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Articles 1 - 30 of 234
Full-Text Articles in Education
Course Portfolio For Biochemistry 1: Structure And Metabolism (Bioc431), Didier Mena
Course Portfolio For Biochemistry 1: Structure And Metabolism (Bioc431), Didier Mena
UNL Faculty Course Portfolios
This benchmark portfolio encapsulates a comprehensive exploration aimed at enhancing the educational landscape of the BIOC431 course, a part of the general biochemistry course series (431 and 432). These courses are designed to offer a general introduction to the structure and function of cells in the body, along with their chemical reactions. Specifically, BIOC431 focuses on the structure, function, and metabolism of proteins, lipids, carbohydrates, and other major metabolic pathways. The three primary objectives addressed in this portfolio were the reevaluation of learning objectives, reassessment of assessment methods, and documentation of effective classroom strategies. Through background design, the learning objectives …
Converting Mass And Energy Balance Chemical Engineering Concepts Into Fundamentals Of Environmental Engineering (Enve 210), Kaycie Lane
UNL Faculty Course Portfolios
This evaluation of teaching examined the Fall 2023 semester of ENVE 210: Fundamentals of Environmental Engineering. The purpose of this study was to change the format of the class from a lecture-based to a flipped classroom approach through the use of pre-lectures, in-class problem sets and group work activities. In addition, this study aimed to better adapt chemical engineering textbook content related to mass and energy balances to environmental engineering by creating new environmental engineering specific and sustainable development problems. The study learning outcomes proved difficult to implement and evaluate in a hybrid distance learning class and will require future …
English 890: Advanced Research Methods, A First Benchmark Portfolio, Janel Simons
English 890: Advanced Research Methods, A First Benchmark Portfolio, Janel Simons
UNL Faculty Course Portfolios
In this benchmark portfolio, I reflect on course design and student learning in a course I teach for incoming Master's students in the English department, ENGL 890: Advanced Research Methods. ENGL 890 is a mini-session course intended to introduce students to various aspects of managing graduate-level research within the discipline of English studies. In this portfolio, I discuss the learning outcomes and goals for the course, highlight some of the assessments I use, reflect on student learning throughout the course, and articulate changes that might improve student learning in future iterations of the course. Given the overarching goals of this …
Understanding The Impact Of Pedagogical Changes In An Honors Activism Course: A Case Study, Aaron Peeksmease
Understanding The Impact Of Pedagogical Changes In An Honors Activism Course: A Case Study, Aaron Peeksmease
UNL Faculty Course Portfolios
The purpose of this portfolio is to document learning outcomes after initiating three pedagogical changes in an Honors Sociology of Activism course taught at UNL in both the Fall of 2022 and Fall of 2023. The first change was to provide students with prior student work of an assignment to see if student performance on the assignment improved. Findings indicated that providing examples of previous student work did not raise grades on the overall assignment, but did result in stronger projects for that one aspect of the overall assignment. The second change examined the impact of introducing reading quizzes and …
Portfolio For Soci 346: Environmental Sociology, Gwendwr Meredith
Portfolio For Soci 346: Environmental Sociology, Gwendwr Meredith
UNL Faculty Course Portfolios
Environmental sociology, SOCI 346, is the study of how social systems interact with ecosystems. As such, it is a very broad course that is tasked with understanding complex and often controversial questions about the social causes, consequences, and responses to environmental disruption. In this teaching portfolio, I enumerate how I use a backward design for crafting assessments that cater to my specific teaching goals and learning objectives for the course. In the first stage of this process, I reflected on what learning outcomes I wished to achieve and determined that structuring the course in modules aligned with the learning objectives …
Flip The Switch: Swapping The Socratic Method For Applied Learning In Evidence Law 646, Chelsi Hayden
Flip The Switch: Swapping The Socratic Method For Applied Learning In Evidence Law 646, Chelsi Hayden
