Student Organization Email Addresses

As a note, scroll left/right to fully view the table below.

#Student Org Email AddressStudent Receiving AccessStudent’s Email AddressStudent Org Position
1BLSA@law.pepperdine.eduAnita Marksanita.marks@pepperdine.eduPresident
2ChristianLegalSociety@law.pepperdine.eduReed Bartleyreed.bartley@pepperdine.eduPresident
3DRS@law.pepperdine.eduAusten Thompsonausten.thompson@pepperdine.eduPresident
5SELS@law.pepperdine.eduKendall Deranekkendall.deranek@pepperdine.eduPresident
6HealthLawSociety@law.pepperdine.eduHayden Tavodahayden.tavoda@pepperdine.eduPresident
7HonorBoard@law.pepperdine.eduAlexandra Boutellealexandra.boutelle@pepperdine.eduCo-Chair
8LawReview@law.pepperdine.eduZachary Carstenszachary.carstens@pepperdine.eduEIC
9NAALJ@law.pepperdine.eduZach Remijaszachary.remijas@pepperdine.eduEIC
10SpanishConversationClub@law.pepperdine.eduRebecca Vothrebecca.voth@pepperdine.eduPresident
11FirstGeneration@law.pepperdine.eduEquiana Brownequiana.brown@pepperdine.eduPresident
12VLS@law.pepperdine.eduJoseph Castrojosephdominic.castro@pepperdine.eduPresident
13MootCourtBoard@law.pepperdine.eduEquiana Brownequiana.brown@pepperdine.eduChair
14InternationalLawSociety@law.pepperdine.eduKarin Langkarin.lang@pepperdine.eduPresident
15NLG@law.pepperdine.eduCooper McHattoncooper.mchatton@pepperdine.eduPresident
16fedsoc@law.pepperdine.eduCatherine Urbanekcatherine.urbanek@pepperdine.eduPresident
17PDSA@law.pepperdine.eduTimothy LeDuctimothy.leduc@pepperdine.eduCo-President
18CriminalLawSociety@law.pepperdine.eduGabriel Arredondogabriel.arredondo@pepperdine.eduPresident
19OUTLaw@law.pepperdine.eduRoxanne Swedelsonroxanne.swedelson@pepperdine.eduPresident
20NLLSA@law.pepperdine.eduKarla Youngkarla.young@pepperdine.eduPresident
21PhiDeltaPhi@law.pepperdine.eduEmma Sholderemma.sholder@pepperdine.eduMagister
22JRCLS@law.pepperdine.eduAusten Thompsonausten.thompson@pepperdine.eduPresident
23EnvironmentalLawSociety@law.pepperdine.eduBryce Wallgardbryce.wallgard@pepperdine.eduPresident
24SBA@law.pepperdine.eduSophie Sarchetsophie.sarchet@pepperdine.eduPresident
25MLC@law.pepperdine.eduThurgood Wynnthurgood.wynn@pepperdine.eduPresident
26TrialTeam@law.pepperdine.eduStolle Voigtstolle.voigt@pepperdine.eduPresident
27APIL@law.pepperdine.eduAlex Boutellealexandra.boutelle@pepperdine.eduPresident
28ABARepresentative@law.pepperdine.eduAllison Hillallison.j.hill@pepperdine.eduABA Student Representative
29ConsumerLawSociety@law.pepperdine.eduMathew RezvaniMathew.Rezvani@Pepperdine.eduPresident
30DRLJ@law.pepperdine.eduAmy Jichaamy.jicha@pepperdine.eduEditor in Chief
31IJM@law.pepperdine.eduAshley Koosashley.koos@pepperdine.eduCo-President
32IranianLawStudentAssociation@law.pepperdine.eduOra Zarnegarora.zarnegar@pepperdine.eduPresident
33JewishLawStudentAssociation@law.pepperdine.eduGabriel Eissakhariangabriel.eissakharian@pepperdine.eduPresident
34JBEL@law.pepperdine.eduTroy Kramertroy.kramer@pepperdine.eduEditor in Chief
35MootCourtTeam@law.pepperdine.eduEmma Sholderemma.sholder@pepperdine.eduCo-Chair
36PalmerCenterStudentBoard@law.pepperdine.eduAshley Jonesashley.j.jones@pepperdine.eduChair
37StudentMentorProgram@law.pepperdine.eduKelly Shea Delvackelly.shea@pepperdine.eduPresident
38VideoGameLawSociety@law.pepperdine.eduJustin Hungjustin.hung@pepperdine.eduPresident
39WLA@law.pepperdine.eduJaimie Harrakajaimie.harraka@pepperdine.eduPresident

Email Tips for Student Organization Leaders

With the new school year around the corner and the recent notice of student organizations’ email addresses now being live, there are two main email tips student leaders should know.

