OAsis: UNLV's Repository for Research, Scholarship, and Creative Activity
Not a member yet
24968 research outputs found
Sort by
The Return on Investment (ROI) for Higher Education in Nevada, 2021-2022
No full textThis fact sheet presents 2021-2022 data on the return on investment (ROI) of six public higher education institutions in Nevada. The data are sourced from the Georgetown University Center on Education and the Workforce’s “Ranking 4,600 Colleges by ROI” data tool, which provides standardized ROI estimates across institutions and degree levels nationwide. This fact sheet includes data for the following six public higher education institutions in Nevada that predominantly grant bachelor’s and associate’s degrees: University of Nevada, Reno; University of Nevada, Las Vegas; Nevada State College; Truckee Meadows Community College; Western Nevada College; and College of Southern Nevada
Emerging Perspectives Regarding the Implementation of Lecturer Professionalization at Selected TVET Colleges in Gauteng Province, South Africa
No full textThis study explored the challenges impeding the implementation of lecturer professionalisation at selected public Technical and Vocational Education and Training (TVET) colleges in Gauteng Province, South Africa. A qualitative research approach was followed, and a case study research design was adopted. Fifteen (15) participants were selected from five colleges through a purposive sampling technique. Semi-structured interviews were used to collect data, which was analysed through thematic analysis on Atlas.ti. This study found that lecturer professionalisation faced personal, institutional, and systemic challenges, namely, a professional identity crisis, lack of management support, lack of pedagogical knowledge, lack of self-directedness, negative public perception, and inadequate professional ethics. This study highlights the need for South African TVET leadership to expedite lecturers’ professional development to ensure that lecturers function optimally and contribute to institutional, sectoral, and national development imperatives
The Blood Moon
No full textWhat turns someone into a monster? Is it their nature—or what the world has taken from them? These are the questions at the heart of The Blood Moon, a short story that reimagines the origin of the werewolf myth through a tragic lens. Created for an upper-division honors course titled Monsters and Monstrosity, this project draws from literary research, folklore, and cultural analysis to examine how trauma, grief, and unresolved hatred can transform even the most innocent among us.
Set in a mythic past, The Blood Moon follows Warrei, a young, wolf-like creature known as a Wolven, who loses everything in a violent human attack. Consumed by vengeance, he transforms—physically and emotionally—into a being feared by the very people who made him this way. His final actions and words, misinterpreted by terrified survivors, give birth to the legend of the “werewolf.” Blending horror, empathy, and mythology, this story challenges readers to reconsider what makes a monster and who gets to define that term.
By humanizing the “beast,” The Blood Moon asks us to reflect on cycles of violence and the cost of unchecked hatred—not just for the world we live in, but for the futures we might lose when we fail to let go of our pain
Enhancing Engagement and Accessibility With AI, Dynamic Camera, & Multi-Device Integration
No full textOne of the biggest challenges in both in-person and remote learning is maintaining student engagement. Traditional lecture recording setups rely on static cameras, keeping the instructor locked in one position. However, research shows that students are more engaged when instructors move naturally throughout the room, using gestures, proximity, and dynamic body language to reinforce key concepts. Our solution integrates the Insta360 Link AI-powered facial tracking camera, which autonomously follows the instructor\u27s movement across the classroom. This allows for a more natural, interactive teaching experience where students remain visually and cognitively engaged. Paired with a Laptop for presentations, an iPad Pro and Apple Pencil Pro as an interactive whiteboard, along with the YoloBox Ultra streaming system, this setup creates a dynamic, high-quality learning environment where students—whether in class or remote—feel more connected to the instructor. This approach enhances focus, retention, and participation, making it far more effective than static recordings.https://oasis.library.unlv.edu/btp_expo/1205/thumbnail.jp
Using Game-based Learning as an Active Learning Technique in Nursing Education Classes
No full textIn nursing education it is essential to prepare the students for complex clinical settings. The use of active learning activities such as game-based learning combines nursing content with gaming to increase engagement, knowledge retention, and critical thinking. This poster presentation shares information on game-based learning, how to use it, where to gather more information on the topic, and resources to implement game-based learning in the classroom. Game-based learning offers students an engaging and active way to learn in not just nursing education but all areas of education. Game-based learning is a strong activity that promotes deeper learning in both didactic and clinical settings.https://oasis.library.unlv.edu/btp_expo/1210/thumbnail.jp
Using a Fourth-Generation Behavioral Theory To Develop Competencies in Doctoral Public Health Students About the Application of Theory-Based Intervention Planning