UNL Faculty Course Portfolios
This course portfolio documents my evaluation of my teaching methods and student learning in an Evidence law course. My goal was to document positive outcomes associated with applied learning through a flipped course structure. The data, however, suggests that more research is necessary to determine whether there is a strong correlation between a flipped course and student learning. The data suggests students are generally performing as expected in the course. It also indicates that providing lectures and problem sets before class is effective but may not be more effective than providing them in class, suggesting the timing of the lectures …
First Course Portfolio For Bioc205: Scientific Analysis And Technical Writing, Lindsey B. Crawford
First Course Portfolio For Bioc205: Scientific Analysis And Technical Writing, Lindsey B. Crawford
UNL Faculty Course Portfolios
BIOC205: Scientific Analysis and Technical Writing is a core course for the Department of Biochemistry at the University of Nebraska-Lincoln. This course is geared for second year (sophomore students) with minimal prerequisites and as a foundation for future classes. Challenges include 1) teaching the needed scientific background and elements of scientific analysis and writing to a broad cohort of students with diverse backgrounds and interests, 2) building student skills towards analysis of primary peer-reviewed scientific literature, 3) developing students as writers of scientific information for different audiences. This course used Genetic Engineering as a broad topic choice to capture students …
Portfolio For Metr 180: Climate Change, Energy, And The Environment, Ross Dixon
Portfolio For Metr 180: Climate Change, Energy, And The Environment, Ross Dixon
UNL Faculty Course Portfolios
METR 180 explores several global change topics: energy, technology, population, environment, and climate. When they finish METR 180, students should be have basic knowledge of the Earth system and how humans interact with it and they should be able to understand the scientific process, how scientists understand elements of the Earth system, and how this contrasts with skepticism of science. One major challenge of the course is that it is taken by a wide range of students with different backgrounds and different goals for taking the course. The goal of this portfolio is to continue to develop METR 180 to …
Portfolio For Geol 488/888: Groundwater Geology, Erin M.K. Haacker
Portfolio For Geol 488/888: Groundwater Geology, Erin M.K. Haacker
UNL Faculty Course Portfolios
Groundwater Geology is a course that draws undergraduate and graduate students from multiple units, including the College of Arts and Sciences, Institute for Agriculture and Natural Resources, and Civil and Environmental Engineering. The course material focuses on groundwater as a resource, and includes the use of computer programming (Python programming language) to analyze groundwater data. Many students who enroll in the course are new to either geosciences or Python, despite the fact that it is an advanced course. The course has been redesigned recently to include materials suitable for a groundwater engineering course, because it is newly offered with sections …
Vmed 589: Anesthesiology & Small Animal Surgery: Faculty-Led Inquiry Into Reflective Scholarly Teaching (First) Project, Beth Galles
UNL Faculty Course Portfolios
A Doctor of Veterinary Medicine degree requires a strong background in basic and clinical sciences. Clinical sciences are typically presented as laboratory-heavy courses, ideally with experiential learning components. Veterinary surgery and anesthesia are a high-stakes disciplines that requires a foundation of didactic instruction followed by repeated hands-on practice. VMED 589 Anesthesiology and Small Animal Surgery is the first course in anesthesia that students encounter in their four-year curriculum and the second course in surgery. It is designed to deliver the basic principles of anesthesia, followed by repetitive practice to ensure the safety of the veterinary patient. Anesthetic risk assessment, induction, …
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 …
Hrtm 483 Hospitality Finance A Peer Review Of Teaching And Learning Benchmark Portfolio, Vernetta Kosalka
Hrtm 483 Hospitality Finance A Peer Review Of Teaching And Learning Benchmark Portfolio, Vernetta Kosalka
UNL Faculty Course Portfolios
