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- UNL Faculty Course Portfolios (26)
- To Improve the Academy: A Journal of Educational Development (24)
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French 203: Grammar & Conversation: A Faculty-Led Inquiry Into Reflective & Scholarly Teaching Benchmark Portfolio, Erica Schauer
French 203: Grammar & Conversation: A Faculty-Led Inquiry Into Reflective & Scholarly Teaching Benchmark Portfolio, Erica Schauer
UNL Faculty Course Portfolios
The following Benchmark Portfolio is the product of a full reassessment of FRENCH 203: CONVERSATION & GRAMMAR, an intermediate-level grammar course that serves as a prerequisite for students pursuing a major or a minor in French at UNL. Previously, French 203 had been a review course that covered the essential grammar structures discussed in 101, 102, 201 and 202 and invited students to practice these structures orally with peers in class. This new iteration of the course, however, seeks to broaden the reach of student comprehension of French as a functional tool of communication by requiring students to understand and …
Translanguaging In World Language Higher Education, Alessia Barbici Wagner
Translanguaging In World Language Higher Education, Alessia Barbici Wagner
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Increased global migration and a myriad of other social and political factors has made today’s universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching. One of the ways that teaching can better serve today’s multilingual and multicultural student population is through translanguaging. The objective of this dissertation is to investigate the intentional and unintentional use of translanguaging by multilingual language learners and world language instructors in higher education. Additionally, this qualitative case study …
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, …
Alec 805 Teaching Portfolio: Exploring Students' Teaching Effectiveness, Becky Haddad
Alec 805 Teaching Portfolio: Exploring Students' Teaching Effectiveness, Becky Haddad
UNL Faculty Course Portfolios
This portfolio explores students attainment on InTASC Standards 1 & 3 through ALEC 805: Advanced Teaching Strategies. Students completed an initial teaching roots reflection and a final education philosophy that served as the basis for analyzing growth in effective teaching. Overall, students had more statements discussing teaching methods and strategies in their final education philosophies than they did in their initial reflections, but used their own experience to substantiate these methods much less. This provides opportunities for additional synthesis and reflection through the course, as well as opportunities for future scholarship in the course focused on students' connection to their …
Sped 874: Language Arts And Literacy For Students Who Are Deaf/Hard Of Hearing, Anne E. Thomas
Sped 874: Language Arts And Literacy For Students Who Are Deaf/Hard Of Hearing, Anne E. Thomas
UNL Faculty Course Portfolios
This portfolio documents the process I used to critically analyze the structure, teaching methods, assessment, and students learning in SPED 874 Language Arts and Literacy for Children who are Dear/Hard of Hearing. This is a course that students in the Deaf Education Program at the University of Nebraska-Lincoln (UNL) take while pursuing a master’s degree and/or graduate endorsement in Deaf Education. This portfolio documents how I aligned the course objectives, content, and activities to the Council for Exceptional Children - Initial Specialty Set for Teachers of the Deaf/Hard of Hearing (CEC-DHH). I share the results of one method I use …
Diversifying The Classroom: Masculinity And Intersectionality In (Teacher) Education: A Review Of Literature, Scott V. Gealy
Diversifying The Classroom: Masculinity And Intersectionality In (Teacher) Education: A Review Of Literature, Scott V. Gealy
The Nebraska Educator: A Student-Led Journal
While much has been written about the gender and demographic divide in the U.S. between the population of students and their teachers, complex gendered, cultural, and socioeconomic forces appear to be widening it. In an effort to reveal the many ways that teacher education programs can attract and retain a more diverse body of candidates, this literature review lays out a general overview of masculinity’s work as it pertains to the socialization of boys and young men in K-12 schools; it examines the influence of gendered, racial, and socio-economic assumptions on both teachers and learners; it looks at the experience …
Anth 110: Introduction To Anthropology: A Peer Review Of Teaching Benchmark Memo, Taylor A. Livingston
Anth 110: Introduction To Anthropology: A Peer Review Of Teaching Benchmark Memo, Taylor A. Livingston
UNL Faculty Course Portfolios
This portfolio examines the extent to which the learning outcomes for Introduction to Anthropology (ANTH 110) were met through course assessments. The primary goal of this course is for students to engage with anthropological content, by introducing students to an anthropological perspective, which requires looking at issues from multiple contexts (holism), and having students add this to their “tool kit” to help them make sense of what they believe, why they believe it, and how to make sense of the world around them and their place in it. The alignment of outcomes and assessment was analyzed through an examination of …
Evaluating Quiz And Outline Assessments In Rhetorical Methods, Justin Kirk
Evaluating Quiz And Outline Assessments In Rhetorical Methods, Justin Kirk
UNL Faculty Course Portfolios
