Student-Led Discussions,
2019
University of Nevada, Las Vegas
Student-Led Discussions, Deborah A. Obara
UNLV Best Teaching Practices Expo
According to constructivist learning theory informed by cognitive and educational psychology, the optimal conditions needed for learning include accurate assessment of student background knowledge; engaging, scaffolded activities; cognitive elaboration; and more knowledgeable others available to assist when needed.
Mentoring Meetings Increase Student Performance On “High Stakes” Projects In Stem,
2019
University of Nevada, Las Vegas
Mentoring Meetings Increase Student Performance On “High Stakes” Projects In Stem, Elana A. Paladino
UNLV Best Teaching Practices Expo
The current project addresses whether one-on-one, mentoring meetings to discuss poster rough drafts will impact learning more consistently.
The Importance Of Universal Design In Teaching,
2019
University of Nevada, Las Vegas
The Importance Of Universal Design In Teaching, Maria Pena
UNLV Best Teaching Practices Expo
Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.
Trauma-Informed Schools And Educators,
2019
University of Nevada, Las Vegas
Trauma-Informed Schools And Educators, Carolina Meza Perez, Michelle Paul
UNLV Best Teaching Practices Expo
Educators, staff, and administrators in the school community will be prepared to recognize and respond to those who have been impacted by traumatic stress.
Student Polling In Webcampus,
2019
University of Nevada, Las Vegas
Student Polling In Webcampus, Benjamin Root, Jennie Tran, Joey Kim, Philip Cheung
UNLV Best Teaching Practices Expo
Our goal was to increase student engagement with online courses by building a student polling system that works inside of WebCampus.
Designing Engaged Learning Experiences: Service-Learning At Unlv,
2019
University of Nevada, Las Vegas
Designing Engaged Learning Experiences: Service-Learning At Unlv, Rian Satterwhite
UNLV Best Teaching Practices Expo
“Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes.” Jacoby and Associates, 1996
Dynamic Lightboard Videos,
2019
University of Nevada, Las Vegas
Dynamic Lightboard Videos, Kristina Schmid, Peter Mccandless, Eddie Gomez
UNLV Best Teaching Practices Expo
STEM content in online courses can be difficult to convey. Instructional videos are often limited to voiced-over, handwritten examples which can limit the quality of dynamic presentation. The need is for a technological medium that facilitates a personal connection. The Office of Online Education’s new lightboard technology enhances video presentation. This solution supports online learning and student engagement to promote student success.
Reality In The Classroom: Teaching Critical Thinking With Scenarios,
2019
University of Nevada, Las Vegas
Reality In The Classroom: Teaching Critical Thinking With Scenarios, Timothy T. Self
UNLV Best Teaching Practices Expo
One of the challenges for hospitality educators is to develop critical thinking skills in the future leaders of the industry. It is often thought that students will develop this skill as a by product of course work, but research indicates that it must be explicitly taught.
Connecting Ethics To Fys Class Participation,
2019
University of Nevada, Las Vegas
Connecting Ethics To Fys Class Participation, Emily Shreve
UNLV Best Teaching Practices Expo
One goal of UNLV’s First-Year Seminars is that students are introduced to, and understand the purpose of, the University Undergraduate Learning Outcomes (UULOs). This activity introduces students to Citizenship and Ethics, focusing especially on applying ethics in situations directly relevant to students’ daily lives.
Pre-Tests Improve Students’ Critical Thinking,
2019
University of Nevada, Las Vegas
Pre-Tests Improve Students’ Critical Thinking, Alison Sloat
UNLV Best Teaching Practices Expo
First-year students’ critical thinking and analysis in science is rudimentary in SCI 101, the College of Sciences First Year Seminar. I tested whether the use of Pretests (Figures 1 and 2) can improve students’ inquiry, critical thinking, and analysis skills.
Quote Of The Day: Increasing Student Engagement With Textbooks And Common Readers,
2019
University of Nevada, Las Vegas
Quote Of The Day: Increasing Student Engagement With Textbooks And Common Readers, Brandy Smith
UNLV Best Teaching Practices Expo
Ensuring that students not only complete assigned readings, but also actively engage with the readings, is a common challenge faced by faculty. Research indicates that approximately only onethird to one-half of students complete assigned readings for any given day (Hatteberg & Steffy, 2013; Hoeft, 2012; Burchfield & Sappington, 2000).