As a student leader, you will likely want to auto-forward emails to the rest of your student organization’s leadership team using filters in gmail, as well as send emails from your student organization’s email address rather than your personal email address.

Below, please find two headlines that will hyperlink you to informational Google Docs with step-by-step instructions.

Sending Emails from a Different Address

Auto-Forward Emails with Filters

For a list of student organizations and their corresponding emails, please click here.


Zoom and 2U Error Update: What to Do When You Can’t Log In

There have been numerous instances in which a faculty member is not able to properly access their Zoom account and receives an error notice, or gets redirected to

While Zoom accounts are meant to be linked to an email designed as “,” for faculty who teach in the 2PEP platform and “” for instructors who teach regular on-ground courses, these accounts are getting mixed up.

Evidently, random faculty accounts that have been mixed seem to have restrictions on their settings they otherwise would not have with their proper Pepperdine account. Pepperdine and 2U are currently collaborating to fix these Zoom accounts, and we apologize for any inconvenience this may cause.

To avoid this issue:
Please access 2U’s Zoom course sessions through the 2PEP platform.
Use to access all other Pepperdine sessions such as regular JD course meetings and faculty or staff meetings.

If you have any questions, please feel free to contact Information Services at or (310) 506-7425.

Using the Zoom Chrome Extension

The Zoom software offers multiple options to schedule a meeting, such as from the Zoom App (desktop or mobile), the Zoom Web Portal, or from a Zoom plugin (ChromeOutlookFirefox).

This post will go into detail on how to install the Zoom Chrome extension, specifically. The Zoom Chrome extensions allows participants to schedule or start Zoom meetings directly from Chrome, as well as schedule them from Google Calendar. You may learn more about the Zoom Chrome extension by visiting Zoom’s official documentation here, or continue reading to learn how to use and install the service.

1. To utilize the Chrome extension, you must first have the Chrome browser, which you may download here. Note that Chrome is compatible with Mac OS X 10.10 or later, and it is preferable to have the latest updated version.

2. If you are already using the Chrome browser (or if you have just finished successfully downloading it), next, you may download the Zoom Chrome extension from the Google Chrome Store by clicking here.

3. From the Chrome Store, select “Add to Chrome.”

4. A pop-up window will now appear to confirm you selection. To confirm and begin installation, select “Add extension.”

5. Shortly, you should now see the Zoom icon appear at the top of your browser menu, to the right of your search bar. Another pop-up menu will show asking whether or not you would like to sync these extension to all computers under this Google account; select your preferred choice.

6. Now, when selecting the extension’s icon, you will be asked to sign-in. To use your Pepperdine Zoom account, select “Sign In with SSO” at the bottom.

7. Next, enter your Pepperdine email address and password.

8. You will now be able to either schedule or start a meeting directly from your Chrome browser menu at any time.

9. Additionally, when logging on to the Google Calendar associated with your Pepperdine account, you may schedule any calendar event or invite as a Zoom meeting.

To do so, simply select on the time and day you would like to schedule a meeting on your calendar, and a pop-up window of details will appear. Adjust the meeting settings accordingly to fit your preferred title, date and time.

On this window, select “Make it a Zoom Meeting” on the bottom right.

10. You will now see the meeting created, alongside an automatic Zoom Meeting Link. To edit or view the details of this meeting, simply click on the scheduled event.

11. If you have shared this meeting with another individual, he or she will automatically receive an email with the Zoom Meeting invitation and link. If you would like to adjust any details on your created meeting, simply select the “Edit” pencil on the top menu of your scheduled event.

For more information on Zoom for faculty, please click here.

For more information on Zoom for students, please click here.

How to Make Great Presentations

In this post, we will discuss how to utilize PowerPoint and/or Google Slides to create an informational and visually effective presentation that will generate the optimal level of student learning engagement and retention.

Because this is a lengthy post, feel free to navigate to the topics of interest in the table of contents below, as well as be navigated back to the top at the end of each section.

We will touch on the following points:

Table of Contents

When creating a presentation, it is important that the audience is in mind, the presentation is message focused, and that the information is presented in a clean, clear format. Knowing visual design concepts alongside presentational skills available on popular presentation platforms such as PowerPoint and Google Slides are vital to ensure your information is presented clearly.

Storytelling Structure

Creating a memorable and effective lecture is almost like crafting a story. Here are a few key points to keep in mind when considering the storytelling structure of a lecture or lesson.

Put the audience first.
Remember that your story is their story, meaning that though this lecture is coming from your knowledge and perspective, the goal is to have your students understand and relate well enough to envision the knowledge as their own. When creating a lecture, make sure to keep your audience in mind.

