Higher Education and Teaching Commons^™

Designing With Intent: A Comparative Analysis Of Custom Ai Chatbots As Udl-Aligned Tools For Multidisciplinary Instruction, Ephraim Q. Teye, Clarissa Oteng-Darko, Leping Liu

AI in the Classroom: A Virtual Summit

The growing presence of AI in higher education has prompted instructors to move beyond passive adoption, to deliberate theory-grounded design. This session presents two custom AI chatbots (DisneyBot and Rico) developed within a teacher preparation course as the technology-enhanced component of a multidisciplinary instructional unit. DisneyBot is built on the ChatGPT platform to guide learners through an exploration of Disney parks, and Rico, is built on the Gemini platform as an interactive guide to information about Puerto Rico by scaffolding learning across four subject-specific lesson modules – Social Studies, ELA/ENL, Science, and Spanish. Both chatbots were developed to support differentiated …

Core Mathematics Applications Using Ai, Zachary Porter

AI in the Classroom: A Virtual Summit

This presentation examines ways to use prompts with AI to build on the applications of core mathematics topics involving algebra, finance, probability, and statistics. We will use AI to discover how the topics in core mathematics could apply to students regardless of their major.

A Student-Centered Model For Ethically Evaluating Ai Integration In Learning Support Services And Beyond, Cristina Caputo, Raymond Bruels Iii, Alexis Rivera

AI in the Classroom: A Virtual Summit

As artificial intelligence (AI) reshapes higher education, learning support centers are uniquely positioned to intentionally assess whether if and how to best integrate AI tools into academic services. This session presents a 6-week project framework that was designed to:

• Review the literature on critical AI literacy and training

• Benchmark current best practices in AI policy, use, and integration alongside human-centered academic services

• Examine student AI knowledge and use (needs assessment)

• Identify and evaluate relevant AI tools or platforms

The framework was developed within the Academic Success Center (ASC) at Nevada State University where Center peer educators …

Enhancing Mathematics Learning With Notebooklm: From Passive Study To Active Engagement, Nakisa Ghanbarian, Diana Moss

AI in the Classroom: A Virtual Summit

This 25-minute interactive session explores how NotebookLM can be used to enhance student learning in mathematics by transforming passive study habits into active engagement. Rather than focusing solely on the capabilities of AI, this session emphasizes practical, classroom-centered applications that support conceptual understanding and meaningful learning.   Participants will be introduced to key features of NotebookLM, including its ability to generate explanations, summaries, guided responses, and audio-based content from instructor-provided materials. Through live demonstrations, we will present realistic student use cases, such as exploring difficult concepts, identifying and correcting errors in problem-solving, generating personalized study guides, and creating additional practice opportunities. …

Ai Tutors, Worksheets, And Task Design: Matching Ai Tools To Learning Structure, Brock Casselman

AI in the Classroom: A Virtual Summit

Artificial intelligence is increasingly used by students as a learning resource in STEM courses. However, classroom observations and survey data suggest that unstructured AI use may correlate with reduced student achievement. Two concerns are especially relevant: AI systems can produce incorrect responses in tasks requiring precise validation, and students may use AI in ways that reduce active engagement with course material.

This session presents two instructional approaches designed to address these limitations: structured AI-generated worksheets and in-chat AI tutors. AI worksheets generate controlled sets of practice problems within instructor-defined course constraints. In-chat tutors provide interactive practice through problem generation, Socratic …

Crafting Resilient Ai Policies For Education, Delight Ejiaka, Miranda Hannasch, Branden Cunningham

AI in the Classroom: A Virtual Summit

The rapid integration of generative artificial intelligence into academic spaces requires a shift from passive restriction to resilient, active pedagogical frameworks. This virtual panel explores actionable strategies to protect academic integrity, promote deep critical thinking, and manage AI use, particularly in foundational courses. Panelists will discuss the implementation of high-engagement classroom interventions. The will offer frameworks for transparent student disclosure practices. Attendees will leave with practical templates for syllabus policies, assignment rubrics, and disclosure benchmarks designed to foster a culture of transparency and process-oriented learning in an AI-permeated landscape.