Body Continuum Polling: A Dynamic Technique For Any Classroom,
2019
University of Nevada, Las Vegas
Body Continuum Polling: A Dynamic Technique For Any Classroom, Erica S. Tietjen
UNLV Best Teaching Practices Expo
Body continuum polling is an active technique designed to engage students physically in the classroom space, by getting them move around the classroom to place themselves along a gradient (less to more, low to high, etc.) that spans the room. Students provide their opinion on a question or topic, combined with a kinesthetic approach that engages them with movement (Mobley & Fisher, 2014).
Civic Engagement And Service Learning Partnerships,
2019
University of Nevada, Las Vegas
Civic Engagement And Service Learning Partnerships, Diane Villa, C. Stockwell, M. Cohen, K. Stucki
UNLV Best Teaching Practices Expo
Service learning is designed to promote volunteerism and civic awareness. Community engagement in higher education specifically involves university members partnering with local community organizations to address a need. Students engage with community partners through service learning and other activities (Moore & Mendez, 2014). Service learning is a practice that connects new knowledge and social responsibility through active learning (Benson & Younkin, 1996).
Categorization Of Exam Questions To Improve Metacognition,
2019
University of Nevada, Las Vegas
Categorization Of Exam Questions To Improve Metacognition, Tiffany Barrett
UNLV Best Teaching Practices Expo
This practice addresses UNLV students’ need for greater metacognitive awareness. Students often employ memorization as a study strategy when preparing for an exam. This can create an inability to apply the knowledge in a complex or different scenario. We know that “practice retrieving” study activities produce greater gains in meaningful learning (Karpicke 2011) but often students don’t identify a need for a change in study habits and a deeper level of understanding, especially if their exam score is considered passing.
Fostering Student Engagement: Four Strategies,
2019
University of Nevada, Las Vegas
Fostering Student Engagement: Four Strategies, Erica Marti, Ryan Sherman, Haroon Stephen
UNLV Best Teaching Practices Expo
In response to studies demonstrating that poor teaching was the cause of many students leaving math, science, and engineering programs, the American Society of Civil Engineers (ASCE) developed the ExCEEd(Excellence in Civil Engineering Education) Teaching Workshop. Several faculty from the UNLV Department of Civil & Environmental Engineering and Construction have attended the highly intensive five-day workshop. To evaluate the impact on student engagement, four basic instructional strategies from the ExCEEdworkshop, applicable to all fields, were tested and assessed during the Fall 2018 semester: Questioning techniques, physical models, instructor involvement, and group work.
A Strategy To Increase Formative Assessment And Student Engagement During Labs,
2019
University of Nevada, Las Vegas
A Strategy To Increase Formative Assessment And Student Engagement During Labs, Jennifer C. Utz, Angela Hammond
UNLV Best Teaching Practices Expo
In a 200-level biology laboratory course, we developed learning objectives (LO) for each lab. We also developed practice activities that directly corresponded to each LO. Students earned participation credit through completing the practice activities. As students progressed through their lab work and felt ready, they would request that the lab instructor come check their progress towards mastering a particular LO. If students were successful with the practice, the instructor would mark completion for that LO on the students’ lab handout. If students were not successful, the instructor would provide feedback and recommend additional learning approaches. Since the purpose of the …
Using Thinking Maps In Chinese Novel Analysis And Instruction,
2019
Lake Shore High School, Michigan
Using Thinking Maps In Chinese Novel Analysis And Instruction, Qiuping Yuan
Chinese Language Teaching Methodology and Technology
The technique of Thinking Maps created by Hyerle proves effective in helping comprehending complex information. This paper employs Hyerle’s eight thinking maps to illustrate how to analyze a novel, for the purpose to help CFL students better understand the elements of a novel and improve students’ Chinese language reading comprehension skill. The novel “Charlotte’s Web” is used as an example.
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home,
2019
Shanghai American School
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Journal of Inquiry and Action in Education
A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and taking notes, …
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method,
2019
Shanghai American School
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Journal of Inquiry and Action in Education
This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …
The Transition Experiences Of High Achieving High School Students From Secondary Education To College : A Case Study,
2019
Concordia University - Portland
The Transition Experiences Of High Achieving High School Students From Secondary Education To College : A Case Study, Lori Christine Lachowsky
CUP Ed.D. Dissertations
This qualitative multiple case study explored the experiences of eight students as they transitioned from high school to college. Eight students from an urban high school in the southern United States agreed to participate in this study. Participants were high-achieving students, 18 years of age, who participated in a teacher preparation class and took the MSLQ for a class project during the last semester of their senior year of high school. The researcher collected and triangulated data to ensure reliability: archival MSLQ scores from the participants’ senior year, open-ended interviews after the participants’ first year of college, document review of …
