Professional Organizations

  • Library Organizations: ALA, ACRL, ULA. 11/13/2013 - present. Position : Member.
  • Educause/ELI. 07/16/2016 - present. Position : Member.
  • American Medical Informatics Association (AMIA). 09/21/2017 - 12/31/2018. Position : Member and 2018 Educator Conference Committee Member.
  • American Society for Engineering Education (ASEE). 01/08/2018 - 12/31/2018. Position : Member.
  • Phi Kappa Phi. 03/23/2007 - present. Position : Member.
  • Kappa Delta Pi . 03/15/2004 - 12/31/2018. Position : Member.

Teaching Philosophy

As a library faculty member, my role as a teacher and mentor is quite different from a traditional departmental teaching role. I work with both students and teachers across a variety of levels, disciplines, and topics. I often teach outside of and beyond the traditional classroom context, and span formal and informal educational boundaries. With relationship building as the core of my learner-centered teaching approach, I believe that teachers and learners learn from each other and must share in the teaching and learning responsibilities. My focus, no matter what I am teaching, is to develop connections with learners, better understand learning bottlenecks and motivations, engage learners in the process of ‘doing’ while learning, and guide learners as they construct their own meaning. I share my passions and past learning experiences to model how learners can connect to their passions, and I strive to establish trust and a level of comfort so that the learning space becomes an engaged community of practice.

I see myself as a teacher-scholar and I ground my teaching practice in The Scholarship of Teaching and Learning (SoTL). Sometimes it is hard to see where my teaching practice ends and my scholarly research begins because I use evidence from my classroom and teaching to improve my practice. For example, data I have collected in my library research classes, demonstrate that students (both at the graduate and undergraduate levels) express anxiety about doing research. Undergraduate students reported that they want to learn how to be effective and efficient researchers, but in many cases do not know where or how to start. Therefore, I have re-framed my instruction around how to do research, or rather the process of research, instead of just teaching about library databases and resources. I use a mix of formal and informal instructional methods, integrate hands-on practice and active learning, and provide opportunities for reflection and peer learning. In teaching the research process and library skills development, my outcomes are to engage learners in the scholarly process, embolden the beginning curious learners, as well as, emerging scholars to develop those lifelong research skills they will need to support their journey and uncover their own researcher identity.

In an undergraduate qualitative research course for health science students, MDLB 2010, I use a flipped-classroom approach. They watch video lectures or read qualitative research articles before class, so that when they come to class, they spend time ‘being’ a qualitative researcher. I believe that using this authentic approach in the classroom helps students apply what they are learning. I rely on formative assessment and low stakes scaffolded assignments to make learning visible and help learners monitor their own progress, as well as, provide feedback for me on how to improve my teaching. I include reflection assignments across the semester so students have an explicit opportunity to reflect on what they are learning and make connections to their own personal experiences and goals. I am presenting my teaching approach used in this undergraduate qualitative research course at the International Symposium on Autoethnography and Narrative Research (ISAN) in January 2021.

Before moving into the library in 2011, I designed and taught a variety of CTLE graduate courses focused on instructional design and teaching and learning in higher education. Now as a teacher-librarian, I continue to share this expertise and often collaborate with librarians and faculty who are designing and teaching their own courses, or partner with them to embed library research content into a variety of courses. I search out avenues to collaborate and aim to establish relationships beyond the library that span departments, colleges, and campuses. Developing partnerships with colleagues, such as Research Education, to design and teach a hybrid/asynchronous training program for their instructors, has helped me improve my teaching craft. For me, teaching collaborations have morphed into grant collaborations and provided new opportunities for sharing my assessment, evaluation, and qualitative research expertise.

Combining a relationship-based community of practice approach to teaching, with a reflective teacher-scholar framework provides opportunities for me to grow as a teacher, adapt to challenges and changes, and embeds me in a variety of learning contexts. In this time of COVID-19, my teaching practice has taken on new meaning. Some practice gaps have been exposed; but so has the value placed on my flexibility and the scope of my teaching experience. For example, it has identified new opportun-ities for teaching, such as teaching in the UROP program for students struggling to do remote research or qualitative research online. As Alexander Graham Bell once said, “When one door closes, another opens”. Using this optimistic lens integrated with my teaching philosophy has served me very well.