Have a solid theme and structure.
A theme can be as simple as the main subject point of the day’s lecture–however, it is important to have a clear and set theme in which each sub-point is constantly reconnected toward. The structure can be as simple or as complex as the instructor desires, but it must help build his or her narrative. The more details and complexity included in the lesson, the more important it is to have a clear theme so your students may hear, understand and remember your points.

Hook them early, and add emotion.
Though somewhat cliche, it is often helpful to begin a long topic with an engaging anecdote. Individuals are more likely to engage and retain information on topics that they resonate with, so adding an emotional hook with story examples or a brief anecdote may increase your chances of having a more responsive audience. Otherwise, throughout the presentation, attempt to keep only one or two points on each slide, along with visuals that illustrate the message (more details on these topics to come later in this blog post).

Click here to go back to the Table of Contents!

Graphic Design


Typography can make or break the presentation. Choosing the right font (proper typeface and proper sizing) is important in determining how efficiently a student can read, decode and process the information presented on the slides. 

In terms of typeface selection, the general lesson is: good fonts are invisible, while bad fonts are noticed right away. For beginner designers, stick to Helvetica, Arial or Proxima Nova.

When considering font size, ensure your text big enough in order to ensure readability on your screen or projector even in the back of the classroom. For titles, 30pt minimum is suggested; for main text, size 18pt minimum is recommended.

Notice the difference between the first and second slides presented below in terms of readability in typeface and font size selection.

Once you get more advanced, you can start to play around with whatever readable and compatible fonts you like. Keep in mind that for screen projection, sans serif type faces are preferable, as serif is mainly used for print. However, sans serif and serif fonts are compatible when wanting to contrast titles and body text.

Notice the visual hierarchy created with these two different fonts and boldness selection. We will go more in depth on hierarchy in the next section.

Text Hierarchy

The amount of text you include on your slides and the way you present them contribute greatly to the way your readers take in your information. Text hierarchy revolves around the perception of importance. You can stress the importance of points in many ways, such as making the font larger, bold, a different color, etc.

When designing slides, make sure to keep in mind good visual hierarchy so you can be confident that the right elements are catching the students’ attentions.

In general, it is better to bullet your points instead of including full, complete sentences on the slide. This will ensure that your students are paying attention to you and your lecture, rather than simply attempting to read the text on the slide.

Notice how in the first slide, complete sentences overwhelm the reader and make it difficult to understand what facts are key pieces of information. In the second presentation slide below, the points are bulleted and the key takeaways are highlighted in a bolder typeface of the same family as well as with color (we will go more in depth on color in the next section).

In this last example, notice how the incorporation of more than one visual aids separates the points by categories, alongside the subheading in a bolder, larger font. The sub-point in the last bulleted statement is in a smaller font, showing that it holds the least amount of importance on this slide.


In a perfect world, we would all have the time to learn the basics of color theory. Though seemingly intuitive, figuring out which colors are compatible is harder than it seems.

The easiest rules to remember are those of complementary colors and analogous colors. Complementary colors are those that are on opposing sides of the color wheel (for instance, Christmas’s green and red, or Pepperdine’s blue and orange). Analogous colors are any four slices on the wheel that are directly connected to one another (such as “yellow” all the way to “red-orange”).

Don’t worry, color theory memorization is not required to create a great presentation. If you would like to experiment with color, Adobe Color allows you to select any color on the color wheel and will automatically provide you with compatible colors based on your selection.

In terms of perception, brighter, more vibrant colors often come across as more playful, while darker colors often feel a little cooler and usually more professional.

Notice how in the slide below, incorporating a complimentary color theme and visual hierarchy makes the slide seems more professional and more engaging.

This slide was created with the help of a free template. Powerpoint and Google Slides both have pre-generated theme templates that are easily accessible. SlideCarnival is a reliable site with more options that may be downloaded for Powerpoint and/or Google Slides.

Click here to go back to the Table of Contents!

Incorporating Visuals

To breathe life into an ancient cliche, a picture is worth a thousand words. This is even more noteworthy when presenting information to an audience. Though a picture may not give all of the detail needed to grasp a concept, a picture will act as a visual image to aid in the memory and understanding of whatever topic presented, as long as it is related.

Overall, the best visuals are often the ones that are simply designed. If your image is too large, the audience may tend to focus on it and be distracted from the key information.


One of the only times suggested to use a large image, or background picture, is for introductory slides. This image paints a foreshadowing picture of the topic, as well as leaves room for the instructor to provide a preliminary lecture for the upcoming section.

It is often handy to incorporate visual images in presentations, whether that be through pictures, icons or data displays. It is pertinent that the image is directly relevant to the topic discussed on the same slide to aid in consistency and lecture retention.


Visuals should always help illustrate the point. If desired, icons can be the extras that make your presentation fun and visually pleasing. Much like images, icons should always directly relate to the point being presented.

You can download free icons online through reliable sites, such as TheNounProject, FlatIcon, or IconFinder.

