DONNA HARP ZIEGENFUSS portrait
  • Librarian, Marriott Library
  • Librarian, Marriott Library
801-585-0542

Professional Organizations

  • International Federation of Library Associations and Institutions (IFLA). 04/2021 - present. Position : Member.
  • Library Organizations: ALA, ACRL, ULA. 11/13/2013 - present. Position : Member.
  • Educause/ELI. 07/16/2016 - present. Position : Member and ELI Conference Proposal Reviewer .
  • 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 disciplines, levels, and topics. I often teach outside of and beyond the traditional classroom context, and span formal and informal educational contexts. With relationship building as the core of my learner-centered teaching approach, I believe that learners and teachers 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, build a better understanding of 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 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 learning journey and uncover their own researcher identity.

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 my expertise in this area 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 an aim to establish relationships beyond the library that span departments, colleges, and campuses. Developing teaching 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 teaching and course design, assessment/evaluation, and qualitative research expertise.

 

Courses I Teach

  • MD LB 2010 - Intro to Research Techniques and Laboratory Skills
    This 2 credit undergraduate course (2014-2020) was designed to teach qualitative and quantitative research skills to a cohort of Health Science underrepresented students each spring as part of a 4-year learning community program. This course prepared students to conduction community-based research for their culminating program project. This course contained a library research component and an autoethnography qualitative research methods component. the second part of the course taught quantitative laboratory skills.
  • LEAP 1100 & 1101 - LEAP Librarian for Soc Sci and Exploration courses
    As the embedded LEAP librarian I have taught 10 library sessions across an academic year for 3 different LEAP sections in business, and the social sciences. Attached is an example of an alignment grid for the library 5-session objectives, assessment and teaching learning activities for a social science learning community course exploring GMOs.
  • ACRL - ACRL Library Online Course: Qualitative Research
    I designed and taught an ACRL-sponsored 6-week online course in Moodle: Using Strategies to Assess Library Services and Programs Qualitative Research. Project Lead and Instructor: Donna Ziegenfuss. 02/16/2015 - 03/25/2015.
  • ELP/ECS/EDPS 5000-6000-7000 - Graduate Courses: Library Research Guest Lecturer
    Library visiting lecturer for a variety of graduate Education Leadership & Policy (ELP), Education Culture & Society (ECS), Educational Psychology (EDPS) courses.
  • (ex. EDPS 2030, WRTG 2010, WRTG 3030) - Undergraduate Course Guest Lectures
    Library Instruction in undergraduate courses in writing, education, honors, etc.
  • (ex. SPED 6610, H GEN 6350, COMM 7360) - Graduate Qualitative Guest Lecturer
    I provide guest lectures on qualitative research methods and using NVivo qualitative software upon request across many colleges and disciplines.