 

Courses I Teach

  • Education 6000 and 7000 courses - Education librarian for graduate courses
    Library visiting lecturer for a variety of graduate ELP classes.
  • EDPS 2000 and 3000 level courses - Education Psychology Librarian
    Library Instruction in EDPS multiple sections of ED PS, ELP, and ECS courses
  • LEAP 1100 & 1101 - LEAP Librarian for Soc Sci and Exploration courses
    As the embedded LEAP librarian I teach 10 library sessions across an academic year for 3 different LEAP sections
  • ACRL - ACRL Library Online Course: Qualitative Research
    I designed and taught an ACRL-sponsored 6-week online course: Using Strategies to Assess Library Services and Programs Qualitative Research. Project Lead: Donna Ziegenfuss. 02/16/2015 - 03/25/2015.

Pedagogical Publications

  • Ziegenfuss, D. H. (2019). Adding value: Off-roading to rethink the needs of graduate student emerging scholars. 2109 LOEX Conference Proceedings. Article, Refereed Conference Proceedings, Paper presented 5/10/2019. Paper in progress, 05/10/2019.
  • Ziegenfuss, D. H. & Furse, C. (2018, June). Student-centered and teacher-friendly formative assessment in engineering. Paper presentation for the 2018 American Society for Engineering Education (ASEE) Annual Conference and Exposition, Salt Lake City, UT, June 24-27, 2018 and published in ASEE Conference Proceedings at: . Paper published, 06/2018.
    https://www.asee.org/public/conferences/106/papers...
  • Ziegenfuss, D. H. (2018, February 26). Using Metacognitive Reflection to Develop Awareness and Confidence in Undergraduate Qualitative Researchers: A Grounded Theory Approach. Paper presented at the Ethnographic and Qualitative Research Conference (EQRC), Las Vegas, NV on February 25-27, 2018. Presentation accepted, 02/26/2018.
  • Ziegenfuss, D. H. (2016). Closing the loop: Building synergy for learning through a professional development MOOC about flipped teaching. Current Issues in Emerging eLearning, 3(1), 103-124, article 7. Available at: http://scholarworks.umb.edu/ciee/vol3/iss1/7 . Paper published, 04/28/2016.
    http://scholarworks.umb.edu/ciee/vol3/iss1/7
  • Ziegenfuss, D. H. & Furse, C. (2015). Co-flipped teaching: Experiences sharing the flipped classroom. 2015 IEEE International Symposium on Antennas and Propagation and USNC-URSI National Radio Science Meeting in Vancouver, BC, July 19-25, 2015. Peer-reviewed Article . Presentation published, 07/21/2015.
    http://dx.doi.org/10.1109/APS.2015.7304901
  • Lemire, S. & Ziegenfuss, D. H. (2015). A must-have instructional design strategy for your pedagogical and teaching toolbox. Presentation at the LOEX Conference in Denver Colorado – May 1, 2015 Presentation about using Backward Design for library instruction. Presentation accepted, 05/01/2015.
  • Ostafin, A. & Ziegenfuss D. H. (2010). Teaching nanobiotechnology. Peer-reviewed presentation at the annual AIChE meeting in Salt Lake City, UT on November 9, 2010. Presentation accepted, 11/09/2011.
  • Madigosky, S., Grant, B. W.; & Ziegenfuss, D. H. (2008). The effects of student attitudes toward environmental issues as a function of teaching strategies: A hands-on and minds-on approach. Paper presentation at the 8th Annual Conference on Pedagogy, Technology & Course Redesign VIII, June 4-6 2008, Fairfield University, Fairfield, CT. Presentation published, 06/05/2008.
  • Martin, A., Dr. Castaldo, A., McHenry, N. & Ziegenfuss, D. H. (2008). Hearing student voices: Employing student learning assistants to improve teaching. Peer-reviewed presentation at The Lilly East Conference on College and University Teaching and Learning, University of Delaware, April 17, 2008. Co-presented with 3 students (Ms. Michelle Danner, Ms. Kaitlin Gerhart, Ms. Suanne Hopper). Presentation accepted, 04/17/2008.