Charts, TABLEs and graphs

You can also use visuals to conceptualize big numbers and data.

Click here to go back to the Table of Contents!

Multimedia Elements

Multimedia elements can be extremely useful and memorable ways to convey information. If there are certain videos or audio clips that you would like to incorporate into your presentation, it may behoove you to embed them into your slideshow rather than disrupting your flow by exiting out and opening a new window.

Aside from videos and audio clips, you can also incorporate gifs by downloading them off reliable websites, such as, and importing them as if they were ordinary images.


1. On the slide that you would like the place an audio or video clip, select “Insert” at the top left of your menu bar on Google Slides.

2. For this guide, we will select “Video.” A new window will appear with a title of “Insert Video.” From here, you may either search for a video on Youtube, copy and paste a video URL, or import a video from your Google Drive.

3. After choosing your video and embedding method of choice, click “Select” to have your video placed on your side. Feel free to resize and reposition your video to your liking.

4. Notice that a new menu titled “Format options” now appears to your right side. Here, you can adjust the settings of your video, such as whether you would like the video to automatically play once you enter this slide, when the video should start/end, etc.

VIDEO Instructions for Microsoft Powerpoint

1. On the slide that you would like the place an audio or video clip, select “Insert” at the top left of your menu bar on Powerpoint.

2. Navigate to the right side of the toolbar that has now been presented. Here, you will see the options to either import your video or audio of choice.

3. For this guide, you may select “Video” and have the drop-down menu appear. From these two selections, you may either use “Movie Browser” to search your computer for movies (iMove files, Adobe Premiere files, etc.) or “Movie from File” if you would like to import a video saved from your desktop.

Note that, unlike Google Slides, you are not able to search a video on Youtube or simply link a URL. This will mean you need to take a few extra steps for inserting a specific video from online that you desire. You may download the video off Youtube through any reliable Youtube to MP4 converter, such as, or find a free, downloadable source.

Click here to go back to the Table of Contents!


Transitions are the potential effect selections you may choose as you move from one slide to the next. It is advised to either choose one (or no) transitions throughout the entirety of the presentations for consistency, or mindfully choose a transition for a specific slide to illustrate a memorable point. This is due to the fact that though continuously changing transitions may be fun and quirky, they have the potential to seriously distract your audience.

transition instructions for google slides

1. If you would like to emphasis a certain slide with a transition, go on the slide you wish to have a transition effect on in Google Slides. Select “Transition” at the top of your menu.

If you would like to set one consistent transition throughout your presentation, you may click on “Transition” as well.

2. From here, a new menu will appear on your right. Under “Slide Transition” you will see that you can select your desired transition, as well as dictate the speed at which the effect will occur by moving the yellow bar.

By selecting the drop-down menu, you will see a list of possible Google Slide transitions. By selecting “Play”, you may preview the effect. The button titled “Apply to all slides” will automatically set this effect to all slides in your presentation.

transition instructions for microsoft powerpoint

1. If you would like to emphasis a certain slide with a transition, go on the slide you wish to have a transition effect on in Powerpoint. Select “Transitions” at the top of your menu.

If you would like to set one consistent transition throughout your presentation, you may click on “Transitions” as well.

2. By selecting the dropdown menu under the transition images, you will see the entirity of your transition effect options.

3. On the right side of your transition options, you will see a variety of transition preferences you may adjust, such as how this transition will occur and for how long.

If you would like to set a general, consistent transition effect across your entire presentation, select “Apply To All” on the far right of the menu.

Click here to go back to the Table of Contents!


Animations are movements that can be applied to objects within a slide. Since animations are pretty fun, it’s easy to get carried away. Animations are best used when it relates and enhances the message presented and you want the audience to remember the point you are making.

We will now give you two examples and step-by-step instructions on how to properly incorporate animations in your presentation. Though one set of instructions will be for Google Slides and another for Microsoft Powerpoint, the concepts and procedures remain the same on both interfaces.

animation instructions for google slides

Sometimes, it’s beneficial to not have all of your information presented on the screen at once, so students can focus on one point at a time instead of haphazardly attempting to copy all information provided in their notes. For this example, we will be using the timeline icons slide. Having a point on a timeline appear on-click is a very common way to guide discussion.

1. Go on the presentation and slide in which you would wish to have animations.

2. Highlight the object(s) you would like to be animated. In this case, we are highlighting the text boxes, bar, and circle icon all together to be animated as one cohesive object.

3. With the object(s) still selected, you may release your click and navigate toward “Animate” at the top of Google’s menu bar.

4. Now you will see a “Motion” menu pop-up on the right side. This is where you can adjust the animation settings. Because we mass selected objects, you will see each object and their coinciding default selection. Click the arrow on the left to see a list of animation details.

