Scholarship of Teaching and Learning Commons^™

Teaching Information Literacy In An Undergraduate Class On The Geography Of The Middle East, Reecia Orzeck

Faculty Publications - Geography, Geology, and the Environment

Geography instructors have a role to play in helping their students to become more information literate. This is especially important today, given the complex and dynamic nature of our informational landscape, and given the evidence that young people lack much of the knowledge that is needed to engage with information critically. This paper reports on the effectiveness of an information literacy module that was included as part of a course on the Geography of the Middle East. It describes the design and rollout of the module, and the results of a study designed to assess the effectiveness of the module …

Transforming Experiential Learning In The Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During The Covid-19 Pandemic And Beyond, Jennifer A. H. Becker

Journal of Communication Pedagogy

Drawing upon my own experience as an educator, I describe and reflect upon my experiential learning-pedagogical process of transforming my fall 2020 Zoom-based honors interpersonal communication course in which my students traversed through a series of experiential learning activities called Interpersonal Enrichment Journeys. Quantitative and written data revealed that students achieved desired learning outcomes and strengthened much-needed interpersonal connections despite the circumstances and stressors induced by the pandemic. Interpersonal Enrichment Journeys can be replicated to maximize the features of quality online courses identified by Kaufman and Vallade (2022), such as helping students develop personal connections in a positive learning climate …

Auto-Grading For In-Class Flipped Classroom Exercises, Ed Jorgensen

UNLV Best Teaching Practices Expo

For technical courses like computer programming, in-class inverted classroom style, low stakes practice exercises have been shown to help student increase skills and build confidence with the material. One of the key challenges for the use of such in-class exercises is the overhead associated with scoring and returning such materials or worksheets which can be a significant burden particularly for larger classes. When such exercises can be converted to multi-choice, an automated scoring system can be used. Conceptually similar to Scantron, the system uses standard paper and is scanned by standard copy machines.

Creating Informed Learners In The Classroom Facilitator Handbook, Clarence Maybee, Michael Flierl, Rachel Fundator, Catherine Fraser Riehle, Maribeth Slebodnik, Amity Saha

University of Nebraska-Lincoln Libraries: Faculty Publications

Higher education has a responsibility to prepare graduates to traverse the challenges of today’s information environment. While many institutions offer information literacy programming, including courses, they typically do not address learning to use information that occurs as part of disciplinary learning and enculturation. Creating Informed Learners in the Classroom (CILC) was an educational development program implemented at three research universities (Purdue University, University of Arizona, and University of Nebraska, Lincoln) between September 1, 2019 to August 31, 2024. Originally titled Academic Librarian Curriculum Developers: Building Capacity to Integrate Information Literacy across the University, the project was partially funded by …

Adoption And Use Of Plagiarism Software By Postgraduate Students In Universities In South-West, Nigeria, Olusegun Adebayo Opesanwo, Hannah Okon Anwana

Library Philosophy and Practice (e-journal)

Over the years, there has been an increase awakening on plagiarism and the need to curb it, especially among postgraduate students. Hence, the need for them to have a good knowledge of plagiarism software.

This study investigates the adoption and use of plagiarism software among postgraduate students in universities in South-west Nigeria. Employing a survey research design and random sampling, thirty-four postgraduate students from each of the universities were selected.

The findings of the study revealed a moderate level of awareness among the respondents regarding the availability of plagiarism software. The frequency of use was also found to be low, …

Interweaving Research And Teaching, Monika Neda

UNLV Best Teaching Practices Expo

This work describes a teaching practice that is based on creating an assignment for students to work on a research project. The students will use methods learned in the class to solve a research problem and then present their findings though a class presentation.

Modeling Collaborative Research Practices With Zotero, Julian Kilker

UNLV Best Teaching Practices Expo

The early stages of research when students explore topics and evaluate resources are critical. Yet researchers can be overwhelmed by evaluating sources, organizing resources and notes, and working with collaborators. During these stages it is particularly important to model meaningful research relationships to support student success. I address these challenges by having students explore Zotero, a free “research assistant” application and web portal, as they work on structured research assignments. While Zotero is known as a powerful citation manager, my practice focuses on its features that are most relevant to storing, organizing, and sharing resources while working on both informal …

Collaborative Two-Stage Testing: A “Less Sad And Intimidating” Way To Test, Andrew Kauffman

UNLV Best Teaching Practices Expo

Traditional individual testing discourages collaboration, increases student anxiety, and does not provide timely and useful feedback. Two-stage tests are an alternative method of assessment that deepens learning while also promoting higher-order thinking skills, such as collaboration, communication, and peer instruction. In a two-stage test, students first complete and turn in the test individually and then, working in preassigned groups of 3 to 4, answer the same test questions again. The individual part of the test is weighted at 85%, while the group part is weighted at 15%. To encourage total participation and address concerns about fairness, students are told that …

Undergraduate Teaching Assistant Meetings: Associations With Student Engagement And Workforce Development, Joanne Ullman, Sadie Bylund, Jessica Castillo, Christina Saliba

UNLV Best Teaching Practices Expo

No abstract provided.

