- *Addresses a particular need to improve teaching;
- *Benefits UNLV students in particular; and
- *Applies in a variety of teaching contexts.
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Uncovering Teaching Faculty Personas to Understand Comfort Levels in Using Technology in Their Online Classes
Suzanne Becker and Ted Weisman
Faculty’s knowledge about, and comfort with, the use of technology tools are key components in online teaching. Faculty are not only expected to be adept with basic computer functionality, like creating and editing documents and managing files, but also in navigating their institutions Learning Management System (LMS) and utilizing course teaching technologies and tools. Together these areas comprise a significant portion of design and facilitation of an online course and are related to learning outcomes. When engaging with the online learning environment, it is thus critical for each instructor to consider their personal level of comfort utilizing various online technology tools and resources. For faculty to be successful in the online classroom space, identification of individual needs and skills associated with teaching online must be determined, and resources curated. Over the spring and summer of 2022, 40 UNLV faculty across 10 colleges were interviewed about their experiences in online teaching with the aim to uncover prevailing themes that will serve to inform future interactions and professional development offerings. Growth through professional development, combined with use of online tools and targeted teaching resources by instructors can result in more robust course creation and preparation, elevated student support and learning outcomes, and enhanced student engagement and success.
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AI and the Future of Academic Integrity
Jesse Fitts and Rachel Bovard
In this poster, we provide recommendations for assignment types in light of the AI chatbot ChatGPT.
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Video Homework: Visualizing Homework Assignments to Help Comprehension
Jorge Ramon Fonseca Cacho
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.
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Counseling Skills for Educators
Craig Hall
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 is not to have the ability to diagnose anyone. Rather, these skills can help students to not feel invisible while on UNLV’s campus.
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Incorporating Career and Research Experience for Student Success
Jenna Heath M.Ed. and Melikabella Shenouda B.A.
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 will enhance skills crucial to post-graduate and long term career success. Further, students are immersed in an engaging class environment where select internship partners serve as guest lecturers and provide insight into the needs of the local hiring pipeline. In addition, students hone their public speaking and goal setting skills. Internships are a high-impact experiential practice that foster students’ communication skills, professionalism, leadership, and other career readiness competencies outlined by the National Association of Colleges and Employers.
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Engaging HyFlex: Bridging the Remote/In-person Engagement Gap through Instant Polling Slides
Yvonne Houy
To provide learning opportunities for unpredictable student needs during the pandemic, I offered HyFlex courses in Spring and Fall 2022. Students could either attend my class in person or remotely through WebEx. Engagement by remote students increased dramatically after I started using Slido’s instant polling to create opportunities for communicating opinions and could gauge comprehension through open-ended and multiple choice responses live.
In the first half of my first HyFlex semester engagement among the in-person students was high, with a consistent 100% of students speaking at least once to the whole class during each class session. However, one-third of remote students did not engage with the whole class, although they reported engagement in breakout rooms. In the second half of this semester, I started using instant polling/quiz slides. Typically all but one remote student interacted with the whole class using the slides in each class session. The rate of unmuting and speaking remained the same as before the intervention, with a some remote students interacting with the whole class.
In my second HyFlex course, I used instant polling/quiz slides at every class session. Consistently, 100% of remote students interacted several times with the whole class in every session. All students participated in Slido quizzes and open-ended responses. One half of remote students unmuted and spoke several times during each class session. While this increase in engagement might not have been caused only by the use of instant polling, it is an interesting pattern which can be investigated further.
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Auto-Grading for In-Class Flipped Classroom Exercises
Ed Jorgensen
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.
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Collaborative Two-Stage Testing: A “Less Sad and Intimidating” Way to Test
Andrew Kauffman
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 their individual test score will not go down due to the group part. This teaching practice transforms traditional testing into a valuable collaborative learning experience that fully utilizes UNLV's 75-minute class session and improves student perception of the course.
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Modeling Collaborative Research Practices With Zotero
Julian Kilker
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 and scholarly projects. In my experience, a successful introduction of such features will encourage students to reflect on and further explore their own research workflows and collaborations.
