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Lessons from the Learners: What Undergraduate Students Say About Effective Teaching
No full textGain valuable insights from undergraduate students on what makes teaching truly effective. This session will highlight student perspectives on engagement, feedback, and instructional strategies, offering practical takeaways for enhancing teaching and learning experiences
A 30,000’ View of the Open Education Landscape
No full textThis webinar offers a high-level view of the textbook affordability landscape and the library’s role in this movement. It examines the differences among Open Educational Resources (OER), Library-Licensed Educational Resources (LER), and Zero Textbook Cost (ZTC) initiatives, and considers commercial responses such as automatic textbook billing programs. The session highlights how libraries support each model through curation, publishing, outreach, and faculty collaboration, and provides an overview of key organizations shaping open education and affordability, including SPARC, OEGlobal, and Creative Commons, along with mission-driven publishers like OpenStax and LibreTexts
Students’ Ability to Transfer Organic Chemistry Concepts to Metabolic Reactions
No full textBridging foundational knowledge learned in prerequisite courses like organic chemistry to higher-level courses like biochemistry represents a significant challenge in science education, often hindering deeper student understanding and future knowledge application. The purpose of this dissertation was to investigate students’ ability to transfer and apply their understanding of organic chemistry when reasoning through metabolic reaction problems often seen in biochemistry courses. The research questions guiding the project were two-fold:
Q1 What are the organic chemistry reaction concepts deemed foundational to understanding metabolism by experts in the field?
Q2 What is the student’s ability to transfer knowledge of organic chemistry reactions deemed foundational by experts to understanding metabolic reactions?
Phase one of this research (research question 1) focuses on identifying the organic chemistry concepts deemed essential for understanding metabolism. Initial work involved reviewing textbooks to determine common organic chemistry concepts used to explain metabolism based on the literature, followed by semi-structured interviews with experts which generated a preliminary concept list (N=15). This comprehensive list was then refined through a nationwide survey of experts, whose results were analyzed to focus specifically on organic chemistry reaction concepts (N=100). A 90% consensus threshold resulted in a final list including concepts such as hydrolysis, oxidation-reduction, hydration, isomerization, esterification/phosphorylation, and carboxylation/decarboxylation reactions.
Phase two (research question 2) involved the development and validation of an assessment tool designed to evaluate students’ ability to transfer their organic chemistry reaction knowledge to metabolic reactions. The assessment\u27s design was grounded in theoretical frameworks defining knowledge transfer, grading schemes, and assessment structure. Validity and reliability were established through construct validity measures, including response process interviews with novices (N=66) and content validation with experts (N=83). The finalized assessment was then administered to organic chemistry II students towards the end of the semester to evaluate their ability to transfer their organic chemistry knowledge to metabolic reactions (N=76). Analysis of student performance on this assessment provides insights into how students perceive information in new contexts paired with how they apply previously learned problem solving strategies to solve new problems. Students largely demonstrated context dependent thought—out of the six reactions evaluated, students failed to transfer their knowledge from organic chemistry in five of them. Problem solving strategies also differed between the two contexts. In the organic chemistry context, students utilized arrow-pushing mechanisms to explain their reasoning while reasoning strategies were largely abandoned in the metabolism context. This research contributes to the growing literature on organic chemistry and biochemistry pedagogy and strategies which may better facilitate student understanding and knowledge application
Teaching Strategies Clinical Educators Use to Develop Undergraduate Students’ Clinical Reasoning Skills
No full textThe purpose of this study was to describe the teaching strategies nurse educators used to develop students\u27 clinical judgment in the clinical education setting. A significant gap in clinical education has persisted for years with a need for evidence to guide teaching and learning that emphasizes clinical judgment. Concerns regarding underdeveloped clinical judgment skills in new graduate nurses have led to initiatives and research aimed to increase clinical judgment emphasis in nursing education. The following research questions guided this study:
Q1 What teaching strategies do clinical nurse educators use to develop students’ clinical reasoning and clinical judgment skills in the clinical education setting?
Q2 How do nurse educators implement teaching strategies used to develop students’ clinical reasoning and clinical judgment skills in the clinical education setting?
Q3 What challenges or barriers do nurse educators face when using teaching strategies to develop students’ clinical reasoning and clinical judgment skills in the clinical education setting?
Q4 What facilitates the use of teaching strategies to develop students’ clinical reasoning and clinical judgment skills in the clinical education setting?
The Braun and Clarke (2006, 2019a, 2019b) thematic reflexive analysis method was used to analyze data gathered from individual participant interviews completed via Zoom. Seventeen participants were recruited from pre-licensure nursing programs that integrated a clinical judgment model, had at least one year of experience teaching clinical, and identified teaching strategies they used to develop clinical judgment.