5. If you click the arrow next to the “Fade In” option, you will see a drop-down menu of all potential animation selections for an object. For our purposes, we will leave it at “Fade In.”

6. If you click the arrow next to the “On Click” option, you will see a drop-down menu of all potential selections for when the object will animate. For our purposes, leave the selection to “On Click” for the first selected object on the top.

7. The right-hand bar in yellow indicates the speed of which these animations will move. For our example, you may leave the animation at it’s default pace.

8. For the latter objects, make sure that the “On Click” selection is set as “(With previous)”. This will ensure that all objects will appear at the same time, instead of staggered.

9. Apply steps 2-8 to the next timeline objects.

10. Now, when you press “Play” or present your slideshow, you will see that the animations will appear on each click.


1. Go on the presentation and slide in which you would wish to have animations.

2. Highlight the object(s) you would like to be animated. In this case, we are highlighting the text boxes, bar, and circle icon all together to be animated as one cohesive object.

3. Next, select “Animations” on the top of your menu.

You can now see all of the default animation selections at your disposal. Since we are trying to represent the fact that “water positively increases nutrient mobility in the body,” the “Rise Up” animation will help illustrate that point.

You will now see a new menu appear on the right of your presentation. This will show all of the objects that you have animations on this particular slide. Notice the tabs titled “Effect Options,” “Timing,” and “Triggers.” This is where you may adjust the details for your animations.

You will also notice your selected objects on the slide having numbers next to them. Since they are grouped as one, all of these objects will have the number “1” next to them, meaning that they will be the first to animate. These numbers will not appear when you present the presentation.

4. Under “Timing,” it is preferential to select “On Click” so your animation will happen on the command of your click.

You can also see the same options appear on the top right of your menu bar.

5. Now, this “Rise Up” animation can be shown through a trial play through of your presentation. On your click, the selected objects should now move themselves up to their establish position.

Click here to go back to the Table of Contents!


Hotkeys are keyboard shortcuts. By clicking these letters and/or symbols at once, you may conduct an action in one press that may have taken you several clicks. Though seemingly confusing and hard to memorize at first, after frequent practice, hotkeys are incredibly useful for speeding up the presentation creation process.

KEYBOARD SHORTCUTS for microsoft powerpoint

Below is a list of the most popular hotkeys/shortcuts used for creating Powerpoint presentations. For a complete list, visit Microsoft’s blogpost by clicking here.


Below is a list of the most popular hotkeys/shortcuts used for creating Google Slides presentations. For a complete list, visit Google’s blogpost by clicking here.

Click here to go back to the Table of Contents!


Using Your Cellphone as a Document Camera in Zoom

As we adapt our teaching styles to fit with the digital world, it is useful to know that there are many ways to utilize Zoom to replicate typical classroom technology. With a smartphone, a computer and the Zoom software, you can incorporate a document camera into your lectures. This article will guide you through the steps on how to download, install and use your smartphone for this purpose.

Image courtesy of SquareCap

A document camera, also known as a digital overhead, is an electronic imaging device that can project or display on a screen whatever is being captured through a connected camera.

Typically, a phone stand is useful when using a smartphone adaption of a document camera. You may browse through numerous options online to find one that best suits your needs, or check out this one from the photo above.

How to Turn Your Phone into a Doc Cam by Signing into Zoom with Two Devices

Teachers who are utilizing online meeting platforms such as Zoom have likely found that the built-in whiteboard is not easy to use, unless paired with a tablet built for this purpose. Thankfully, since most phones have high-quality cameras that can project well on the computer and visible to students on their screen, you can join your Zoom meeting with your cellphone as a second device that may act as a document camera.

To use your phone as a document camera at home, follow these steps:

  1. Log on to Zoom at using SSO and join/start a pre-existing meeting, or create a trial meeting.

However, first, make sure that your Pepperdine Zoom account has been properly activated. For more information on Zoom for faculty, please click here.

2. Next, start or join your meeting from your computer as normal.

3. Now, transition to your phone. Go to your device’s app store so you may search and download Zoom.

First, there are two main tips we ask you to consider while using your phone as a second device for a document camera:

  • Whether on an iPhone or Android, go to your settings menu, and set your brightness and screen settings to never turn off in the display preferences. This will ensure your screen will not go dark while streaming.
  • We also recommend turning off notifications while you are teaching to prevent potential disruption, or even using an old phone that is not connected to your data plan. 

Note, the screenshots shown below visually represent the process for an iPhone, however, the general steps are practically the same for an Android device.

Once found, select “Download” or proceed to re-install the app if you have already installed it previously.

4. Once installed, find the app on your home screen and select the icon to open Zoom on your mobile device.

5. Once opened, you will be presented with a screen that asks you how you would like to proceed. Select “Join a Meeting” at the bottom of the screen.