Incorporating Career And Research Experience For Student Success, Jenna Heath M.Ed., Melikabella Shenouda B.A.

UNLV Best Teaching Practices Expo

In order to support students’ acquisition of career and professional development opportunities necessary for stable career placement, we connect students with vetted community partners through internships. To ensure proper workforce development and research skills, our internship program requires concurrent enrollment in COLA 402 - an internship development course - that is offered every semester, both in person and online. The curriculum is unique in that it is centered around real-world scenarios that student interns may expect to encounter in their workplace and/or during their hiring process (e.g., mitigating workplace conflict, interviewing, personal branding, networking, professional communication, resume reviews); such topics …

Revisiting Your Inner Child: Increasing Fys Students’ Engagement And Sense Of Belonging, Melikabella Shenouda

UNLV Best Teaching Practices Expo

First time full time freshmen are exhibiting the desire to get involved on campus, yet much apprehension still remains. This may be attributed to the recent return of in person instruction after the impacts of the global coronavirus pandemic, as well as the palpable distance that lingered with remote learning. As such, students’ transition from fully asynchronous / web-live synchronous instruction back to in person education has been tumultuous to say the least. Freshmen continue to express written interest in campus involvement; however, several are anxious and hesitant when it comes to actually committing to group interactions, public speaking, and …

Resident Scientists-In-Schools: Harnessing Altruism In Stem, Alison Sloat

UNLV Best Teaching Practices Expo

The Resident Scientists-in-Schools and the STEM Teacher Development Academy program helps to diversify and expand the STEM pipeline in CCSD schools.

An Integration Of Online Education's Career Readiness And Life Design Badging Program Into A Milestone Course, Sheila Janofsky

UNLV Best Teaching Practices Expo

No abstract provided.

Using The Touchstones Discussion Method For Common Reader Discussions​, Nathan M. Slife, Chelsie Hawkinson

UNLV Best Teaching Practices Expo

The Touchstones Method empowers students to find their voice within an inclusive and collaborative discussion.

Instructors can use this method to facilitate discussions of the UNLV Common Reader Program. This program provides incoming undergraduate students with a common intellectual experience discussing a select text.

Principles from the Touchstones Methods can used to facilitate conversation of any text that is used in this Common Reader program.

Counseling Skills For Educators, Craig Hall

UNLV Best Teaching Practices Expo

The University of Nevada, Las Vegas is touted as a diverse campus. Indeed, students represent a wide range of demographics concerning race, gender, identity, socioeconomics, physical and mental ability issues, as well as non traditional students and those the intersectional representation of multiple demographic groups. It is incumbent upon educators to provide safe spaces for all students. This is an equitable practice. How can educators be more equitable? By using counseling skills in their education such as: empathy, active listening, belief in the capabilities of students, and avoiding labeling students. It must be noted that the use of counseling skills …

Why Ask That? Low Stakes Questions Build Engagement, Van Whaley

UNLV Best Teaching Practices Expo

A few low-stakes questions during the term build engagement, encourage persistence, and can improve learning outcomes.

During labs, students work together to learn Anatomy & Physiology… plus answer these Engagement Booster Questions.

The Need
/="/">Students need to meet classmates. After two years of online-only education, returning to in-person labs is a new experience many students find uncomfortable and challenging.

The Existing Resources
/="/">Students in the same lab have several similarities that include enrolling in the same lecture section, similar schedules, the same completed prerequisites, similar majors, and career aspirations.

The Goal
/="/">Building engagement between students should help …

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

UNLV Best Teaching Practices Expo

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.

The Expectations, Experiences And Satisfaction Of Students Within A Nutrition And Dietetics Program Regarding Faculty Academic Advising Using A Prescriptive Or Developmental Advising Lens, Nettie Puglisi Freshour

Graduate Theses, Dissertations, and Problem Reports (ETD)

This research study examined student’s expectation, experiences and satisfaction with faculty academic advising using a prescriptive vs. developmental lens. The intent was to explore the student’s expectations of academic advising, determine if their experiences aligned with their expectation and if this led to satisfaction of their academic advising. This study utilized the Systems theory to determine how academic advising is performed by the program and if that experience for the student is how the systems (institution, college, department, and program) are promoting the form of advising. This study utilized a qualitative case study approach, guided by three research questions. Data …

A Return To Humanity In Teaching, Stephanie Foote

Pedagogicon Conference Proceedings

In The Courage to Teach, Parker Palmer (1998) writes, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). As Palmer (1998) suggests, teaching and identity are interwoven, making teaching an act of vulnerability. Despite this, we often create our courses in ways that protect us, and ultimately, create distance from the students we teach. This piece explores ways to return to the humanity in teaching by understanding ourselves and our students and using these collective understandings to create inclusive and responsive learning environments, regardless of course modality.

