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About the Collection
Welcome to UNLV’s Best Teaching Practices Expo, where faculty share their research-based ideas for improving teaching across campus. Each poster you find here describes a teaching practice that: Addresses a particular need to improve teaching; Benefits UNLV students in particular; and Applies in a variety of teaching contexts. The expo is a signature event for UNLV offered through the Faculty Center, which promotes teaching development, research and career planning.
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Developing a Teaching Philosophy Statement
Steve Hayden
1-18-2018In 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
1-18-2018The 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
1-18-2018Mapping 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
1-18-2018Today’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
1-18-2018The 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
1-18-2018Student 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
1-18-2018Whether 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
1-18-2018First 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
1-18-2018In 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
1-18-2018Tea-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
1-18-2018Many 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
1-18-2018To 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
1-18-2018Learning 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
1-18-2018ACC 202 has three sections of 100-120 students in each section each semester.
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Internships for Accounting Students
Daniel R. Siciliano
1-18-2018ACC 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
1-18-2018An 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
1-18-2018Small 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
1-18-2018The 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
1-18-2018We 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
1-18-2018The 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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Increasing Identification, Thus Success and Graduation from UNLV
Emmanuel Ayim
1-19-2017When 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
1-19-2017In 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
1-19-2017Many graduate K-12 without skills necessary to manage learning (ACT, 2008)
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Socrative Student and Real Time Assessment
Emma Frances Bloomfield
1-19-2017Many graduate K-12 without skills necessary to manage learning (ACT, 2008)