In what follows, I lay out the structure and development of assessment design for one of the major methods courses in Communication Studies at the University of Nebraska-Lincoln. First, I describe the course including the goals of the course, the student learning outcomes for the course, a description of the course’s place in the context of the department and the university, demographics in the course, and other relevant details necessary to understand the pedagogical goals of research methods in communication studies. Second, I lay out the teaching methods, course materials, and outside activities used throughout the course and connect those …
A Benchmark Portfolio Evaluating The Fluency Disorders Components Of Slpa 967: Motor Aspects Of Verbal Communication, Naomi H. Rodgers
A Benchmark Portfolio Evaluating The Fluency Disorders Components Of Slpa 967: Motor Aspects Of Verbal Communication, Naomi H. Rodgers
UNL Faculty Course Portfolios
In Spring 2021, the Department of Special Education and Communication Disorders deployed the first iteration of a co-taught course titled “Motor Aspects of Verbal Communication” (SLPA 967). The students enrolled in this course were graduate students working towards a master’s degree in speech-language pathology. Historically, the topics in this course were taught in three standalone courses: fluency disorders, voice disorders, and motor speech disorders. In this newly developed course, the three instructors of those courses combined their expertise to engage students in an integrated course to promote critical thinking and clinical problem-solving. This portfolio documents the teaching and learning that …
Czec 361/Hist 361: Czech History And Culture, Hana Waisserova
Czec 361/Hist 361: Czech History And Culture, Hana Waisserova
UNL Faculty Course Portfolios
The Benchmark Portfolio traces the process of rethinking my interdisciplinary course CZEC 361/HIST 361 “CZECH HISTORY AND CULTURE” taught for the first time in Spring 2021. The primary goal of the course was to provide students with understanding of the cultural history of the Czech(oslovak) and Central European region of the last two centuries. It explores the question of creating cultural history as a narrative to understand how the modern Czech national identity has been constructed since the times of national awakening, via the formation of Czechoslovakia, and in the course of the turbulent 20th century. In addition to main …
Exploring The Benefits Of Asynchronous Online Learning In Mngt 360: Foundations Of Organizational Behavior, Amy L. Bartels
Exploring The Benefits Of Asynchronous Online Learning In Mngt 360: Foundations Of Organizational Behavior, Amy L. Bartels
UNL Faculty Course Portfolios
This peer review course portfolio describes the shift from in-person teaching to an online, asynchronous format for MNGT 360: Foundations of Organizational Behavior. This course is offered in the Department of Management within the College of Business at the University of Nebraska-Lincoln. My goal was to embrace the opportunities and tackle the challenges associated with online learning to generate learning opportunities outside the traditional classroom setting while concurrently creating an interactive environment to allow the students to learn from each other. I redesigned the group project to ease the challenges with online group dynamics and communication as well as the …
A Benchmark Course Portfolio For Slpa 453: Neurological Foundations Of Speech And Language, Yingying Wang Dr.
A Benchmark Course Portfolio For Slpa 453: Neurological Foundations Of Speech And Language, Yingying Wang Dr.
UNL Faculty Course Portfolios
This benchmark course portfolio reflects the iterative design process for SLPA 453: Neurological Foundations of Speech and Language. This course covers the foundational knowledge of neuroanatomy and neurophysiology of the central and peripheral nervous system and the neurology of the human communication processes, and the classification of impairments based on the lesion sites in the human brain. I analyzed student learning through various activities that align with two main course goals: (1) demonstrate knowledge of the neurology of human communication processes; (2) demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span. Based …
Exploration Of Lived Experiences Of Science Teachers Of English Language Learners: A Transcendental Phenomenological Study, Uma Maheshwari Ganesan
Exploration Of Lived Experiences Of Science Teachers Of English Language Learners: A Transcendental Phenomenological Study, Uma Maheshwari Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Although educational leaders, policy makers, and researchers have emphasized the importance of STEM for the country’s continued prosperity, both education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could …
Culturally Relevant Science Teaching: A Literature Review, Uma Maheshwari Ganesan
Culturally Relevant Science Teaching: A Literature Review, Uma Maheshwari Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This educational research literature review paper aims to discuss the rationale, review eight empirical research studies, and identify knowledge gaps in culturally relevant pedagogy in science education. This paper focuses on synthesis, review, and comparison of the findings of the empirical studies, and categorizes them into thematic heads such as similarities and differences between studies under the broad categories of professional development (PD) programs and case studies. Following these reviews, the author summarizes her reflections and thoughts about the literature to understand the big picture of culturally relevant pedagogy in science education. The basis of this literature review are various …
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba
UNL Faculty Course Portfolios