6. Much like another meeting participant would join your Zoom Meeting, enter the Meeting ID that you created and/or distributed to your students.

You may also find the specific Meeting ID to your Zoom meeting at the top center of your active meeting.

7. Before selecting join, make sure that you select “Don’t Connect To Audio” on your second device. This will ensure that there will not be an echo when you continue to lecture.

8. Now, you may click “Join.”

9. Going back to your computer or primary device, notice that your “Manage Participants” icon is orange. This shows that your second device is now waiting to be admitted into your meeting.

Select “Manage Participants” to be directed to the waiting room options. Click “Admit” for your cellphone device.

10. Depending on your personal phone settings, you may get three pop-up windows at this time: click your preference when asked if Zoom may “Send You Notifications,” click “OK” when asked if Zoom may “Access the Camera“, and click “Don’t Allow” when asked if Zoom may “Access the Microphone.”

11. Now, you have two devices at your disposal: the camera that is broadcasting your face, and the camera that is broadcasting whatever view is on your cellphone. You should notice that your Zoom screen is broadcasting the same visual that your smartphone camera is showing.

Place your phone on whatever object you choose to have support your camera (whether that be a phone stand, a random household object, or your hand–obviously, the first choice is the most recommended) and position your camera to show

12. To have your second device be the main screen showing on your Zoom meeting for yourself, such as the image above, you must pin the screen of your secondary device. This will allow you to see what the students are seeing, and you may properly adjust your smartphone’s positioning and orientation accordingly.

First, ensure that your Zoom meeting interface on your computer or other primary device is showing Speaker View. Your screen should show your participants as depicted below, with the grid icon presented on the top right.

If you are operating on Grid View, select the button at the top right titled “Speaker View” to switch.

In Speaker View on your primary device, you may now select the three dots on the top right of your smartphone’s display. Select “Pin Video,” and you should notice that your smartphone’s camera display is now the main visual on your screen. You may advise your students to do the same.

13. As another note, there is no zoom-in feature on the Zoom software; therefore, the Zoom image being broadcasted by your cellphone will not operate as your camera application. To zoom-in on your document or give your students a closer look at the information being shown, you must manually adjust the positioning of your device holder to shorten the distance between your document and your smartphone.

14. Once you are done using your smartphone document camera, to end this broadcast, select “Leave” on your cellphone at the top right corner.

You will still remain active on your primary device to continue teaching as normal, or end the meeting for all of your participants at your liking.


Incorporating CALI Lessons in Your Classroom

CALI (The Center for Computer-Assisted Legal Instruction) is a resource provided by Pepperdine School of Law for students that includes over 1,000+ interactive online tutorials written by law professors, on over 40+ subject areas. This article is a reminder of the incredibly useful resources available in CALI, as well as the suggested use of the program in your classroom. The information provided below is taken from a post by CALI’s executive director, John Mayer.

For notes on CALI for students, such as what the software is and how to find your registration code, please click here.

1. CALI Lessons are interactive, engaging and provide students with variety in learning experiences.
CALI Lessons are written by Law faculty and intend to teach and quiz the students through hypothetical situations. The interactive readings and tests quiz them on genuine understanding to ensure that the students selected correct answers for the right reasons. Modeled on Socratic Dialogue, the questions asked are meant to steer a student’s thinking in a nuanced direction.

2. CALI Lessons are quick and can be used as topic-introductory assignments or fillers within a lecture.
Each lesson is designed to take approximately between 20 and 40 minutes to complete, which is perfect for bite-sized material that allows natural breaks. This allows students to utilize CALI Lessons before class assignments, in preparations for exams, or even when the professor is unavailable to attend class. While students are still exposed to rigorous concepts and nomenclature, they are not meant to overwhelm the student and actually provide immediate feedback to aid in studies.

3. With CALI LessonLink, professors may track student progress and results.
Law faculty has the ability to create unique links to specific CALI Lessons they wish their students to take. Students receive feedback on every question, as well as a final score that informs them on their skill level in a certain legal topic; with LessonLink, faculty has access to all of these personal statistics to access their students knowledge on any given subject.


How the Brain Works

Here, we examine author and molecular biologist Dr. John Medina’s “Brain Rules,” a popular book on implementing brain science to classroom and professional dynamics. Medina lists 12 fundamental “brain rules” (what scientists know for sure about how our brains work), and many presented points are incredibly pertinent to molding the ideal learning environment.

The way our collective brains as a species have evolved is a truly fascinating and ongoing event. Possessing a deeper understanding of the way our minds function on both a mass and individual level allows us to hone our cognitive strengths, as well as revolve our routines to our benefit.

Separating the analysis between students and faculty, below are a few key takeaways for both sides of the classroom that are directly related to fostering a learning space that may maximize educational efficiency and retention.