Building Relationship-Rich Opportunities Online, Shirley P. O'Brien, Kelli Spayd

Pedagogicon Conference Proceedings

Mentoring is an important process in building rich relationships in learning. The use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students is described. Data collected reinforces learner-centered professional value in the promotion of student engagement.

The Importance Of Relationships In Service-Learning Projects: A Case Study From Eastern Kentucky University, Tara Pulaski, Josiah Coleman, William Mccann, Erin Presley

Pedagogicon Conference Proceedings

A graduate course at Eastern Kentucky University included a significant Service-Learning project that evaluated and made recommendations about the University’s Writing Intensive program in collaboration with University administrators. The project’s goals included making sure that students have quality writing courses, that faculty are supported in teaching Writing Intensive courses, and that students develop the writing skills necessary to be successful in their professional lives. Additionally, the goals of Service-Learning center both on learning outcomes and community engagement, making it an effective method for cultivating this collaboration.

Humanizing Learning: Concepts And Strategies To Design And Implement Now, Melony Shemberger

Pedagogicon Conference Proceedings

Humanizing teaching supports the affective and cognitive dimensions of learning. The concept often is used in online education, but it is necessary for any modality to build a learning environment that is relationship-rich. This article discusses the principles and elements of humanized learning, helpful theoretical frameworks, and strategies that can be implemented and practiced in any instructional setting.

When Love Hurts: Confronting William Styron’S Racial Misery In College Composition Classrooms, Natasha D. Moore

Pedagogicon Conference Proceedings

Acknowledging and attending to how professors feel about their students is an often ignored but fundamental component in creating relationship-rich pedagogy. This paper references William Styron’s “This Quiet Dust” to facilitate a transparent discussion about how we truly feel about Black Language, its role and use in the academy, and how these feelings ultimately shape how our Black students experience our encounters with them.

A Student-Faculty Partnership In Redesigning Renewable Assignments, Cindy Hayden, Haley Rickard, Amanda S. Hansford, Tyler Bush

Pedagogicon Conference Proceedings

This article explores the experiences of OTD students and one faculty who redesigned assignments as a method for students to co-create their own learning. Twenty-two students completed five newly designed renewable assignments in a clinical orthopedic course. Students then provided feedback individually and as a group at midterm and the end of the semester on the assignments including templates, grading rubrics, and assignment instructions. Redesigning course assignments can take more time before and during the semester. The gain is more student involvement and effective engagement with the course materials in the teaching-learning process.

New Normal Feels Anything But: Practical Strategies For Mental Wellness In The Pandemic Classroom, Maria Bane, Maggie Freeman

Pedagogicon Conference Proceedings

The COVID-19 pandemic continues highlighting the need for relationship-rich education, even while presenting challenges related to mental health and isolation for students and faculty. Return to face-to-face instruction has signaled a “new normal” that might feel anything but normal. This discussion draws on James Lang’s principles of small teaching, the idea that faculty can make small, manageable changes to teaching that significantly improve student learning and avoid faculty burnout. Specifically, motivation and growth mindset are explored to offer practical tips for promoting mental well-being in the classroom.

Building Faculty Relationships To Enrich The Educator And The Educated, Katie Twist, April Hatcher

Pedagogicon Conference Proceedings

At the University of Kentucky College of Medicine, we implemented a longitudinal faculty development program for interested educators to practice applying foundational teaching concepts and to provide space to discuss sensitive and challenging teaching experiences. The program was created to help develop and maintain a community of medical educators and assist with their teaching portfolio for promotion. Here we describe the thematic organization of the faculty development program organized into pre-work, in-session, and post-work components.

Relationship-Rich Pedagogy: Cultivating Positive Classroom Experiences For Undergraduate And Graduate Students, Casey E. Humphrey, José Juan Gómez-Becerra, Susan Skees Hermes, Gaby Bedetti, Russell Carpenter

Pedagogicon Conference Proceedings

Felten and Lambert’s (2020) relational pedagogy encourages faculty to create educational experiences that ensure every student experiences a genuine welcome and deep care; is inspired to learn; encounters a web of significant relationships; and explores questions of meaning and purpose. These principles promote student success at both the undergraduate and graduate levels. This essay will provide methods to incorporate Felten and Lambert’s relationship-rich strategies into courses ranging from general education to the graduate level.

Applying Universal Design For Learning (Udl) Principles For Building Intentional Student-Faculty Relationships In An Online Graduate Program, Robert Legary Jr.

Pedagogicon Conference Proceedings

Student engagement in learning and relationship building among faculty and students can be challenging in an online learning environment. Relatedness and positive engagement with other students and faculty foster positive learning outcomes. The intentional application of the Universal Design for Learning (UDL) engagement guidelines and checkpoints (CAST, 2018) with Chickering and Gamson’s (1999) Seven Principles for Good Practice accommodates learner variability and promotes relationship-building experiences. In an online M.Ed. program, key elements and strategies of the UDL engagement guidelines and the Seven Principles are integrated in curriculum, teaching methods, and learning activities. Implications for practice related to the application of …