The purpose of this benchmark portfolio was to trace the process of designing, teaching and assessing TEAC 413M: Teaching Multilingual Learners in Content Areas, a required course for the B.Ed secondary education major. My objectives for this portfolio are to: a) document the impacts of different instructional strategies employed in TEAC 413M, and to b) reflect on the course success and shortcomings and develop pathways for the future course design and development. A secondary goal was to examine translation of course content into students’ own teaching and planning for their students through a variety of activities and assessments throughout the …
A Covid-19 Informed Benchmark Portfolio Of Teaching For Slpa 988: Dementia, Kristy Weissling
A Covid-19 Informed Benchmark Portfolio Of Teaching For Slpa 988: Dementia, Kristy Weissling
UNL Faculty Course Portfolios
The focus of this peer review of teaching portfolio was SLPA 988: Dementia. The course is offered in the Department of Special Education and Communication Disorders within the College of Education and Human Sciences at the University of Nebraska-Lincoln. This is an elective course at the graduate level which has a primary target of students in the master’s degree program in speech-language pathology. It is an advanced 900 level course and comes after students have completed at least one semester of clinical work with patients. My goal was to better understand how to improve the course as it transitions from …
An Exploration Of Student Engagement And Learning Within A Newly Online Version Of Teac 861: Teaching In A Pluralistic Society - A Peer Review Of Teaching Benchmark Portfolio, Amanda R. Morales
UNL Faculty Course Portfolios
Given the current racial, economic, and socio-political tensions in K-12 education, the work of teacher preparation arguably has never been more important or difficult. This benchmark portfolio targets a core required course aimed at increased teachers’ cultural competence and equity literacy, 861: Teaching in a Pluralistic Society. In this portfolio, I focus primarily on methods and mechanisms I used to increase student engagement in and critical reflection on a social justice-oriented curriculum in a new online format. I describe the context for the course, my initial anxieties around teaching the course online for the first time, student demographics, my redesigned …
Slpa 985: A Peer Review Of Teaching Benchmark Portfolio, Judy Harvey
Slpa 985: A Peer Review Of Teaching Benchmark Portfolio, Judy Harvey
UNL Faculty Course Portfolios
My target course for the Peer Review of Teaching (PRT) Project was SLPA 985 Traumatic Brain Injury (TBI). It is offered each spring in the Department of Special Education and Communication Disorders at the University of Nebraska – Lincoln. This course is intended for graduate level speech language pathology (SLP) students. I have over twenty years of experience as a practicing speech language pathologist in a rehabilitation hospital. Now, as an assistant Professor of Practice, my role is to integrate academic learning with practical experience. I am confident in my skills as a practitioner and motivated to share my knowledge, …
Sped 861: Infants With Disabilities And Home Visiting, Johanna P. Taylor
Sped 861: Infants With Disabilities And Home Visiting, Johanna P. Taylor
UNL Faculty Course Portfolios
This portfolio documents the process I used to redesign and assess students learning in SPED 861 Infants with Disabilities and Home Visiting. This is a course students in the Early Childhood Special Education (ECSE) Program at the University of Nebraska-Lincoln (UNL) take while pursuing a master’s degree or graduate certificate in ECSE. This portfolio documents how I aligned the course objectives, content, and activities to Division for Early Childhood (DEC) recommended practices and DEC EI (Early Intervention)/ECSE professional standards (still in draft form as of June 2019). Then, I share the results of two methods used to assess student learning …
Math 314: Linear Algebra-A Peer Review Of Teaching Project Benchmark Portfolio, Xavier Pérez-Giménez
Math 314: Linear Algebra-A Peer Review Of Teaching Project Benchmark Portfolio, Xavier Pérez-Giménez
UNL Faculty Course Portfolios
My intention with this portfolio is to present my approach to teaching Math 314. This is a linear algebra course for senior-year undergraduate students in different STEM programs. The course serves as a transition from computational courses, such as calculus, to more theoretical ones, and exposes students, possibly for the first time, to abstract mathematical objects (such as general vector spaces) and simple proofs. Several lecture-based strategies are discussed and evaluated in connection with student learning outcomes. I also present samples of course materials and student work.
Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller
Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller
To Improve the Academy: A Journal of Educational Development
Educational development philosophy statements provide a framework to communicate the values and beliefs that guide the practices and approaches of individual educational developers across various career stages. This paper presents narratives to illustrate how seven educational developers conceptualize the one thing that guides our work through the process of reflecting on the beliefs that we articulate through our educational development philosophy statements. Although each narrative illustrates our diverse backgrounds and philosophies, common themes are revealed relating to reflective practice, scholarly approaches, and facilitating change, which lead to improvements in student learning. This exploration suggests further opportunity to conduct research on …
Toward Learning And Justice, Through Love, Isis Artze-Vega
Toward Learning And Justice, Through Love, Isis Artze-Vega
To Improve the Academy: A Journal of Educational Development
This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.