The objective of this peer review course portfolio is to provide a comprehensive overview of the course, HRTM 483, Hospitality Finance Management (HFM), including the current scope of the course regarding curriculum and to purposefully explain and assess the undertakings that are intended to enhance student learning and performance. The first objective was to explain hospitality managerial accounting concepts to students and how they apply to specific operations with the hospitality industry. The second objective was to assist students with being able to synthesize the material, solve problems, and think effectively as a hospitality professional. The third objective was to …
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 …
Crpl 400/800: Introduction To Planning—A First Project Benchmark Portfolio, Abigail L. Cochran
Crpl 400/800: Introduction To Planning—A First Project Benchmark Portfolio, Abigail L. Cochran
UNL Faculty Course Portfolios
In this benchmark portfolio, I reflect on course design and assess student learning in a cross-listed course that serves as a core, introductory course for all undergraduate minor and graduate major students in the Community and Regional Planning (CRP) program, CRPL 400/800: Introduction to Planning. CRPL 400/800 is a survey course intended to introduce students to the discipline of community and regional planning. I taught this course fully online in the spring of 2023, which represented a new format for the class (it is typically taught in person) and a new format of instruction for me. Content wise, this course …
A Peer Review Of Product Design Visualization, Ides 416|816, Aziza Cyamani
A Peer Review Of Product Design Visualization, Ides 416|816, Aziza Cyamani
UNL Faculty Course Portfolios
This portfolio explores a new course on product design visualization introduced in the product design minor program at the University of Nebraska-Lincoln. Due to the nature of the diverse student group pursuing the minor program, this course adapts flexible teaching and assessment methods that foster inclusivity and enrichment.
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 …
Spmc 350: Sports Data Analysis And Visualization, Matt Waite
Spmc 350: Sports Data Analysis And Visualization, Matt Waite
UNL Faculty Course Portfolios
Sports Data Analysis and Visualization isa required course for all Sports Media and Communications majors at the University of Nebraska-Lincoln. The course is an introduction to using data and code to reveal stories in sports data. Sports media students, as a general rule, have very little experience with code, so the course utilizes a considerable amount of customized content specifically tailored to the course and aimed at the level of the typical student. Previous iterations of the course used an online static textbook, where students were expected to follow along and execute code blocks, but the book had no facilities …
Fdst 132- Practical Applications In Food Science — A Peer Review Of Teaching Project: Benchmark Portfolio, Rossana Villa-Rojas
Fdst 132- Practical Applications In Food Science — A Peer Review Of Teaching Project: Benchmark Portfolio, Rossana Villa-Rojas
UNL Faculty Course Portfolios
The aim of this course portfolio was to assess improvement of students’ literature research skills and scientific writing after embedding communication lectures, activities and assignments in FDST 132 Practical Applications in Food Science. This is a terminal laboratory course for first year Food Science majors with basic science knowledge. The goal of the course is to allow students to put in practice some basic food science principles and work with their cohort. This portfolio outlines the changes made to this course, the rationale for embedding lectures and assessments in scientific communication. The specific skills and topics I aimed to teach …
Investigating Student Learning And Assessment Through Group Projects In Cyaf 382: Working With Parents, Patty Kuo
UNL Faculty Course Portfolios
This course portfolio for CYAF 382: Working with Parents systematically documents its course structure, assessments, and grading. The documentation and reflection process occurred across two consecutive semesters of teaching this course. I analyzed student class performance as a function of peer evaluations and attendance. Students who had fewer unexcused absences had higher exam scores and overall course grades. Interestingly, group project grades were higher when group members had greater variance among individual effort ratings – reflecting an imbalance of group effort. I conclude the portfolio with my reflections derived from both the portfolio process and student evaluations.