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Increasing Student Engagement: Case-based Teaching and Learning
Necole Leland and Lisa Nicholas
Case-based learning (CBL) is an active learning approach using hypothetical or real life problems that help learners develop clinical judgment and problem-solving skills (Bastable, 2023). CBL can be used in multiple settings, including the classroom, the clinical environment, and simulation. CBL can be used in most disciplines to bring real life scenarios to life for learners. Learners identify the problem in the case, develop multiple approaches to solving problems, discuss different viewpoints or assumptions, propose alternate decisions, and weigh consequences (Young & Paterson, 2007). CBL helps make connections that transfer theoretical knowledge to practical application (Billings & Halstead, 2020). CBL can be presented in several different ways, including an unfolding case study. Unfolding case studies “unfold” over time supporting the learner's ability to build off of previous knowledge. Cases should be developed based on the desired objective or outcome and the level of the learner.
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Interweaving Research and Teaching
Monika Neda
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.
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Measurement and Scale Development Skills for Public Health Doctoral Scholars
Manoj Sharma
Web-based synchronous teaching is gaining popularity all over the world. In web-based synchronous teaching, both pedagogical robustness and the building of content expertise are mandatory. I taught a new doctoral course, HED 763 Measurement and Scale Development in Social and Behavioral Health in the Spring of 2022. The specific teaching techniques that I used were (a) enhanced pedagogical features that included delivery as web-based synchronous, organizing the course in Canvas and making it available from day 1, recording all lectures beforehand in Panopto, utilizing case studies, employing WebEx and its breakout sessions feature, guest lectures, and having weekly skill-building activities in each module and (b) developing content expertise through assignments of instrument development, analysis of existing datasets for psychometric validation, and working on a mock or real F31 NIH grant proposal. The course addressed the accreditation need of developing competencies in this area by our accrediting body Council on Education for Public Health (CEPH) as well as the felt need by current doctoral scholars and alumni graduating from the program. The course was well received and the rating for the course on semester-end evaluation was 4.77/5.00, the instructor was 4.76/5.00, and overall, 4.76/5.00. A mapping of competencies required by the accrediting bodies or through exit surveys of alumni can be identified at each Department level and dovetailed in developing course objectives. Such practice helps build skills as opposed to mere knowledge acquisition and develops standardized courses that do not rely on any one instructor to deliver and build institutional capacity.
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Revisiting Your Inner Child: Increasing FYS Students’ Engagement and Sense of Belonging
Melikabella Shenouda
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 other extracurricular engagements. Perhaps this is due to a combination of factors: recent lack of socialization, heavy reliance on technology for communication, distressing loss of middle adolescence years due to the shutdown, and an increase in mental illness symptoms via subsequent isolation / disconnection, health scares, economic stress, and unprocessed grief. With all of this in mind, as well as the awareness of the somewhat debilitating pressures of newfound adulthood, my first year seminar course embraces the simplicity and happiness that is often reminisced on childhood. The topic is entitled “revisiting your inner child,” as my students are encouraged to bring the joys of “being a kid again” not only into our classroom, but also into their daily lives. After instructing this course for two semesters - both hybrid and fully in person - with the emphasis on drawing upon a child-like perspective, I have noticed within the first few weeks of the term that student engagement has increased. Additionally, well into the conclusion of the semester, attendance has been consistently high, and self-expression has blossomed as students dabble in identity exploration and create lasting friendships.
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Using the Touchstones Discussion Method for Common Reader Discussions
Nathan M. Slife and Chelsie Hawkinson
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.
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Resident Scientists-in-Schools: Harnessing Altruism in STEM
Alison Sloat
The Resident Scientists-in-Schools and the STEM Teacher Development Academy program helps to diversify and expand the STEM pipeline in CCSD schools.
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Working Smarter, Not Harder: Using Canvas Outcomes to Promote Student Success
Jacob D. Thompson and Beth Barrie
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.
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Undergraduate Teaching Assistant Meetings: Associations with Student Engagement and Workforce Development
Joanne Ullman, Sadie Bylund, Jessica Castillo, and Christina Saliba
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Why Ask That? Low Stakes Questions Build Engagement
Van Whaley
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 more students complete the coursework while building a support network that may extend beyond the classroom.The Impact on Course Grade
The class has 1,000 total points and we have about ten of these Engagement Booster questions. The total direct impact is just 1% of a student’s grade (10 out of 1,000 points).The indirect impact of these activities is difficult to measure but is perhaps more significant than the points earned.
Hopefully, students build resources to complete this course and learn skills that carry over from the laboratory into the real world.
The Feedback -Quotes from Fall 2022 students.
