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  Developing a Teaching Philosophy Statement

  Steve Hayden

  In the college of education it is common practice for students to write multiple versions of a concise and direct teaching philosophy statement (1,000-1,500 words).

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  Instructional Methods That Improve Outcomes for UNLV Students in the Virtual Classroom

  Tiffiany Howard

  The demand for online education programs has resulted in the expansion of course and degree offerings, and a steady increase in online student enrollment nationwide (U.S. News, 2016). While the goal of online education is to improve access to higher education, historically underrepresented groups experience lower course completion rates and poorer grade performance in online classes, when compared to underrepresented students enrolled in hybrid and in person courses.

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  Visualization for Spatial Comprehension

  Gabriel Judkins

  Mapping and understanding spatial data are fundamental necessities for geographers, yet challenging for many students (Rapp et al. 2007)

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  Agile Instructional Design for Learning: A Case Example of Agile Master Course (AMC) Development

  Yeonsoo Kim and Heather Whitesides

  Today’s higher education institutions need to “produce quality and relevant learning materials, capable of being reused and adapted in different learning situations” (Arimoto & Barroca, 2015). Agile principles and practices are being used by instructional design teams and are geared toward being adaptive and creative.

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  Interior Architecture’s Use of Rotating Teams

  Dak Kopec

  The inclusion of health conditions within the process of environmental modification for design students requires concurrent learning outcomes related to research, brainstorming, and ideation that can only be achieved through team projects.

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  Lecture Capture / Flipping / Clickers

  Darrell Lutey

  Student Success – UNLV needs to improve retention

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  Instructors Learn from Homework, too: Streamlining Data Collection to Facilitate Reteaching Before the Test

  Erica J. Marti

  Whether it’s for accreditation or simply as a good teaching practice to inform future instruction, gathering and analyzing data can be time consuming. This is especially true for large classes. How can you streamline the process for quick evaluation?

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  Are Dogs Better Than Cats?: Teaching Oral & Written Persuasion Skills

  Sara Mathis

  First generation students often come into UNLV underprepared for the rigors of speaking and writing. Student’s success in their courses and future careers depend on their abilities to persuade through oral and written skills.

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  Photo Assignments: An Exploration of Student Retention Rate

  Lawrence Mullen

  In an attempt to increase student retention and graduation rates, many colleges and universities have some sort of freshman course, or first-year seminar that serves to introduce students to college life. The course also helps students transition from high school.

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  Tea-Searching with Undergrad & Grad Students: Moving Beyond the STEM Fields

  Kim Nehls

  Tea-searching is a blend of teaching and research in the college classroom. It is learning by doing with in-class exercises and assignments designed to study complex problems, collect and analyze data, and discuss findings – all to varying levels at the undergraduate, masters, and doctoral levels. In the past decade, research on these student experiences has revealed the extensive array of professional and personal benefits.

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  Creative Student Engagement

  Robyn Raschke

  Many students do not feel comfortable asking questions in front of the whole class and stay quiet during class.

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  Add Interactive Elements to Videos Using H5P

  Benjamin Root

  To increase student engagement, video materials can include interactive components.

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  Enhancing Students' Learning with Word-Games: A Case of Hospitality OB Class

  Cass Shum

  Learning a new subject involves learning and memorizing a new set of vocabulary (Parry, 1995), a challenge for an increasingly international student population (e.g., Barron & Arcodia, 2002; McDowell, 1998; Zimmermann, 2009).

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  Facebook Group in ACC 202

  Daniel R. Siciliano

  ACC 202 has three sections of 100-120 students in each section each semester.

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  Internships for Accounting Students

  Daniel R. Siciliano

  ACC 400 is the first upper division class for accounting majors and students are introduced to the importance of internships.

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  Dialectical Teaching Strategies for First and Second-Year Students

  Nathan M. Slife

  An oppositional or bi-polar understanding of meaning (Rychlak, 1976). This ancient understanding of meaning has many applications for instructors.

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  Using A Breakout Box to Encourage the 4Cs in the Classroom

  Erica S. Tietjen

  Small groups can benefit from practicing the “4Cs” skills that will continue to be important in the 21st century (NEA, 2017): Critical thinking Communication Collaboration Creativity

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  Web Based Classroom Management Enhanced by Personalized and Experiential Learning

  Cecilia Turman

  The purpose of this practice is to promote experiential and personalized learning in online instruction.

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  Voluntary Web-Based Self-Assessment Quiz Use Improves Exam Performance, Especially for Learners with Low Prior Knowledge

  Jenifer C. Utz and Matthew L. Bernacki

  We examined students’ voluntary use of digital self-assessment quizzes as a resource for learning in a large anatomy and physiology lecture course. Students (N = 238) could use 16 chapter quizzes and four analogous unit quizzes to rehearse and self-assess knowledge. Repeated use was uncommon (12%), as was lack of use (13%). Most students (75%) engaged in occasional use of self-assessment quiz items. Exam performance differed between repeated use (84%), occasional use (76%), and no use (72%) groups. Differences were greater among students who lacked prior knowledge of course topics. Quiz use improved performance more for low prior knowledge students, and differences increased over the semester. Overall, repeated users significantly outperformed occasional users (+7.5%) and non users (+11.9%) on course exams

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  To HY or Not to HY: Benefits of Hybrid (HY) Courses for Students & Faculty

  Heather Whitesides and Yeonsoo Kim

  The Hybrid (HY) model is being introduced to support our University’s student success equation. Defined as meeting half face to face and half online, the HY model opens space for more courses to be offered.

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  UNLV's Best Teaching Practices Expo 2018

  Mary-Ann Winkelmes

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  Increasing Identification, Thus Success and Graduation from UNLV

  Emmanuel Ayim

  When our students are connected to UNLV at multiple levels, and identify as UNLV students, they will more likely persist and graduate.

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  Using Mastery Learning to Help All Students Achieve

  Jori S. Beck and Christina J. Santoyo

  In 1968, Benjamin Bloom outlined a specific strategy that he dubbed learning for mastery, which later became mastery learning (Guskey, 2007).

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  Scalable, web-delivered supports to help students "Learn to Learn"

  Matthew L. Bernacki

  Many graduate K-12 without skills necessary to manage learning (ACT, 2008)

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  Socrative Student and Real Time Assessment

  Emma Frances Bloomfield

  Many graduate K-12 without skills necessary to manage learning (ACT, 2008)