Scholarship of Teaching and Learning Commons^™

Working Smarter, Not Harder: Using Canvas Outcomes To Promote Student Success, Jacob D. Thompson, Beth Barrie

UNLV Best Teaching Practices Expo

Promotes the adoption of Canvas Outcomes. Canvas Learning Outcomes can bolster student success, improve program assessment and course design, and ease assessment burdens on administrators, colleges, departments, and faculty.

Ai And The Future Of Academic Integrity, Jesse Fitts, Rachel Bovard

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In this poster, we provide recommendations for assignment types in light of the AI chatbot ChatGPT.

Video Homework: Visualizing Homework Assignments To Help Comprehension, Jorge Ramon Fonseca Cacho

UNLV Best Teaching Practices Expo

Multimodal delivery of information has been shown to be preferred to one mode of delivery. Instead of only providing homework assignments to students as a PDF, printed paper, or a Canvas LMS text prompt, we propose augmenting the assignments with a video explaining it verbally, or conversationally, and visualizing the assignment. Not all students process information the same way and some may be more responsive and engaged to audio visual content than just text such as visual learners or individuals who struggle reading long text prompts.

Making Group Work Work: Constructing Groups And Assignments Based Around Relevant Assessments To Increase Student Success, James Altman

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Helping college students get the most out of their talents, is challenging even without the ongoing uncertainty of the post-Pandemic landscape. Shyness, lack of comfort with the subject matter, and fear of having their ideas dismissed, can all keep students from expressing their ideas as fully as they, and we, would like. This can lead to non-completion or plagiarism of assignments. In group settings, it can lead to one student “taking over” the project, or the rest of the group “pushing it off” on one member. Constructing groups and/or assignments based around relevant assessments, namely Myers-Briggs and “The Six Working …

Utilizing Asynchronous Video Discussions, Amanda Pasinski

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Providing students with a way to communicate face-to-face with each other during online classes can be a struggle. Asynchronous text-based discussion posts and synchronous video discussions have unique limitations. Asynchronous video discussions may integrate the benefits of both, while addressing their limitations. Instructors can utilize the free third-party app FlipGrid to create simple, low-stakes video discussion assignments. Flipgrid integrates with Canvas and works with mobile and desktop devices; students can use the mobile app or their computer’s microphone and camera to create and customize videos.

Focused And Autonomous Writing Through Objects, Yvonne Houy

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Objects—carefully curated—help focus discussions and knowledge explorations, and become the basis of student-centered scholarly writing when Object-based learning (OBL) is combined with structured research writing assignments using the Cornell Notes questions in a Google form.

Educators cannot eliminate distractions but can encourage focus and attention (Lang, Distracted, 2020, 1-24). I propose using curated objects to focus student attention: Such object-based learning (OBL) allows students to engage holistically with otherwise abstract facts, figures and frameworks (Chatterjee and Hannan, 2016). Combining OBL with structured active note taking, such as through the Cornell note taking method, “can lead to efficient study practices, better …

Accreditation Woes: Thinking Outside The Box For Program And Course Assessment Design – Competency And Outcome Rubrics In Canvas, Nicole Espinoza

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Using competency-based rubrics and proper assessment design in course, program, and/or university levels allows for an instructor and administration to see the level of knowledge attainment for student, course, or full program. This poster will showcase how a degree program approached assessments with a new lens - using Canvas rubrics and outcomes. It will showcase the piloted program data for the MHA program. Even though this data is specific to a graduate degree program, this assessment design can be used by all individuals, courses, and programs!

Evaluating Approaches To Improve Written English Language Learners In Civil Engineering, David James

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Summary of class content and pedagogy, observed results of Common English writing problems observed in UNLV BS Civil Engineering CEE. 498 Senior Design class, and interventions for the next time the class is offered

Automated Grading Tools For Compter Programming, Ed Jorgensen

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This teaching practice addresses automated grading tools for computer programming assignments. Similar tools are in use at UNLV for other disciplines (e.g., TurnItIn). This is the first use of automation specifically for grading computer programs. This tool was initially applied to first and second programming courses (CS 135, 10 sections and CS 202, 8 sections) in Fall 2021.

Set The Tone With An Inclusive Syllabus, Alison Sloat

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Inclusive and equity-minded syllabi help welcome students, set positive and encouraging tones on the first day of class, and improve the chances of success for all.