Edps 951: Academic And Behavior Assessment--A Peer Review Of Teaching Benchmark Portfolio, Scott A. Napolitano
Edps 951: Academic And Behavior Assessment--A Peer Review Of Teaching Benchmark Portfolio, Scott A. Napolitano
UNL Faculty Course Portfolios
No abstract provided.
Teac 908e: Critical Conversations In U.S. Teacher Education Policy And Practice—A Peer Review Of Teaching Project Benchmark Portfolio, Lauren Gatti
UNL Faculty Course Portfolios
Since compulsory school began in the early 1900s, there have been lively and at times intense debates regarding how teachers ought to be prepared. Current debates are particularly pitched as the achievement gap persists and teacher attrition remains high, made more intense by the level of polarization in the country. Debates in the field of teacher preparation, like the country writ large, are often characterized more by heat than light. Given this reality, I opted to use this peer review of teaching opportunity to think about my graduate course as a place where students could practice perspective-taking and dialogue around …
On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little
On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little
To Improve the Academy: A Journal of Educational Development
Educational developers around the world are employed in a range of settings and under different working conditions, including academic (faculty) positions and administrative (professional staff) roles. Curiously, in a survey of 1,000 developers from 38 countries, the authors find that a full 51% of developers in the United States are on administrative contracts, while only 16% are on employed as faculty—figures that are markedly out of kilter with the overall international data. In this paper, the authors argue that the positioning of educational developers matters because of the “wall in the head”—the perceived division between faculty and staff in United …
Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan
Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan
UNL Faculty Course Portfolios
This project examines the impact of adopting a text book of teaching Arabic for nonnative speakers that doesn’t use any English. The project targets “ARAB 202”, second year Arabic, since this course has already used a text book that uses English for instructions and grammar for 3 semesters, ARAB 101 , ARAB102, ARAB 201 and before the new curriculum was available in the market. Students of ARAB 202 will be the first to experience the switch to the new curriculum and therefore can be the best to evaluate the experience. For the project, students were asked to complete a pre-course …
Modl: 398: Women In Quran—A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan
Modl: 398: Women In Quran—A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan
UNL Faculty Course Portfolios
This project highlights the experience of teaching Quran as a literature through MODL 298: “Women in Quran”. This course is an attempt to read Quran as a diachronically approached literature and discover what would the analytic, linguistic as well as the critical study of both the Qur’anic text and its exegesis reveal when it comes to feminism and gender issues in Islam.
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio—"Music And The Geography Of Place: Engaging The Geographical Imagination", Katherine Nashleanas
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio—"Music And The Geography Of Place: Engaging The Geographical Imagination", Katherine Nashleanas
UNL Faculty Course Portfolios
The present project uses cooperative learning strategies that requires students in large classes to collaborate in applying intellectually challenging articles on place, space, sacred spaces, tourist places, and commodification of place to the development of a video project linking music to place and landscape. As an extension of their group activity, students are teaching each other how to apply concepts from the assigned articles to their projects in creative ways while engaging in critical thinking and exercising their geographical imagination.
The Challenges Of Promoting Instructional Improvement: Teaching Behaviors And Teaching Cultures At Liberal Arts Institutions In The Associated Colleges Of The South, Kent Andersen, Barbara Lom, Betsy A. Sandlin
The Challenges Of Promoting Instructional Improvement: Teaching Behaviors And Teaching Cultures At Liberal Arts Institutions In The Associated Colleges Of The South, Kent Andersen, Barbara Lom, Betsy A. Sandlin
To Improve the Academy: A Journal of Educational Development
One goal of faculty development is to improve instructional practice (McKee, Johnson, Ritchie, and Tew, 2013; Ouellett 2010; Sorcinelli, Austin, Eddy, and Beach, 2006). This goal accords with the design of the Associated Colleges of the South Teaching and Learning Workshop, a faculty development workshop begun in 1992 for 16 residential, liberal arts institutions that comprise the ACS consortium. We surveyed ACS faculty members and observed that they are most likely to engage independently rather than collaboratively to improve their instructional practice, despite stated desires for collaborative opportunities for such work. We recommend that faculty development programs and institutions promote …
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
To Improve the Academy: A Journal of Educational Development
In higher education, faculty work is typically enacted—and rewarded—on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher education. Collaborative mentoring initiatives, however, support all faculty to be lifelong learners. We analyze a reciprocal model of mentoring—a community of practice for mentoring—that integrates collaborative mentoring into faculty’s daily work. Additionally, we examine the dilemmas, benefits, and costs of institutionalizing a community of practice model for mentoring in higher education. Our analyses indicate …