Faculty Profile

Michelle Farabough

Title
Teaching Fellow
Department
Biological Sciences
College
College of Science

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of North Texas, 2015. 
Major: Interdisciplinary Information Science
PhD, University of Oklahoma, 2012. 
Major: Health Communication
MS, University of Oklahoma, 2008. 
Major: Knowledge Management
BA, University of Oklahoma, 1988. 
Major: Journalism and Mass Communication





          

        
                

          
Current Scheduled Teaching*


          
No current or future courses scheduled.


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    BIOL 4005.001, Contemporary Topics in Biology, Spring 2021 Syllabus SPOT
                    

                    BIOL 4005.002, Contemporary Topics in Biology, Fall 2020 Syllabus SPOT
                    

                    INFO 5347.001, Digital Citizenship, Fall 2020 Syllabus SPOT
                    

                    INFO 5347.005, Digital Citizenship, Fall 2020 Syllabus SPOT
                    

                    BIOL 4005.001, Contemporary Topics in Biology, Spring 2020 Syllabus
                    

                    BIOL 4005.002, Contemporary Topics in Biology, Fall 2019 Syllabus SPOT
                    

                    INFO 5347.001, Digital Citizenship, Fall 2019  SPOT
                    

                    INFO 5347.005, Digital Citizenship, Fall 2019  SPOT
                    

                    BIOL 4005.001, Contemporary Topics in Biology, Spring 2019 Syllabus SPOT
                    

                    BIOL 4005.002, Contemporary Topics in Biology, Fall 2018 Syllabus SPOT
                    

                    BIOL 4005.001, Contemporary Topics in Biology, Spring 2018 Syllabus SPOT
                    

                    BIOL 4005.002, Contemporary Topics in Biology, Fall 2017 Syllabus SPOT
                    

                    INFO 5001.001, School Librarianship, Summer 10W 2017  SPOT
                    

                    BIOL 4005.001, Contemporary Topics in Biology, Spring 2017 Syllabus SPOT
                    

                    BIOL 4005.002, Contemporary Topics in Biology, Fall 2016 Syllabus SPOT
                    

                    BIOL 4005.001, Contemporary Topics in Biology, Spring 2016 Syllabus SPOT
                    

                    BIOL 4005.002, Contemporary Topics in Biology, Fall 2015  SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Abstracts and Proceedings
Smith, D. L., Schultz-Jones, B. A., Farabough, M., Parcha, H.  (2018). The technology information-seeking behaviors of school librarians. 55(1), 896-897.  Silver Spring, Maryland: Association for Information Science & Technology. https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/pra2.2018.14505501165
Book
Farabough, M.  (2006). 
Conference Proceeding
Schultz-Jones, B. A., Farabough, M., Ledbetter, C. E. (2018). Use of Systematic Search and Review to Examine School Library Learning Environment Concepts. 8.  Chania: International Society for the Advancement of Science and Technology. 
Schultz-Jones, B. A., Smith, D. L., Farabough, M., Jeffers, R.  (2017). Distance learning instructional design: Assessing professional competence with Miller’s Pyramid..  Waynesville, NC: AACE E-Learn Conference. https://www.learntechlib.org/p/181217/
Farabough, M.  (2015). 
Schultz-Jones, B. A., Farabough, M., Hoyt, R.  (2015). Towards consensus on the school library learning environment: A systematic review..  Maastricht: International Association of School Librarianship. https://iasl-online.org/2015-Conference-Proceedings
Journal Article
Schultz-Jones, B., Farabough, M., Ledbetter, C. E. (2018). Use of systematic search and review to examine school library learning environment concepts.. Other. 7(3), 441-455. http://www.qqml-journal.net/index.php/qqml/issue/view/29
Schultz-Jones, B. A., Smith, D. L., Farabough, M., Milburn, S.  (2018). Professional standards: A framework for distance learning instructional design.. School Libraries Worldwide. 24(1), 29-44.  Florida: International Association of School Librarianship. https://iasl-online.org/publications/slw/index.html
Farabough, M.  (2012). 
Farabough, M.  (2012). 
Farabough, M.  (2011). 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   	
		
		
	  

	

	

	
	

  
  
  

  	

		

		,  
			
				

					
					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
      • 
					
    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
      • 
				
    
			
    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
    • 
		

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