Student Projects

  • Mentor for MUSE Internship Transfer Student Project. Kayuanna Swartzmiller. 01/08/2018 - 04/20/2018

Teaching Projects

  • Invited Pre-conference Workshop: Cool Creative Communications: Dazzling Data Visualization in Tableau for the Annual MC Medical Library Association Conference. Project Lead: Donna Harp Ziegenfuss. 10/13/2019 - 10/13/2019.
  • Invited Workshop Facilitator at UNLV for a 2 day symposium: Framework and learning design: How to outline online courses. Project Lead: Ziegenfuss, D. H. Collaborators: UNLV (Mohamed B. Trabia and Susan S. VanBeuge). NSF 04/06/2018 - 04/07/2018.
  • Engaging students in the STEM classroom: A 3-day workshop on teaching at SUU. Project Lead: Matthew Roberts. Collaborators: Donna Ziegenfuss, Clifton Farnesworth. 05/09/2016 - 05/11/2016. Total Budget: $0.00.
  • Natural History Museum of Utah ResearchQuest K-12 Teacher Training. Project Lead: Madlyn Runberg, NHMU. 10/12/2015 - 11/20/2015.
  • Student Comfort Levels Related to Conducting Library Research. Project Lead: Ziegenfuss, D. H. 09/2015 - 12/2018.
  • Librarian Teaching and the Library Teaching Guidelines. Project Lead: Donna Ziegenfuss. 01/12/2015 - 12/03/2015.
  • Collaborative Research: Training Teachers for the Flipped Hybrid Classroom MOOC. Project Lead: Cynthia Furse. NSF TUES Grant: 1245904 10/01/2013 - 09/30/2016.

Past Courses I have Taught

University of Utah, Salt Lake City Utah

Co-Instructor for a University of Utah MOOC, Spring 2015

Teaching Flipped, co-taught with Dr. Cynthia Furse, College of Engineering, on Canvas.net

Co-Instructor for a University of Utah MOOC, Fall 2014

Teaching Flipped, co-taught with Dr. Cynthia Furse, College of Engineering, on Canvas.net

Co-Instructor for a University of Utah MOOC, Spring 2013

Creating a Quality Online Course, co-taught with Qin Li (TLT) on Canvas.net

Associate Instructor for Health Science Center Course Spring 2013

UUHSC2400-001 - Introduction to Qualitative Research for Health Sciences LEAP students (SP 2013)

MDLB 2010 - Introduction to Research Techniques and Laboratory Skills (SP 2014)

Associate Instructor for Undergraduate Studies 7/08 – 8/11.

CTLE6000 – Teaching and Learning in Higher Education

CTLE6510 – Cyber Pedagogy (Teaching and Learning Online)

CTLE6590 – Directed Readings in Higher Education

CTLE6520 – Advanced Cyber Pedagogy

 

Widener University, Chester, PA

Adjunct Professor 7/04 to 12/07

PT915 - Instructional Technology

       TED530 - Instructional Design and Technology

       ED505 - Alternative Educational Models

       ED793 – Teaching and Learning in Higher Education (course co-designer)

 

Chestnut Hill College, Philadelphia, PA

Adjunct Professor 1/03 to 5/06

GRIT699 - Graphic Imaging for Multimedia Design

GRIT734 - Visual Literacy

Small Group Teaching

  • Each semester, I met with graduate students of Dr. Erika George to teach NVivo software. Students were helping Dr. George conduct qualitative research related to the corporate responsibility text on corporate documents.   02/2018  -  10/2018
  • Series of three small group Bioinformatics faculty seminars to help prepare them to teach online. Topics were Online Course design, Active Learning Strategies, and Assessment.  10/20/2017  -  11/27/2017
  • Invited facilitator for a small group of College of Fine Arts faculty titled: Making a case: How to do a literature Review for a Grant Proposal.  11/18/2016  -  11/18/2016
  • Flipped Teaching seminar for Biomedical Informatics faculty and graduate students working on hybrid course designs with Dr. Cynthia Furse.  09/01/2016  -  09/01/2016
  • Invited presentation and keynote for an Instructional Designer Regional Seminar on Library & OERs to Enhance the Online Learning Experience.   08/04/2016  -  08/04/2016
  • CTLE Annual Teaching Symposium Every year I contribute at least one teaching and learning session at the Annual CTLE Teaching Symposium. I find these small sessions as a wonderful opportunity to connect with graduate students on a variety of teaching and learning topics.  08/12/2013  -  present
  • NVivo and Research Strategy Instruction I teach a lot of small group instruction sessions on NVivo and doing qualitative research. I mentor graduate students and conduct small group sessions for faculty on evaluation, assessment and research practice.  10/03/2011  -  present