Key Takeaways for Students

Rule #1: Exercise Boosts Brain Power
Exercise improves cognition for two reasons:
1. Exercise increases oxygen flow into the brain, which reduces brain-bound free radicals. One of the most interesting findings of the past few decades is that an increase in oxygen is always accompanied by an uptick in mental sharpness.2. Exercise acts directly on the molecular machinery of the brain itself. It increases neurons’ creation, survival, and resistance to damage and stress.

Rule #7: Sleep well, think well.
Sleep must be important because we spend 1/3 of our lives doing it! Loss of sleep hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning, and even motor dexterity. Taking a nap might make you more productive. In one study, a 26-minute nap improved NASA pilots’ performance by 34 percent!

Rule #3: Every brain is wired differently.
What YOU do and learn in life physically changes what your brain looks like – it literally rewires it. We used to think there were just 7 categories of intelligence. But categories of intelligence may number more than 7 billion—roughly the population of the world. Learn which learning style is best for you, personally, and customize your studying style to learn effectively.

Rule #5: Repeat to remember.
Improve your memory by elaborately encoding it during its initial moments. Many of us have trouble remembering names. If at a party you need help remembering Mary, it helps to repeat internally more information about her. “Mary is wearing a blue dress and my favorite color is blue.” It may seem counterintuitive at first but study after study shows it improves your memory.

Key Takeaways for Faculty

Rule #4: We Don’t Pay Attention to Boring Things.
For instructors, it’s important to note that boredom is less of a matter of determination, but more of a matter of evolution. The topics and delivery methods that students pay attention to are profoundly influenced by predictive memory. Try to open main ideas and lectures with emotional and relevant anecdotes, or something attention grabbing to capture the students’ interests in seconds. Typically, an individual can maintain attention for only 10 minutes, and then requires a break and second boost of attention to restart the clock.

Rules #5 and #6: Repeat to Remember, Remember to Repeat.
Memories are very volatile. The human brain can only retain around seven pieces of information for less than 30 seconds; this is crucial for powerpoint presentations in terms of not overwhelming your audience with multiple facts on one slide. If an instructor would like to extend information retention to a few minutes or even an hour or two, the information must be consistently re-exposed to students in specifically times intervals through either examples, practice or checkpoint summaries.

Rule #10: Vision Trumps all other Senses.
The book describes the interconnection between sense and memories as a “learning link,” stating that multi-sensory environments will always lead to a better learning outcome. The human brain is incredible at remembering pictures, so to hear information presented alongside a visual stimulant will increase a student’s memory retention by 55 percent. It is also important to note that, during presentations, interpreting pictures is more efficient than interpreting text in terms of brain functionality.

Rule #8: Stressed Brains Do Not Learn the Same Way.
It is important to pay attention to the classroom dynamics that are created amongst peers and between the faculty and students. If an individual does not feel safe–whether that be physically or emotionally–he or she may not perform as well. A student may become isolated if they feel misunderstood by a teacher or disconnected with their teaching methods.

Rule #3: Every Brain is Wired Differently.
Lastly, it is essential to understand that every student enters the classroom with their own personally built set of developmental strengths and stress, short and long term memories, and overall varying levels of cognitive function. Every brain is wired differently, so it may behoove an instructor to attempt to integrate different pedagogical techniques to see what is best for the majority, or place separate, special attention to individuals who may require or seek other methods of learning and engagement.

Thank you for your interest and attention!

If you have any questions, please feel free to contact Information Services at or (310) 506-7425.

Gamifying Your Classroom

The goal of this presentation is to discuss gamifying education for faculty use in hopes of utilizing efficient pedagogy to make learning more engaging for their students.

In this presentation, we cover:

In this blog post, we will take a deep dive into the educational techniques of gamification, touching on points such as the general overview of gamification and how to implement gamified elements in the classroom. According to EducationDrive, a recent report showed nearly half of GenZ, the incoming generation of higher education, prefer to learn through gameful approaches.

According to game designer, author, and TedTalk speaker Jane McGonigal, gaming is the “most important medium of the twenty-first century.”

Overall, there are four main defining characteristics of a game:

The goal is a specific outcome that players will work to achieve. The goal of the game not only orients the player’s participation throughout the whole duration of playing, but it also provides the player with a sense of purpose.

Rules are sets of limitations, mainly used to foster creative and strategic thinking.

A feedback system is a motivating factor that allows the player to know how close they are to achieving the goal, as well as acts as a constant reminder that the goal is in fact achievable.

The final trait is voluntary participation, meaning that the player willingly accepts the goals, rules and feedback.

Gaming has always come with a stigma, but in proper moderation, gaming is structured to provide happiness and a positive reward system. The known secrets to making our own happiness, according to McGonigal, are satisfying work, hope of success, social connection and a sense of meaning.