No full textAsynchronous teaching is gaining popularity all over the world and at UNLV. In asynchronous teaching, both pedagogical robustness and the building of content expertise, especially for doctoral scholars, are mandatory. Since 2021, I have taught Advanced Applications of Social and Behavioral Theories (HED 762-1001) to public health students aiming to develop concentration-specific competencies set by the Council on Education for Public Health (CEPH). The specific teaching techniques employed by me entail (a) the use of the fourth-generation multi-theory model (MTM) of health behavior change to motivate students not only to acquire knowledge and skills but also lead them toward behavioral incorporation; (b) pedagogical features for delivery as an asynchronous course with the organization in Canvas, recording all lectures beforehand in Panopto, incorporating case studies, interspersing optional live synchronous web meetings, and having skill-building activities in each weekly module aiding in flexibility to the scholars to pursue the course at their pace while still being structured; and (c) mastery of the content through participatory dialogue, building behavioral confidence, social support, and other constructs of MTM to develop requisite competencies. The course has been received very well by the students, with the mean course rating over the three years for the course on semester-end evaluation being 4.88/5.00, the instructor being 4.87/5.00, and overall being 4.88/5.00. The students apply the assignments developed in the course to publications, presentations, dissertations, and real-world settings. Instructors can reify multi-theory model (MTM) constructs and adopt some of the pedagogical features utilized in this course to their courses.https://oasis.library.unlv.edu/btp_expo/1203/thumbnail.jp
Cultural Capital Skill Development in Undergraduate Kinesiology Curriculum
No full textTopics in Exercise Science and Kinesiology Volume 6: Issue 1, Article 2, 2025. Specialization within Kinesiology and related fields over the past 20 years has led to the prioritization of technical skill development. This specialization leaves limited availability of resources for the development of Cultural Capital (CC) skills in undergraduate kinesiology and kinesiology-related curricula. The purpose of this study was to examine how seven Experiential Learning Activities (ELAs) influence CC skill development in an undergraduate kinesiology practicum course. An interpretive qualitative action research design was applied to investigate five senior undergraduate kinesiology students’ experiences. The study concluded: (a) six of the seven ELAs improved CC skills specific to kinesiology-related professions (KRPs) including adaptable communication, active listening, interpersonal relationship skills, confidence, and self-awareness in all five participants; (b) reviewed literature confirms said skills are regarded as valuable CC skills in KRPs. Therefore, the use of ELAs should be considered as a tool to help prepare students for professional opportunities and success; (c) due to the value placed on CC skills in KRPs, the ELAs have utility in kinesiology curriculum. Based on these conclusions, five recommendations are made in the areas of practice, future research, and theory: (a) Courses focusing on kinesiology-related experiences such as internships and practicums may not solely lead to CC skill development and should; therefore consider the inclusion of ELAs to further foster such development; (b) the inclusion of mentors and consistent access to kinesiology-related professionals can provide helpful guidance throughout such activities; (c) future researchers should consider examining the same or similar ELAs in kinesiology-related courses with larger enrollment sizes; (d) kinesiology-related educators may consider only using a select number of the ELAs instead of all seven; (e) this action research should be replicated using the CC framework in different kinesiology-related settings such as physical therapy, and/or athletic training environment
Examining Factors Affecting Consumers’ Daily Fantasy Sports and Sports Betting Participation: Comparing Motivation and Perception of Skill Versus Luck
No full textWith the Supreme Court lifting the federal ban on sports betting, dominant Daily Fantasy Sports (DFS) operators including DraftKings and FanDuel have entered the sports gambling market and operate in legalized states in the United States. These providers of both DFS and sports betting are making efforts to better understand the characteristics of both DFS and sports betting consumers and develop effective marketing strategies to target each consumer segment. This research investigates the differences in motivation to participate and perception of skill vs. luck between DFS and sports betting participants. 934 adults (sports betting = 434, DFS = 500) were recruited from CloudResearch. The results from this study indicate that DFS and sports betting participants exhibited differences in their level of motivation with respect to entertainment and social interaction whereas they did not differ in terms of the motivation for financial gain and perception of skill vs. luck. The findings from this research provide meaningful insights that DFS and sports betting participants may be regarded as two independent consumer segments
Men Not at Work in Mountain West States, 2024
No full textThis fact sheet presents December 2024 data on male labor force participation in the five Mountain West states of Arizona, Colorado, Nevada, New Mexico, and Utah. The “Men at work: Trends and metrics” report published by the American Institute for Boys and Men (AIBM) provides data on the percentages and numbers of men not in the labor force and divides them into different categories. This fact sheet focuses on the total male population aged 25- 54 not in the labor force due to disability, retirement, or other reasons
The Perceptions and Receptiveness to Responsible Gambling by College Men who Sports Bet: A Focus Group Study
No full textResponsible Gambling (RG) includes prevention messages aimed at mitigating harms. Research examining the experiences of college students who sports bet is lacking, hindering efforts to tailor messaging to college students. This qualitative study explored how college men who sports bet perceive and respond to existing RG messages, gathering their feedback on the characteristics of messages they find effective. Online focus groups were conducted with college men who sports bet (N = 12) using a semi-structured interview guide. The discussions were recorded, transcribed, and analyzed using an open coding Thematic Analysis approach. Codes were independently identified and analyzed resulting in 12 sub-themes that were consolidated into 4 primary themes. Themes included 1) stakeholder perspectives on RG such as their conceptualization of RG, 2) acknowledgment of RG including their awareness of RG, 3) reproval of operator practices and RG messaging through their negative perceptions and insufficient sentiments of existing RG, and 4) desired RG messaging improvements including through personalized feedback. The findings provide valuable insights into the views of college men who sports bet regarding RG messages, offering guidance for developing more effective and tailored RG strategies for this demographic