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Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio, Katherine Nashleanas
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio, Katherine Nashleanas
UNL Faculty Course Portfolios
Large lecture classes, often of 100 students or more, present unique challenges to both teaching and learning. The common method of “delivery” by instructors is lecture, often augmented by a set of Power Point slides while the research literature shows that this more traditional way of teaching does not reach students in the way we hope and often assume. At the same time, most of the current students populating these classes are born of the Digital Age and have different expectations for learning, requiring new approaches in the classroom. Faculty are exhorted to incorporate more critical thinking in their classes …
Jour 302: Reporting Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Joseph Weber
Jour 302: Reporting Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Joseph Weber
UNL Faculty Course Portfolios
This document summarizes the results of an inquiry conducted as part of an advanced reporting course. The questions at hand were, “can students be taught to avoid bias in their journalistic work and to provide fair accounts of news developments?” and “how might they best be taught that?” This exploration revolved around a single lecture and discussion session, several reading assignments and the viewing of a video interview, and involved two writing assignments. The results suggest that both the teaching and evaluation of bias and fairness are difficult and complex. The findings suggest a single lesson may not be adequate …