Resisting Ai With Paper: Possibilities, Concerns And Protest, Laura Evans

AI in the Classroom: A Virtual Summit

While there are a number of commercial benefits involved in incorporating AI usage and training into college composition classrooms, to many the perils and problems involved in student AI use outweigh these possibilities. A growing number of composition instructors have chosen to return to requiring assignments to be handwritten on paper as an increasingly viable, and even necessary, strategy to combat the growing use of ChatGPT and other AI text generation software as an essay-writing tool. This strategy has a number of potential benefits – the ability to regulate AI usage, to create better memory retention, and decrease student screen-time …

From “I’M Not A Coder” To “I Built A Website”: Teaching Business Concepts Through Ai Vibe Coding, Jean Jeon

AI in the Classroom: A Virtual Summit

This presentation shares my experience developing an AI vibe coding project for business students with little or no coding experience. Students first replicated a website, then created their own improved version and learned from peer feedback. Through trial and error, they revised their prompts and applied course concepts related to target audiences, user experience, branding, and business models. What began as an AI tool assignment became a learning-by-doing experience that encouraged students to think like marketers. I will share the project structure, student learning process, and lessons I learned while learning alongside my students.

Ai For Everyone: Designing An Introductory Ai Course Across Disciplines, Jesse Fitts, Waleed Faris

AI in the Classroom: A Virtual Summit

As artificial intelligence reshapes virtually every field, universities face a growing imperative to ensure AI literacy is not reserved for computer science majors alone. This panel presents the collaborative design of an introductory AI course built for undergraduate general education — one that serves students across disciplines, regardless of technical background.

Two co-designers will share the story of building the course from complementary angles. The first presenter will address the technical foundation of the curriculum: how core AI concepts such as machine learning, data, and algorithms were translated into accessible, hands-on learning experiences for non-specialist students. The second presenter will …

Beyond Adoption: Shared Values And Guiding Questions For Ai-Aware Teaching, Sarah Cummings, Lyndsay Munro

AI in the Classroom: A Virtual Summit

We will discuss how shared questions can provide coherence without requiring uniform practice across disciplines, courses, or instructors. Examples from faculty across disciplines demonstrate how educators can begin with common values while reaching different, contextually appropriate decisions. By shifting attention from finding the single “right” approach to AI toward asking shared questions about teaching and learning, the framework offers a practical way forward amid varied practices, perspectives, and policies.

Ai Across The Curriculum: Early Insights From Unr Students And Faculty, Elisabeth Linn, Elena S. Azadbakht, Rosalind Bucy

AI in the Classroom: A Virtual Summit

In July 2025, the University of Nevada, Reno (UNR) joined librarians, educators, and administrators across 15-20 institutions to participate in an Ithaka S+R AI cohort. Ithaka S+R has worked with academic libraries, teaching and learning centers, and college administrators across more than 60 institutions, leading cohorts focused on teaching and learning with AI, integrating AI literacy into the curriculum, and more. This third cohort focused on defining, implementing, and scaling AI literacy initiatives across higher education. Through interviews with faculty and students, cohorts investigate needs surrounding AI literacy specific to their campus. This presentation will describe the preliminary results of …

Making Learning Engaging With Formative Assessment, Michelle A. Arroyo

UNLV Best Teaching Practices Expo

Benefits of formative assessment: increases student engagement, provides immediate feedback for teachers and students, helps differentiate instruction, encourages self-reflection and self-regulated learning, and improves overall student achievement.

From Generation To Judgment: A Structured Approach To Teaching Responsible Ai Use, Necole Leland, Lisa Nicholas, Jennifer Vanderlaan

UNLV Best Teaching Practices Expo

A structured approach to teaching responsible use of generative AI in nursing education is critical. As AI becomes increasingly integrated into professional practice, students must move beyond simple AI content generation to critically evaluate and refining AI outputs. Using the RISEN prompting framework to guide learners in designing effective prompts while also emphasizing analysis of accuracy, relevance, bias, and ethical considerations in the output. Through classroom modeling and applied activities, students engage actively with AI as a tool for inquiry rather than passive consumption. This approach offers a practical and adaptable model for integrating ethical and effective AI use across …

Bridging The Divide Between Theory & Practice: A Framework For Fostering Relevant Learning Environments, Elsa Lopez-Martinez

UNLV Best Teaching Practices Expo

This poster presents a framework for bridging the gap between theory and practice in teacher education by designing relevant learning experiences that better prepare preservice teachers. Grounded in seminal teacher education literature, the approach explicitly connects coursework to professional applications while preserving the integrity of theoretical foundations. The framework emphasizes ongoing communication of purpose and alignment across courses. Additional strategies include integrating career-focused activities, facilitating reflective exercises, inviting practitioner perspectives, and providing applied assignments. Evidence from student feedback highlights increased engagement, confidence, and perceived relevance.