Inclusiveness In Teaching : Aligning Culturally Relevant Journal Articles With Course Content, Jacimaria Batista

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The practice focuses on Inclusiveness in Water/wastewater Engineering Teaching. Upon reviewing the ethnic (Fig. below) and gender diversity (24% women) of her 57- student course on water/wastewater treatment, the Instructor replaced previously assigned articles with the reading of articles focusing on water issues affecting minoritized communities in the U.S (see references).The goal was to make students aware of water/wastewater issues facing minority communities in the US. Often, the media portrays Africa or South America as places where safe water is not available, ignoring the needs of minoritized communities in the US. A second goal was to evaluate the interest of …

Online Teaching Of Program Planning & Evaluation, Manoj Sharma

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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 …

Guided Research-Informed Notetaking, Julian Kilker

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Structured note-taking is useful for courses—particularly online courses—that expect students to closely read texts and integrate them into their research. This flexible and reconfigurable practice encourages students to take notes about texts using Google Form prompts. Faculty can efficiently review notes to assess students’ engagement with texts and adjust class meetings and assignments.

This practice extends Cornell’s Notes system originally created by Walter Pauk. I use Google Forms to create structured prompts, and use Google Sheets to review, organize, and distribute student notes.

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

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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) …

Toward Building Science Literacy, Kathryn Rafferty

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Reading scientific literature is a critical science competency that proves difficult to “teach.” Students enter our classes with varying science vocabularies, and many suffer imposter syndrome when reading technical reports because they do not yet identify as capable scientists. The “Science Literacy” assignment guides students to develop and expand strategies to read science articles. Over the semester, students read 5 to 6 articles ranging from peer-reviewed manuscripts to popular science magazines to science blogs about sequencing Ozzy Osbourne's DNA. In Canvas Discussion boards, they a guiding set of questions and then respond to their peers. This assignment is a low-stakes …

Online Small Groups And Student-Faculty Connections, Sheila Janofsky

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When classes moved online to protect community health, many students felt disconnected from their teachers and peers. To address this lost sense of connection, I restructured a live remote class. Rather than teaching this 400-level class live via WebEx with some breakouts for active learning assignments, I pre-recorded the lectures for each week and asked the students to watch these on their own time. I assigned the students to small (5-6 person) discussion groups and broke out our assigned class meeting times into multiple small group meetings. We meet in these small groups every week to discuss questions prepared by …

An Intensive Course: Benefits For Non-Traditional Students In A Practice-Based Discipline, Lisa Nicholas, Necole Leland, Jennifer Pfannes, Jovi Dumangan, Hope Hinchman, Gretchen Little, Angela E. Silvestri-Elmore

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Intensive courses: compressed, condensed, or accelerated courses deliver content within a shortened period of time. An intensive course is not meant to be a copy and paste of a traditional full-semester course.

Students will:

• Meet more frequently for a shorter period of time for class activities, discussions, and group work.

• Have increased number of out-of-class, self-study commitment hours for pre intensive course preparation.

Intensive courses provide a different modality to the higher educational environment. Non-traditional students, such as second-degree-seeking, desire to return to school while keeping pace with their daily responsibilities and therefore require non-traditional methods of instruction. This type …

Informed Self-Assessment And Peer Evaluation To Foster The Development Of Adaptive Learners In Online Education, Tiffany Barrett, Jen Nash

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Functioning in an online education model, we find ourselves refocusing on the best way to engage learners in academic content and professional development. For example, physical therapy students have shown difficulty engaging in self-reflection.¹ Yet, we know that self-assessment helps practitioners recognize, interpret, and be moved to action.² Research has suggested that self-assessment is vitally important during the assessing phase of becoming a master adaptive learner.³ It has also been shown to increase students’ understanding and promote the implementation of patient-centered practice.⁴ We aimed to adapt previous modes of assessment to the online environment. We did …

It’S So Complex! Active Learning Strategy For Teaching The Autonomic Nervous System And Referred Pain, Jessica Immonen

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This poster highlights the use of an active learning tool to draw the course of action potentials in autonomic nerves. The diagrams used offer a simplified and novel breakdown of ANS targets.

Promoting Equity And Engagement With Randomness, Aaron Saiewitz

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Classroom discussion is a key aspect of learning, but class discussion is often dominated by extroverted students. Further, research shows that students from underrepresented groups are often less likely to participate in classroom discussion. While instructors may attempt to broaden participation by calling on students to participate, instructors are often subject to unconscious biases which cause them to call more often on students with certain characteristics. To address these issues, I recommend a random calling technique using a random number generator to create an advance list of students to call on during class. This random approach addresses the issue of …

Remote Learning, Van Whaley, Dustin Davis

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• One instructor presents live, virtual, synchronous lectures while another instructor builds engagement and support using the live chat feature.

• An engaging way to highlight concepts and explain key figures, pictures, and drawings using shared screens.

