Community College Students' Interest, Utility-Value, And Performance: How Does Future Time Persective Influence A Utility-Value Intervention?, Elsa Maria Mason

UNLV Theses, Dissertations, Professional Papers, and Capstones

The economic benefits of academic success and completion are long-lasting. Students who attend community colleges can stand to benefit a great deal by completing a 4-year degree or even a 2-year degree. Unfortunately, these students often begin their higher education journey not fully prepared for college-level coursework. Students often fail to see how their college coursework relates to their lives and in turn, don’t hold interest or perceive value for the course and consequently do not perform well. Using Eccles et al. (1983) expectancy-value theory this study tested how community college students would respond to a utility-value intervention in which …

Research Methods For Education With Technology: Four Concerns, Examples, And Recommendations, Daniel B. Wright

Educational Psychology, Leadership, and Higher Education Faculty Research

The success of education with technology research is in part because the field draws upon theories and methods from multiple disciplines. However, drawing upon multiple disciplines has drawbacks because sometimes the methodological expertise of each discipline is not applied when researchers conduct studies outside of their research training. The focus here is on research using methods drawn largely from psychology, for example, evaluating the impact of different systems on how students perform. The methodological concerns discussed are: low power; not using multilevel modeling; dichotomization; and inaccurate reporting of the numeric statistics. Examples are drawn from a recent set of proceedings. …

College Of Engineering Senior Design Competition Fall 2019, University Of Nevada, Las Vegas

Fred and Harriet Cox Senior Design Competition Projects

Part of every UNLV engineering student’s academic experience, the senior design project stimulates engineering innovation and entrepreneurship. Each student in their senior year chooses, plans, designs, and prototypes a product in this required element of the curriculum. A capstone to the student’s educational career, the senior design project encourages the student to use everything learned in the engineering program to create a practical, real world solution to an engineering challenge. The senior design competition helps focus the senior students in increasing the quality and potential for commercial application for their design projects. Judges from local industry evaluate the projects on …