Transparency And Personalized Feedback Curb Ai Misuse In Asynchronous Online Biology, Elana A. Paladino

UNLV Best Teaching Practices Expo

The rapid expansion of generative AI (Gen-AI) has reshaped teaching and assessment in online, asynchronous introductory biology courses, creating new challenges for academic integrity and meaningful learning. This poster examines practical strategies to promote ethical AI use while maintaining student engagement. Transparency of instructions and timely, personalized feedback were found to curb AI misuse in online discussion posts. Structured use of AI tutors encouraged responsible engagement with Gen-AI, and surveillance methods for summative exams had mixed effects.

Culturally Responsive Tent: An Architectural Journey, Marcos Amado Petroli, Elmira Ebadi

UNLV Best Teaching Practices Expo

Culturally responsive teaching in architecture encourages students to connect design thinking with identity, culture, and lived experience. This studio assignment introduced the tent as an archetypal architectural form and weaving as a generative tectonic strategy, allowing students to explore how lightweight structures can respond to social needs, cultural narratives, and material expression.

Evaluating The Benefits Of “Science Of Learning To Learn” In Foundational Undergraduate Biology Courses, Kathryn M. Rafferty, Jenifer Utz, Christy Strong, Matthew Bernacki

UNLV Best Teaching Practices Expo

Our objective was to foster increased retention of freshman student and subsequent progression into upper division coursework by incorporating learning skill development and motivational activities into the Introductory Biology courses (BIOL190/191). Enhancement of the introductory biology courses at UNLV has the potential to improve the educational experiences of thousands of students, since about 600 to 800 students enroll in the introductory biology courses each semester. We have previously developed a multimedia learning skill intervention called "The Science of Learning to Learn" which covers the importance of self-testing, spacing out and scheduling study sessions, and managing one's goals, habits, and learning …

Using “Ticket Out” To Create A Continuous Feedback Loop For Student Learning, Jacob D. Skousen

UNLV Best Teaching Practices Expo

This presentation highlights the use of a brief end-of-class “Ticket Out” to create a continuous feedback loop for student learning. Students reflect on learning targets and provide feedback on the class experience, which is then analyzed and used to guide instructor response, follow-up communication, and instructional adjustments. The practice supports reflective teaching, student voice, and timely, responsive instruction.

Playing To Learn: Game-Based Maternal-Newborn Review Using "Forbidden Words" (Taboo-Style), Nikki Rose Ty-Albright

UNLV Best Teaching Practices Expo

TEACHING PRACTICE & NEED IT ADDRESSES Prelicensure nursing students often struggle to translate medical terminology into patient-friendly language (Rodrigues & Moreira, 2022) Gen Z learners frequently disengage from traditional post-conference lecture formats (Thi, 2025) "Forbidden Words" (Taboo-style) game used during post-clinical conference to bridge this gap in an engaging way Students explain maternal-newborn concepts in jargon-free language while avoiding forbidden words on a card

Sparking Engagement: Using "Lightning Debates" To Transform Dry Policy Into Dynamic Learning, Minnie Wood, Ericka Yelle, Necole Leland

UNLV Best Teaching Practices Expo

To address a gap in health policy application among nursing undergraduates, we piloted Lightning Debates, a high-energy teaching strategy that replaces passive lecture with active learning. Students are assigned Pro or Con stances on contentious local policies, using role-play and improvisation to present evidence-based arguments in five-minute sprints. This asset-based approach leverages student creativity to deconstruct complex fiscal and clinical issues. Results demonstrate significant impact: 87.5% of students reported an improved ability to analyze policy, and the percentage of graduates feeling prepared to apply policy knowledge rose from 57% to 77%. This session provides scalable implementation tips for fostering critical …

The Importance Of Relational Teaching In Introductory Statistics, Nathan Matthew Slife

UNLV Best Teaching Practices Expo

This poster presents relational teaching strategies for introductory statistics courses.

