Proactive Plagiarism Education: System Analysis in Higher Education

The Academic Research and Writing Strategies module is a nine hour lesson designed to introduce processes for information and research discovery, critical thinking, academic integrity, academic writing support, and communication support. The outcomes of this tool are to improve the student learning through flipped instruction, increase visitation of academic support services, and deliver an instructional design module suited for both synchronous and asynchronous learners.

Underrepresented Student Perception of Success in STEM Fields

In a round table discussion, we propose sharing the results of a pilot study we conducted in summer 2021, where we surveyed college students in STEM courses and identified gaps among underrepresented students.

Intersectionality of teaching complex problems in higher education using game based and problem based learning approaches

This study looks at how higher education students approach learning new, complex problems and their perceived ability to make interdisciplinary connections and transfer learned skills in one discipline to another course or complex problem.

Digital Fluency in the Classroom: Recognizing Informal Digital Literacies of Young Adults

This study explores whether there is a relationship between the age of a learner and overall digital literacy.

Interdisciplinary Blended Instruction for Academic Research and Writing Strategies

The Academic Research and Writing Strategies module offers a blended instructional model by asynchronously addressing the needs of instructional faculty to provide orientation to learning support services and supported by in person discussion and application of knowledge.

Future Directions for Digital Literacy: Fluency using Cognitive Flexibility Research: A Review of Selected Digital Literacy Paradigms and Theoretical Frameworks

As learners engage, test, and apply new subject knowledge, they often expend their cognitive capacity on the technological tools designed to capture their learning progress and outcomes. The energy and attention spent on these tools reduces their capacity to engage deeply with new learning concepts. Digital literacy skills require both cognitive and technical skills to develop a learner’s ability to locate, use, and communicate information. This research explores the value of developing digital literacy to improve learners’ cognitive flexibility by decreasing technological cognitive load and increasing learning fluency. The findings highlight the need for establishing scaffolded digital literacy skills and digital tool selection, and expand college readiness requirements to include digital literacy as a prerequisite skill for learners.

Appropriate Technology Tool Selection Through Digital Taxonomy

As potential solution to inappropriate selection and usage of technology in accomplishing the established learning objectives, this paper proposes a technology taxonomy that would map to Bloom's Digital taxonomy enabling teachers to find the right digital tool for teaching would be an educational tool that can be utilized across disciplines.

Students’ Perceived Educational Technology Tools Understanding and Usage

This study aims to better understand college student perceptions of technology by surveying frequency of technology use and attitude toward technology.

Systematic Literature Review of Digital Literacies

The purpose of this paper is to examine the evolution of critical digital literacy skills for first-time-in-college (FTIC) and transfer undergraduate students in higher education and how these skills help learners interact with educational technologies for academic and career success.

Retooling plagiarism instruction using digital instructional design methods

The Academic Integrity and Writing Support module addresses the needs of instructional faculty for asynchronously teaching learning support orientation to services while also serving as a proactive teaching tool for combating a rapid rise in plagiarism.