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  Teaching strategies to engage student to content, student to student and student to teacher in online courses using the Community of Inquiry

  Lori Candela

  1-19-2017

  Researchers have found a sense of community enhances learning.

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  Cumulative Exams (with a twist)

  David E. Copeland

  1-19-2017

  When first hearing about cumulative exams, students generally have a negative reaction – their impression is that cumulative exams are more difficult because knowledge has to be retained for longer periods of time.

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  Critical pedagogy: Building strong learning communities

  Malayka Neith Cornejo

  1-19-2017

  Strengthens instructor-student relationship; peer interactions; connection to course content, and sense of belonging. Shifts normative power structures and empowers students to co-construct the learning experience. Student voice matters.

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  Games, Learning, and Classroom Community

  Joe Ervin

  1-19-2017

  The use of games in my COLA 100E classroom makes up a small minority of my instructional approach. The games are used to compliment my regular pedagogy. The two games that I utilize consistently are Kahoot! and UNLV Trivia.

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  Office of Online Education: Tips for Effective Online Teaching

  Leeann Fields, Dan Antoniuk, Dedrick Catus, and Doris Ostrander

  1-19-2017

  To be successful in online classes, students must participate consistently and frequently. This requires a high level of both student-student and student-instructor interaction.

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  First Year Experience – Software Support Tools

  Guymon Hall and Ed Jorgensen

  1-19-2017

  Using QR codes and Lab Grader in the classroom.

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  Service Learning Collaboration with Student Affairs

  Nathan Hanke, Leanne Soter, and Kelsi Sullivan

  1-19-2017

  Service Learning is Applicable to courses across academic disciplines

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  Instant Class Polling Using Mobile Devices: An Interactive and Effective Pedagogical Tool

  Lori D. Johnson and Emma Babler

  1-19-2017

  Available methods of instant class feedback had been limited to technology associated with clickers purchased by students, or tied to responses from laptops, which professors have begun banning from the classroom due to distraction. However, obtaining real-time feedback on students’ comprehension of complex concepts remains a critical pedagogical goal, particularly in rule-based courses such as Professional Responsibility.

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  Large Class Splitting to Reduce Class Size

  Ed Jorgensen

  1-19-2017

  It is well recognized that smaller classes lead to improved student outcomes. However, instructor resources are limited, particularly for first year introductory classes.

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  In “Kahoots” with Student Engagement in the Classroom

  Kim Nehls

  1-19-2017

  In a recent classroom survey, 95 percent of my students recommended additional use of Kahoot. One student remarked that he was more likely to complete the reading in advance and participate in class if he was going to be part of a friendly competition. Kahoot is an exciting and fun way to utilize the cell phones and tablets already in play in the classroom.

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  Providing Annotated Examples Increases Science Learning

  Elana A. Paladino

  1-19-2017

  Students consistently score low in the areas of application of scientific results, critical analysis of results, proper citation usage, and poster design

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  Student Class Presentations

  Roberta Sabbath

  1-19-2017

  NEED: Practice expressing ideas orally and functioning in a collaborative setting NEED: Practice preparing and delivering oral presentations

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  Building Relationships for UNLV Students’ Success

  Nathan M. Slife

  1-19-2017

  Racially diverse, first-generation students gain more from one key relationship with an instructor or administrator than from money spent on typical support services (Bensimon, 2007). Instructors can strive to build this relationship with their students by meeting one-on-one for 3-5 minutes outside of class.

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  Critical Service Learning

  Anna C. Smedly-Lopez

  1-19-2017

  Service Learning Initiative for Community Engagement in Sociology (SLICES) is a critical, research-focused, community-based, leadership and knowledge project. By engaging in Community Based Participatory Action Research Projects (CBPAR) students have an opportunity to work multiple semesters, if they choose, to develop research skills, serve in leadership roles, serve and collaborate with local organization, and engage in professional development.

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  Linking Information with Knowledge for Enhanced Learning

  Haroon Stephen

  1-19-2017

  Learning in classroom needs continuous engagement and triggering of curiosity. A non-stop delivery of information without context becomes “blah-blah-blah”. There is a need to create a link at every step of the way in learning.

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  The Las Vegas Wash: Student Real-world Site Involvement

  Erica S. Tietjen

  1-19-2017

  Students from all disciplines (not just Environmental Science) can gain experience with and appreciation of their local natural resources

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  Truthiness or Evidence-Based Reasoning? A Critical Thinking Exercise for the First Year Experience

  Diane Villa

  1-19-2017

  Barriers to Critical Thinking Biases Emotional reasoning (truthiness) Overuse of personal experience Small case studies

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  Approaching Intersections in the Classroom

  Shelly Volsche

  1-19-2017

  Most university professionals are accustomed to understanding diversity by demographics.

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  Learning Through Intradepartmental Scholarship In The History 251 Milestone

  Mary D. Wammack

  1-19-2017

  The History Department established HIST 251 in 1996 to supply students with the opportunity to acquire and develop the methodological skills and habits of critical thinking and analysis considered essential for student success.

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  UNLV's Best Teaching Practices Expo 2017

  Mary-Ann Winkelmes

  1-20-2017

  The first of its kind at UNLV, the Best Teaching Practices Expo highlights great ideas from UNLV's teaching community.