Research Remix: Teams, Tech, And Texts, Jaime Carbajal

UNLV Best Teaching Practices Expo

The pedagogical innovation that enhanced student learning in the Research Methodologies in Health Sciences course is described as Integrated Digital Collaborative Inquiry-Based Learning (IDCIBL). The IDCIBL approach leveraged digital tools (lecture videos, podcasts, recorded poster presentations, and Artificial Intelligence (AI) platforms), integrated journal article analysis, utilized research-informed active learning, and included team-based learning activities. The combination of multiple innovative strategies into the IDCIBL model intentionally transforms the educational environment and optimizes the student learning experience, relating to the TLC priority area of teaching and assessments in the age of Gen AI.

Creating Open Educational Resources With Artificial Intelligence, Serena Scalzi

UNLV Best Teaching Practices Expo

The adoption of artificial intelligence is becoming widespread in higher education. AI-driven technology has the ability to support academic and administrative faculty in designing and delivering course content. As a Part-Time Instructor in the College of Education, I used AI to enhance my teaching practice by creating course resources for my class, CIT 647 Creating Online Learning Environments. These open educational resources, developed through a reflective teaching practice facilitated by the UNLV Teaching and Learning Commons, promote equitable, inclusive education.

Community Engagement Through Robotics Mentoring – Unlv, First Nv, And High School Robotics Teams, Brendan O'Toole

Community Engagement Expo Research Posters

The UNLV Robotics Mentorship program includes a two-semester course that trains students to support local high school FIRST Robotics Competition (FRC) teams. ‘ME 464 Robotics Mentoring I’ provides training in design, mentoring,  fabrication, and programming. ‘ME 465 Robotics Mentoring II’, pairs students with local high school teams to serve as technical mentors for the competition season.

Assessing The Professional Development Needs Of Traditionally And Alternatively Certified Career And Technical Education Teachers In Virginia, Natalie Ferand, Bradley Bowen, D. Brett Milliken

Journal of Research in Technical Careers

The Virginia Department of Education allows for various paths to teacher licensure. Teachers may graduate from an approved teacher preparation program or obtain a teaching license through alternative pathways. This study identified the professional development needs of traditionally and alternatively certified CTE teachers in Virginia by administering a statewide survey. The participants were divided into three groups: alternatively certified CTE teachers (Group 1), traditionally certified teachers in a non-CTE area and then received a CTE endorsement (Group 2), and traditionally certified teachers in CTE (Group 3). By comparing how teachers from each of these certification pathways reported their level of …

A Historical Review Of Course Requirements In Agricultural Mechanics For Agricultural Education, Teacher Education Undergraduates At Nine 1862 Land-Grant Universities, Kristopher R. L. Rankin Iii, M. Craig Edwards

Journal of Research in Technical Careers

Preparing pre-service students to teach agricultural mechanics is a difficult task due to the career pathway including a great variety of topics (Byrd et al., 2015). This study examined the trend in requirements in 1862 land-grant universities for number of courses, course credit hours, and course topics related to agricultural mechanics, as well as the total credit hours needed for degree completion in agricultural education, teacher education. Overall, the universities examined had lessened the total course credit hours related to agricultural mechanics courses from 8.33 to 11.83 credit hour requirements in 1980, to a range of 6.67 to 8.33 credit …

Mass Shootings And Trauma-Informed Pedagogy, Kelly Stith

English Faculty Research

I am sitting in the University of Nevada Las Vegas Special Collections archive room in the Lied Library. I came here before to donate a zine of a previously published essay, “Still Echoes,” and photographs to a project they are coordinating in remembrance of the December 6, 2023, mass shooting. The Special Collections team was gracious enough to allow me to investigate other artifacts, including several handwritten condolence cards left at campus memorials. Being here is harrowing and reminds me that these are not just mere notes but reflections of people’s grief and the reckoning with a tragedy that rocked …

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 …

What Counts As Rigor When Rigor Counts?: Increasing Intentionality In Teacher Education, Derek Riddle, Chyllis E. Scott, Leann G. Putney

Taboo: The Journal of Culture and Education

Debates regarding the effectiveness of teacher preparation programs continue to persist. The level of rigor in teacher preparation programs and the ability of teacher educators to prepare candidates for the challenges persist in the educational climate. In higher education, rigor has been well-defined, but the understanding is limited, specifically rigor in preparing new teachers. This study undertook a telling case approach to explore student and faculty perceptions of rigor in a teacher preparation course. This research “leans in” to the criticism of rigor by exploring how teacher preparation programs can match the rigor and demands of the profession and to …