In addition to a higher level of engagement and retention, gamification also provides an encouraging learning environment in which students may take risks and think creatively without simply searching for the “correct answer” or aiming for a higher grade. Placing educational materials in the context of a “game” may mitigate any discouragement of failure or poor habits in shortcutting the learning process.

Gamification may be useful in higher education in mix with a myriad of pedagogic approaches. Game elements show to benefit students in proactive engagement during teaching sessions, with a higher level of motivation and enjoyment. This may assist in creating a more effective teaching method while contributing to the students’ learning outcomes and overall educational experiences.

When considering gaming as a collaborative platform, we can look at the beneficial teaching gamified strategies relay on to teams of students. First, there is a shared concentration that allows complete focus on the game and it’s winning objectives. There is a mutual regard between team members that they all should put their best efforts out of respect. This collective commitment then incorporates honor into the action, which is rewarded through either a win or loss. Even in a loss, there is still a sense of fun and hope for a future success.

Narrative is the use of stories to engage students in learning, for example, a case study or real-world situation.

Challenge refers to the use of a task that is thought-provoking enough to be difficult, but with a solution that is obtainable enough to be fun.

Progression refers to the flow of tasks or activities that keep consistent engagement and motivation through a learning session.

Feedback is frequent and targeted responses to students’ progressing work that encourages learning.    

Thank you for your interest and attention!

If you have any questions, please feel free to contact Information Services at or (310) 506-7425.

Courses by Sakai: Roster Tool

The Roster tool displays the names and pictures of site participants, in this case, your class section students. The Roster tool is a helpful way to learn students names, take attendance, and verify identities during class assignments and assessments.

Please keep in mind that you do not need to add officially enrolled students to a class site; all registered students are automatically enrolled each business day.

Also, please note that the Roster tool does not allow an instructor to add or remove participants from a site; therefore, faculty must use Site Info to do this. For detailed steps and more information, read under the coinciding subheading in this article.

If you would like to know how to merge or combine course sections, please click here to be redirected to Community Pepperdine.

To view a video on how to utilize the Roster tool, please view below.

Displaying Pictures in Roster

1. Log on to Courses with your Pepperdine credentials.

2. Scroll through your left tool bar and select “Roster.”

3. Select either “Official Photos” or “Pictures from Profile” on the top right of your Roster page.

“Official Photos” are usually the default and are photos fed from the University ID card system, assuming that the student has taken an ID Card photo. “Pictures from Profile” are the optional profile photos uploaded directly by the students, if they have done so.

4. You may then scroll down to review the available photos for enrolled users based on your selection.

Managing Participants with “Site Info”

1. Log on to Courses with your Pepperdine credentials.

2. Scroll through your left tool bar and select “Site Info.”

3. Select “Manage Participants” on the top menu bar.

4. To filter site participants, click the “View” drop-down and select the user role to manage the individual’s settings to your liking.

Instructors will also have the option to make changes on the participants table:

  • Under “Role,” you can change access privileges that instructors may want to strongly consider before assigning to users. This may be useful for TAs.
  • Under “Status, you can change a user access to the site; keep in mind, “Inactive” will prevent the user from accessing the site.
  • To remove a user from your site, click the “Remove” box corresponding to the use students who are on the course roster (i.e. registered students) cannot be removed manually this way.

5. Select “Update Participants” at the top to process any changes.

6. To add a participant, still under the “Site Info“, click “Add Participants.”

7. To add official Pepperdine University users (faculty, staff, or students) or previously added guests, you may either enter the individuals’s NetworkID username (e.g. jdoe) of formal email address (e.g. or in the “Other Official Participants” box.

You may add multiple people at once by simply entering each person on a separate line.

8. To add new, outside users, enter the person’s outside email address in the “Non-official Participants” box.

9. Below, chose whether to “Assign all users to the same role” or “Assign each participant a role individually.”

Then, decide whether the new participants will be “Active” (can view the site) or “Inactive” (cannot view the site). Remember, you can change these settings later in “Manage Participants.”

10. Click “Continue.”

11. Now, you may select the role(s) for the participant(s).

Your options are “Access” (equivalent to Student), “Assist” (equivalent to Teaching Assistant for assigned access to select areas), and “Maintain” (equivalent to Instructor).

12. After choosing roles, click “Continue.”

13. Select whether or not you would like to send an email notice to the added users. If participants are new “outside” users, Courses will automatically send them an activation email to verify their account, enter their details and choose a password.

14. Once your option is selected, click “Continue.”

15. Review the information for accuracy. If you must make any corrections, click on the “Back” option at the bottom.

16. Click “Finish” to add the participants. You may now see the updated participants, as well as see the new students in your “Roster.”

Wondering what else you can do in Courses? For a list of the top 5 Courses tools and information on how to utilize them, click here.

If you have any questions, please feel free to contact Information Services at or (310) 506-7425.