Comparing Outcomes For In-Person And Online Instruction For Jomc 130: Introduction To Design Thinking, Katie Krcmarik
Comparing Outcomes For In-Person And Online Instruction For Jomc 130: Introduction To Design Thinking, Katie Krcmarik
UNL Faculty Course Portfolios
The portfolio analyzes two sections of the JOMC 130: Introduction to Design Thinking course that serves as the first course in a five course sequence about Communication Design in the College of Journalism and Mass Communications at the University of Nebraska–Lincoln. The portfolio explores the student outcomes from the course in general as well as compares the student success between in-person and online delivery for the course during the Fall 2021 semester. The course focuses on three main topics—technology, design thinking or problem solving, and storytelling. These three topics are foundational to all majors in the college. The course is …
Course Portfolio For Cive 361 – Highway Engineering, Libby Jones
Course Portfolio For Cive 361 – Highway Engineering, Libby Jones
UNL Faculty Course Portfolios
CIVE 361-Highway Engineering is a required course for all civil engineering majors at the University of Nebraska-Lincoln. The course is an introduction to transportation engineering covering vehicle and driver characteristics, geometric design, traffic operations, and transportation planning. The contents of this published course portfolio are for the Spring 2022 semester offering of CIVE 361. This course is used for formative assessment of ABET student outcomes 1, 2, 3 and 7. The alignment of the assessments used in the course and the ABET SOs were examined. Open educational resources (OERs) have been developed for this course. Data collected in 2020 was …
An In-Depth Review Of Alec 480: Senior Capstone In Agricultural & Environmental Sciences Communication (Aesc), Laura E. Young
An In-Depth Review Of Alec 480: Senior Capstone In Agricultural & Environmental Sciences Communication (Aesc), Laura E. Young
UNL Faculty Course Portfolios
This portfolio reviews ALEC 480, the undergraduate senior capstone course for Agricultural and Environmental Sciences Communication (AESC) majors in the Department of Agricultural Leadership, Education, and Communication (ALEC). The goal of ALEC 480 is to provide a culminating experience for AESC majors that incorporates all learning outcomes for the AESC program. During this course, students investigate topics identified by the Institute of Agriculture and Natural Resources (IANR) as critical to the state of Nebraska. Once identified, students then conduct interviews with researchers and Nebraska Extension educators and write, edit, design, and assist in the production of print and multimedia versions …
Benchmark Portfolio For Asci 451/851: Livestock On Range And Pasture, Fall 2021, Kacie L. Mccarthy
Benchmark Portfolio For Asci 451/851: Livestock On Range And Pasture, Fall 2021, Kacie L. Mccarthy
UNL Faculty Course Portfolios
The aim of this portfolio is twofold: first, the portfolio serves to provide a means for the author to reflect on and improve their approach to teaching an ACE 10 course. The Livestock on Range and Pasture course (ASCI 451/851) serves seniors and graduate students with a major and/or minor in Animal Science, Grazing Livestock Systems, Agronomy and Horticulture, or Range. Since taking over the course, the last two semesters have included students primarily from Animal Science or Agribusiness with a major or minor in Grazing Livestock Systems, respectively. This Peer Review of Teaching project evaluated student feedback from the …
Hrha 440: Human Rights, Conflict, And Community Changemaking: A Faculty-Led Inquiry Into Reflective And Scholarly Teaching Benchmark Portfolio, Julia Reilly
UNL Faculty Course Portfolios
This portfolio examines the extent to which HRHA 440: Human Rights, Conflict, and Community changing equipped students with the agency and confidence they need to be human rights changemakers. The purpose of this portfolio was to structure a re-design of the course towards a more collaborative, flipped classroom approach, and then to assess the extent to which this course re-design promoted achievement of the course learning outcomes. To assess achievement of the learning outcomes in the redesigned course, comparison of the results pre and post survey of the Spring 2022 cohort of students was used. Then, to assess the effects …
Course Portfolio — Hrtm 489: Advanced Event Operations, Kristin Malek
Course Portfolio — Hrtm 489: Advanced Event Operations, Kristin Malek
UNL Faculty Course Portfolios
No abstract provided.