This digestive system lab was a ton of fun and I learned a lot! I definitely think this kind of lab activity should be utilized more often! Thanks for the fun lab! ______________
I really enjoyed the lab activity we did today. I felt like I learned a lot. To be honest, I had just started watching your DocDoc lecture videos yesterday so I wasn't too familiar with all the digestion system things just yet. But after this lab, I feel like I have learned a lot about the anatomy of the digestive system and as I am reading the chapter, I feel like I am understanding things better.
It's activities like this and the heart dissection that really help me learn and grasp the concepts better.
______________
I think that activities like the one we had yesterday are important and great! First it was fun. We got the chance to actually talk with each other and get to know others in this class. It was great to not feel "alone" in this race. Second, personally I feel that extra points to my grade are so important. This class is challenging and my grades in some of the assignments do not reflect my knowledge. It is my second time taking KIN 224 and still this is not easy. Activities like this can be fun- but also help learn together new material-hear and say out loud new terms, and give us the chance to earn more points and do better in this class. AGAIN, THANK YOU SO MUCH FOR THINKING ABOUT US!!!
Engagement Building Questions
What is your Dream Job?
Describe what you are most eager to learn.
Write the first name of someone you worked with today………
What is your Lab Instructor’s email address?
What day and date is your Exam 3?
Find someone in the room who has a different Major and write it here…….
What question(s) can we add to improve the lab experience? -
Virtual Learning: The Mentorship Model
Gabriela Zuniga
Students who serve as teaching assistants play a critical role in students' university experience. This reality is hightened in enry-level courses targeted to first year students. It is important that these teaching assistants play an active role in these transitionary students' university career to increase students' self-sufficiency. The mentorship model is a framework in which teaching assistants for a course targeted to first-year students create community by meeting with students, tracking their progress, and introducing them to nuances about higher education that they might have otherwise been unfamiliar with. The outcomes addressed in this research comes from a diverse student population in an MSI, AANAPISI, HSI institution.
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Making Group Work Work: Constructing Groups and Assignments Based Around Relevant Assessments to Increase Student Success
James Altman
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 Geniuses” (Wonder; Invention; Discernment; Galvanizing; Enablemement; Tenacity) addresses the problem by letting individuals utilize their talents, while gradually increasing their comfort level with their “frustrations.” All types of groups in all disciplines can utilize the practice. No additional equipment/expertise is needed beyond what instructors are already using.
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Informed Self-assessment and Peer Evaluation to Foster the Development of Adaptive Learners in Online Education
Tiffany Barrett and Jen Nash
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 this by creating various ways for learners to increase their metacognition of technical and interprofessional skills. Past in-person learning experiences were moved to a video format, and informed self-assessment activities were assigned through self-reflection and peer evaluations.
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Inclusiveness in Teaching : Aligning Culturally Relevant Journal Articles With Course Content
Jacimaria Batista
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 students in this issue and determine if students of different ethnic background respond differently to questions posed about water/wastewater issues in these communities.
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Research Skills: Identifying Peer-reviewed Scientific Articles
Catherine Brotman and Sharon Jalene
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, hypothesis, methods, results, discussion, and limitations) in addition to learning how to utilize Refworks for proper APA referencing and citation. De-mystifying the critical review process when studying research is an important skill for students to gain competency. Providing a structured method to achieve this was proven to be successful in the data analysis of this project. We need more research like this on educational outcome.
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Improving Active Learning through Advanced Teaching Practices on an Online Course
Jin Ouk O. Choi
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) Using real-world examples and problems; 4) Using an advanced teaching gadget (graphics drawing table) for interactive teaching; and 5) Diversifying Instructional Techniques (in-class exercises, homework assignments, poll questions). The author assessed the effectiveness of the implanted teaching practices and technologies by three different methods: 1) midterm exam score improvement; 2) mid-semester survey; and 3) course evaluation improvement. The results show that 1) the students’ average midterm score has increased 3.6 percent compared to last year’s counterpart, 2) the survey showed overall very positive results, 3) this year’s CEM453-653 teaching evaluation score (4.70 out of 5) outperformed past five years’ average CEM453-653 score (4.26). Other instructors will find their values and consider adopting these technologies and practices. Even though the new teaching gadget and strategies were implemented to the course that is delivered only remotely, these gadgets and strategies can be adapted to both in-person and online courses.