I share my screen and move through the e-textbook to discuss the most important topics from each week’s chapter. During each discussion, I intersperse my drawings of body structures on Google Jamboard. While I present, Dustin works in the chat to ask recall and application questions, answer students’ questions, and link resources such as educational YouTube videos and practice quizzes. Our DVDs address two key …

Research Skills: Identifying Peer-Reviewed Scientific Articles, Catherine Brotman, Sharon Jalene

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Students entering into college are exposed to a variety of new academic experiences, challenges, and expectations. Of these, developing proper research skills is one of the most difficult yet essential skills for students to master. Specifically, identifying and differentiating between primary and secondary research along with being able to properly reference and cite scientific articles. During Assignment 2, students in the Kinesiology Milestone class, KIN 350, learn how to search for peer-reviewed scientific articles using the UNLV library website. Students are then required to identify types of articles (e.g., original research and literature reviews) and their components (i.e. abstract, introduction, …

Unlv Teaching And Technology Model, Nicole Hudson, Ted Weisman

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The teaching practice is UNLV's Online Teaching and Technology Model which incorporates asynchronous and synchronous learning opportunities.

The Return Of Labor-Based Grading Contracts, Erica J. Marti

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Despite best attempts, grading can be very subjective when it comes to determining quality. For certain courses, the process is just as important as the product, but often the grade is based mainly on the quality of the product and doesn’t take the labor or process into account. One alternative to standard grade systems is labor-based grading or contract grading. In this system, students meet certain requirements to earn a certain grade. If students meet the criteria for the assignment, it counts toward the contract. If not, they can revise, reflect and resubmit. With this format, students can focus on …

An Integrative Approach To Teaching In Precalculus And Calculus Classes, Aleksei Talonov

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We would like to present practices of using problem-based learning activities in Mathematics classroom. We mostly concentrated our attention on Precalculus and Calculus classes which have had low success rates and retention. During the last couple of years, we developed a set of course specific materials in the form of lecture notes and inclass and out-of-class assignments. Each major assignment is accompanied by clear and coherent guidelines explaining what kind of skills will be attained by practicing this assignment, how it can be done, what amount of time can it reasonably take, when is it due, and where to get …

Mural: An Online Space For Co-Creating Meaning And Understanding, Kimberly James

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Building an online community around learning has been challenging throughout the academic and artistic disruptions caused by the COVID 19 pandemic. In order to promote remote interaction and educe student contributions, I utilized MURAL, a virtual, collaborative whiteboard, several times during AY2020-2021 to co-create meaning and understanding of common pedagogic topics that are applied in my studio. This practice allowed all participants to contribute ideas, make revisions, and enjoy new “aha” moments in real-time with far less pressure and concern for feeling “called out” or being “wrong.”

These activities benefitted the students and the overall wellness of the student participants …

Learning Retention Through Glossary Development, Haroon Stephen

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The teaching practice is to engage students in glossary development. It is adopted to increase student learning retention of civil engineering terms. Learning retention is the process of transferring new information into long-term memory. This teaching practice was implemented in two courses during summer and fall 2021. The benefits of this practice were assessed using a post-semester survey. The survey responses revealed that this teaching practice increased understanding of the technical terms of 87% of the respondents and increased conceptual understanding of 83% of the respondents.

Embodiment As A Lens For Learning, Nanette Hilton

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Regardless of the discipline, applying an embodied rhetorical lens to course material is a productive way for students to assess and gain new knowledge. Our experiences as creatures in bodies affect both how we create a text and how we receive a text (a text and rhetoric being any form of communication whether in written, visual, or performative form). For this reason, both reading and writing a text is a self-reflexive activity.

Using Discord To Facilitate Student Engagement, David Schwartz

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With the move to remote instruction, many students feel disconnected if there is no synchronous component, while others feel self-conscious about using WebEx as a group discussion platform, particularly if they have to turn on their camera.

Additionally, streaming platforms like WebEx do not yield a permanent record of the chat discussion.Instructors must rely on students taking notes or email them pertinent material afterwards.

Discord is a platform that originally came to prominence in video game communities for its adaptability and ease of use. Many students already have accounts and are adept users.

Incorporating a synchronous Discord element into your …

Engaging Remote Students Through Planning And Play Using Shared Google Docs, Julian Kilker

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Like many faculty teaching remotely, I faced challenges with student engagement, participation, and feedback, as well as balancing planned and impromptu course activities. In response, I explored using Google Docs to create productive and playful collaborative spaces inspired by Marie Foulston’s informal “Party in a Shared Google Doc” social experiment.