First Portfolio: Introduction To Psychology (Psych 181), Chelsea A. Witt
First Portfolio: Introduction To Psychology (Psych 181), Chelsea A. Witt
UNL Faculty Course Portfolios
This course portfolio analyzed student learning in Introduction to Psychology, Psych 181 at the University of Nebraska- Lincoln. This course is often taken by first year students of various backgrounds and majors; this course is a pre-requisite for many other psychology courses. In general, the course covers basic psychological concepts in the realm of biopsychology, developmental psychology, social and personality psychology, cognitive psychology, and clinical psychology. Student enrollment for this section is capped at 200. This portfolio outlines my course goal, objectives, and assessments of those goals. There is also a reflection throughout regarding how well students feel supported and …
Analyzing The Impact Different Teaching Strategies On Student Learning Outcomes For The Online Graduate Class Soil Chemistry & Mineralogy (Agro/Nres/Soil 455/855), Michael Kaiser Phd
Analyzing The Impact Different Teaching Strategies On Student Learning Outcomes For The Online Graduate Class Soil Chemistry & Mineralogy (Agro/Nres/Soil 455/855), Michael Kaiser Phd
UNL Faculty Course Portfolios
In this portfolio teaching materials, activities, and assessments applied in a Soil Chemistry & Mineralogy” online graduate class are analyzed towards their suitability to achieve learning objectives and class goals. For this, data from class surveys, a decision matrix, and individual student feedback are the main sources of information. The survey revealed that the learning objectives are successfully addressed. Lecture videos, quizzes, exams, scientific paper reading assignments, and a review paper assignment were evaluated to be suitable in achieving these objectives. The developed matrix and individual student feedback suggest that the overall student learning satisfaction would benefit from more activities …
Course Development: Advanced Audio Content Creation, Kaci Ritcher
Course Development: Advanced Audio Content Creation, Kaci Ritcher
UNL Faculty Course Portfolios
The goal of this portfolio is to develop BRDC 391 Special Topics: Advanced Audio Content Creation into a permanent course that serves as an extension of BRDC 227 and supports advanced learning in audio production. The College of Journalism and Mass Communications has expressed a need for an advanced audio offering as interest in audio production has surged with the popularity of podcasting and audiobook production. The course centers around concept creation, hardware and software use, writing, vocal performance, and editing to create professional-level audio productions. This portfolio documents the development of Advanced Audio Content Creation and the student learning …
Course Portfolio For Bioc934: Genome Dynamics And Gene Expression, Nicole R. Buan
Course Portfolio For Bioc934: Genome Dynamics And Gene Expression, Nicole R. Buan
UNL Faculty Course Portfolios
A graduate degree in Biochemistry or any molecular life science field requires a strong foundation in molecular biology. BIOC934 Genome Dynamics and Gene Expression is a course designed to challenge graduate students whose research interests lie in the areas of biochemistry, molecular biology, synthetic biology, bioinformatics, and systems biology of prokaryote and eukaryote systems. Graduate students in these disciplines require a rigorous and thorough examination of core concepts in addition to practice applying theory to new observations while traversing unfamiliar disciplinary terrain. This portfolio describes the design of BIOC934, its implementation, and observed outcomes to identify strengths of the course …
Cive 440: Reinforced Concrete Design I: Faculty-Led Inquiry Into Reflective And Scholarly Teaching (First) Course Portfolio, Chungwook Sim
Cive 440: Reinforced Concrete Design I: Faculty-Led Inquiry Into Reflective And Scholarly Teaching (First) Course Portfolio, Chungwook Sim
UNL Faculty Course Portfolios
This Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) Course Portfolio documents the instructor’s teaching practices and student learning for Reinforced Concrete Design I (CIVE 440) course. The contents of this course portfolio captures the CIVE 440 course that was taught on the Lincoln campus during the semester of Fall 2022. CIVE 440 is a structural engineering design elective offered every year in the Department of Civil and Environmental Engineering on both Lincoln and Omaha campus at University of Nebraska-Lincoln (UNL). The course objective is to help students to be able to use theory and experience to proportion and detail …