Pedagogical Publications

  • Design and development of an accompanying 3-module Canvas Course with a 2023 book chapter in collaboration with Lorelei Rutledge: Rutledge, L. & Ziegenfuss, D. H. (2022). Teaching qualitative data analysis tools to enhance critical reading skills and explicitly connect reading to the research process. In H. G. Rempel & R. Hamelers (Eds.) Teaching Critical Reading Skills: Strategies for Academic Librarians, (pgs. 233-246). Book chapter available at: https://collections.lib.utah.edu/ark:/87278/s60sgx6d . Paper published, 06/03/2022.
    https://utah.instructure.com/courses/813122
  • Furse, C. & Ziegenfuss, D. H. (2021) HyFlex flipping: Combining in-person and on-line teaching for the flexible generation. In K. T. Selvan & K. F. Warnick (Ed.) Teaching electromagnetics innovative approaches and pedagogical strategies (Chapter 11). CRC Press. Paper published, 06/2021.
    https://www.taylorfrancis.com/books/edit/10.1201/9...
  • Ziegenfuss, D. H. & Furse, C (2021), Flipping the feedback: Formative assessment in a flipped freshman circuits class. Practical Assessment research and Evaluation (PARE) Journal. Published. Paper published, 03/2021.
    https://scholarworks.umass.edu/cgi/viewcontent.cgi...
  • Furse, C. & Ziegenfuss, D. H. (2020). A busy professor's guide to sanely flipping your classroom: Bringing active learning to your teaching practice. IEEE Antennas and Propagation Magazine (early access). 31-42. Article, Refereed Journal, Published, 02/14/2020. http://dx.doi.org/10.1109/MAP.2020.2969241. Paper published, 02/2020.
  • 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 published, 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, 11/09/2010.
  • 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 that resulted in a co-authored book chapter: Ziegenfuss, D. H. & Swartzmiller. K. (2020). Partnering to connect the dots: Using collaborative autoethnography to explore the transfer student experience. Book chapter accepted, printing in progress 10-2020. In N. Fawley, M. Robison & A. Marshall (Eds.). Transfer Student Success: Advancing Outcomes from the Library, Chicago, IL: ACRL Press in December 2020, published April 2021. Kayuanna Swartzmiller. 01/08/2018 - 04/20/2018
  • Mentor for CTLE Teaching Scholar Jonghee Kim, a social work graduate student that culminated in a co-presention at the CTLE Annual Teaching Symposium. Jonghee Kim. 01/12/2015 - 08/24/2015
  • MUSE Scholar Project:a mentoring and training of a sociology student in qualitative research methods. Paid MUSE research assistant. Cynthia Yocum. 09/01/2014 - 05/08/2015
  • Mentorship for Library Science MS student. Ashley Bassett. 06/24/2013 - 08/09/2013
  • Dana Duncan K12 Library Media Intern I assisted in teaching Dana about qualitative data collection and analysis for a survey project. Danna Duncan. 06/05/2013 - 06/30/2013
  • Mentored three College Education Education Leadership and Policy (ELP) program graduate interns interested in working in Higher Education while I was the Assistant Director of the Center of Teaching and Learning Excellence. Denise Brenes, Karlton Munn. 09/02/2009 - 12/03/2010

Teaching Projects

  • Open Pedagogy, OERs and Pressbooks Online Course Design. Project Lead: Donna Ziegenfuss. Collaborators: Jenn Gibbs, UEN. 02/2022 - 09/2022.
  • OER and Pressbooks Project. Project Lead: Donna Harp Ziegenfuss. Collaborators: Jennifer Gibbs UEN and other state institutions. state funding for state wide 5-year Pressbooks license for creating OERs 06/2021 - present.
  • Marriott Library Online One-Stop Canvas Resource. Project Lead: Donna Harp Ziegenfuss. Collaborators: Lorelei Rutledge, Alfred Mowdood, Tallie Casucci. None 05/2020 - present. Total Budget: $0.00.
  • Network of National Libraries of Medicine (NNLM) Data Roadmap Research and Resource. Project Lead: Donna Harp Ziegenfuss. Collaborators: John Bramble, Kiri Burcat. NIH - NNLM - MCR grant 01/01/2020 - 04/30/2021.
  • 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.
  • Invited 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 an Network of the National Library of Medicine (NNLM) online Moodle Course:Big Data in Healthcare course: Exploring Emerging Roles, Spring 2020

Taught through the Research Data Management Working Group at NNLM whihcl working as a Data Coordinator on a grant project 2 year.

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

  • Qualitative Research Methodology and Data Analysis Mentoring: I began work in 2020 working with the Department of Pediatrics that was interested in collecting interview data to evaluate a resident night call program and design more formal curriculum. I worked with Dr. Meghan O'Connor and her graduate assistants to design an interview protocol, and mentor in interviewing skills. I then mentored Dr. O'Connor and 2 other doctors in qualitative coding analysis of the interviews in Excel.  12/2020  -  04/2022
  • Each year, 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. Book project involving the NVivo graphics is in progress.  02/2018  -  03/19/2021
  • 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 small groups of graduate students on a variety of teaching and learning and library 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