Seven main themes revealed teaching strategies clinical nurse educators used as well as implementation methods: Importance of Developing Students’ Clinical Judgment, A Shift in Clinical Education, Teaching Strategies Described, Thinking Deeply and Beyond the Surface, Providing Guidance and Support, What Impacts the Teaching Strategies, and Making a Difference. Participants shared descriptions of numerous teaching strategies, which are presented in the findings. The teaching strategies targeted all aspects of clinical judgment as described by the clinical judgment model (Tanner, 2006)
Veterans of Color at the Crossroads: Unraveling the Intersection of Military and Racial Identity when Receiving Mental Health Care from White Providers in the Current Sociopolitical Context
No full textThe purpose of this phenomenological study was to explore the lived experiences of post-9/11 veterans of color (VoCs) who have received mental health services from White mental health providers (WMHPs) within the current sociopolitical context. Specifically, this study addressed two research questions: (a) How do VoCs describe their experiences of receiving mental health care from White providers in the current sociopolitical environment? and (b) How can White mental health providers improve their understanding of the identities of VoCs to provide greater quality of care, to improve treatment retention, and ultimately help to achieve better mental health outcomes for VoCs? Twelve VoCs (5 female, 7 male) participated in semi-structured interviews exploring their perspectives on receiving mental health care from WMHPs in the current sociopolitical context. Participants were post-9/11 Veterans, a population in which over 2.75 million U.S. service members have been deployed during Operation Iraqi Freedom (OIF) and Operation Enduring Freedom (OEF). In this cohort of veterans, stigma and cultural factors, such as military stoicism, may impede these veterans from seeking out mental health care. It is also recognized in the mental health field that communities of color have historically received inferior mental health treatment. Due to their group membership as veterans as well as people of color, VoCs encounter unique challenges stemming from the intersection of these identities. Findings revealed two key themes in response to Research Question 1: (a) Cultural Responsiveness, Identity and Trust and (b) Sociopolitical Climate and Barriers to Care. In response to Research Question 2, two additional themes emerged: (a) Intersection of Culture and Military Identities and (b) Recommendations for Improving Mental Healthcare. These findings offered clinical insights for WMHPs seeking to provide more culturally sensitive and effective care for VoCs. This study contributed to the limited literature with VoCs and could underscore the need for mental health professionals to engage more deeply with the complex identities of the Veterans they serve
Interview with Current Professional Counseling Student: Luke Riley
No full textObtaining a master\u27s degree in counseling at the University of Northern Colorado (UNC) is no easy feat. Like all master’s programs, it demands a great deal of time and commitment. Additionally, with the esteemed Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation, UNC\u27s counseling program requires students to complete no less than 60 credit hours and 600 clinical internship hours beyond the practicum experience. Such a rigorous curriculum ensures that students receive extensive training, preparing them for the challenges of professional counseling. Beyond the classroom, this program requires tremendous introspection and reflection to further the professional and personal development of the student. While the journey is demanding, it is also rewarding, as Luke Riley, an up-and-coming graduate in the Counseling program, explained in an intervie
Teaching with AI Session 2: Advanced Uses
No full textThe session will cover more advanced ways to use AI with students, including creating custom agents and developing interactive content. We will also take a brief look at a few AI tools to explore further. Facilitated by Stephanie Ward, Teaching & Learning Librarian and CETL AI Teaching Coac
Where Is Dance In Education? Perspectives on the State of Dance in Independent Schools Across the Midwest and How One School Community Fits into the Larger Picture
No full textThe goal of this study was to examine the current state of dance education in independent K-12 schools in the Midwest region of the United States. The researcher developed four essential questions to guide the study:
Q1 Which schools had dance programming, and which schools did not have dance programming?
Q2 For the schools that had dance programming, what did the dance programs look like?
Q3 What factors influenced a school’s decision to include dance programming?
Q4 What factors influenced a school\u27s decision to exclude dance programming?
A regional study was conducted to understand the trends associated with current dance programming in independent K-12 schools in the Midwest. Additionally, a case study was conducted simultaneously at one of these independent schools to gain a deeper understanding of the perspectives of the entire school community. Sixty-seven school personnel from forty schools responded to an online survey as part of the regional study, while 155 participants, including thirty-nine school personnel, twenty-three parents, and ninety-three students, participated in surveys and interviews as part of the case study.
The results of the study revealed that dance programming was not present in the majority of the surveyed schools. Quantitative and qualitative analysis of the data revealed inconsistencies in the dance programs across the region, as well as inconsistencies in the perceptions of the programming. The data also suggested there was philosophical support for the inclusion of dance education in independent K-12 schools and a willingness and desire to advocate for dance. However, practical barriers, such as a lack of time in the schedule, stood in the way.
Although there was greater participation than expected across both studies, some limitations existed. Not all survey questions required a response to move forward, so some were skipped, resulting in less conclusive data. The questions themselves could also have limited the scope of the findings, as some areas of inquiry could have been overlooked. Additionally, the participants may have had preexisting inclinations to support dance or been unintentionally influenced by the researcher’s past relationship with the case study school.
The findings of the study indicated that members of independent school communities were open to incorporating dance into their curricular and extracurricular offerings. However, they were restricted by their limited awareness of the current state of dance in education and their limited access to dance research. Dance educators and scholars need to find a way to bring entire school communities to the table to discuss the benefits of dance education and give communities tools to advocate for dance. Furthermore, establishing more concrete dance curriculum standards could facilitate the integration of dance in schools.
Hearing multiple perspectives provided a more well-rounded understanding of the reasons for the current state of dance education and provided insights to better advocate for the inclusion of dance in independent schools in the future. This study aimed to accumulate new knowledge on dance in independent K-12 schools and contribute to the field of dance education research
Implementing CAS Standards: Best Practices for Student Affairs Professionals
No full textExplore best practices for implementing CAS (Council for the Advancement of Standards in Higher Education) standards to enhance student affairs programs and services. This session will provide practical strategies for using CAS standards to drive assessment, improve student support, and align with institutional goals
Closing the Loop: Using Assessment Data to Spark Improvement
No full textLearn how to leverage assessment data to drive continuous improvement and meaningful change. This session will explore practical strategies for interpreting results, making data-informed decisions, and implementing actions that enhance student learning and program effectiveness