Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (7)
- Engineering (3)
- Political Science (3)
- Psychology (3)
- Arts and Humanities (2)
-
- Diseases (2)
- Educational Psychology (2)
- Life Sciences (2)
- Medicine and Health Sciences (2)
- Physical Sciences and Mathematics (2)
- Sociology (2)
- Acting (1)
- Anthropology (1)
- Art and Design (1)
- Atmospheric Sciences (1)
- Civil and Environmental Engineering (1)
- Communication (1)
- Construction Engineering and Management (1)
- Developmental Psychology (1)
- Engineering Science and Materials (1)
- Family, Life Course, and Society (1)
- Genetics (1)
- Genetics and Genomics (1)
- Journalism Studies (1)
- Mass Communication (1)
- Mathematics (1)
Articles 1 - 16 of 16
Full-Text Articles in Education
Ae 2250: Construction Graphics And Design—A Peer Review Of Teaching Project Benchmark Portfolio, Asregedew Woldesenbet
Ae 2250: Construction Graphics And Design—A Peer Review Of Teaching Project Benchmark Portfolio, Asregedew Woldesenbet
UNL Faculty Course Portfolios
This course portfolio designs and documents AE 2250 (Construction Design and Graphics) course that is taught in Spring 2016 at UNL's College of Engineering under the Durham School of Architectural Engineering and Construction program. The course is intended to introduce BIM (Building Information Modeling) to architectural engineering, construction engineering, construction management and civil engineering students ranging from freshman to juniors. This course portfolio documents the challenges associated with delivering this course, tailors the course objectives, activities and tracking measures to meet the course objectives throughout the semester. This portfolio uses quantitative and qualitative measures to track student performances and learning …
Plpt 496/892: Disease Dynamics & Evolution—A Peer Review Of Teaching Project Benchmark Portfolio, Sydney E. Everhart
Plpt 496/892: Disease Dynamics & Evolution—A Peer Review Of Teaching Project Benchmark Portfolio, Sydney E. Everhart
UNL Faculty Course Portfolios
This benchmark course portfolio was developed as a component of the University of Nebraska Peer Review of Teaching. The course selected for this portfolio was a new course developed and taught as an Independent Study PLPT 496/892. The working title for the course was Disease Dynamics and Evolution. This course was designed to cover core concepts of disease ecology and pathogen emergence/evolution. Concepts were organism-agnostic and important for understanding infectious diseases of humans, animals, and plants. The course format was lecture-based and inquiry driven, using primary literature as case studies. The goal of this course was to use interesting and …
Pols 430: Political Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Brandon Bosch
Pols 430: Political Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Brandon Bosch
UNL Faculty Course Portfolios
This course portfolio was created to articulate, assess, and reflect upon my course objectives for a political communication class that I taught in Spring 2016. Of particular note was my objective in trying to use a Verbal Exam to assess student learning. Although I encountered some difficulties in implementing the Verbal Exam, students seemed to be either neutral or somewhat supportive of having a Verbal Exam, with students generally inclined to thinking that they learned something about interviews from the process and showing some mild support for them being used in other classes. It is worth noting that the Verbal …
Math 433: Nonlinear Optimization—A Peer Review Of Teaching Project Benchmark Portfolio, Adam Larios
Math 433: Nonlinear Optimization—A Peer Review Of Teaching Project Benchmark Portfolio, Adam Larios
UNL Faculty Course Portfolios
My intention in this portfolio is to highlight various approaches to teaching higher-level mathematics with a programming component that I tried in a course on nonlinear optimization. There is a particular focus on students with little or no previous programming experience. Several case studies are done using "pre- and post-course" surveys which examined items such as student confidence in programming, and particular programming skills. Sample examples and sample homeworks are presented and discussed. Also presented are several materials I designed to lead students into programming and shed light on certain problems. These Materials assume some basic mathematical reasoning and knowledge, …
Tmfd 146: Visualization Studio—A Peer Review Of Teaching Project Benchmark Portfolio—Student Perceptions Of Learning To Draw The Human Form, Michael Burton
Tmfd 146: Visualization Studio—A Peer Review Of Teaching Project Benchmark Portfolio—Student Perceptions Of Learning To Draw The Human Form, Michael Burton
UNL Faculty Course Portfolios
This course portfolio examines student experiences while taking Visualization Studio and illustrates the various drawing and design projects they complete. While this document illustrates the overall course experience it focuses on student perceptions of learning to draw the human form by two students. Student A, Alesha, demonstrates a high pass example and student B, Mallory, demonstrates a mid pass example.
I feel it is obvious to compare high and low pass samples but the difference between high and mid is much harder to differentiate. Key elements are highlighted to identify the differences between them. Although final course grades were close …
Psyc 287: Psychology Of Personality—A Peer Review Of Teaching Project Benchmark Portfolio, Maital Neta
Psyc 287: Psychology Of Personality—A Peer Review Of Teaching Project Benchmark Portfolio, Maital Neta
UNL Faculty Course Portfolios
In this portfolio, I am assessing student learning in a mid-level Psychology course, Psyc 287: Psychology of Personality. The course introduces students to the major theories of personality, and covers a wide array of topics intended to provide a broad overview of issues in the field. The course attracts a somewhat representative sample of UNL students, including non-majors, and therefore most are from Nebraska. The course is not a prerequisite to any other courses, but it could be a useful foundation course for students pursuing a career in psychology research, and it could also help people to consider issues related …
Bois 412/812: Human Genetics—A Peer Review Of Teaching Project Benchmark Portfolio, Colin D. Meiklejohn
Bois 412/812: Human Genetics—A Peer Review Of Teaching Project Benchmark Portfolio, Colin D. Meiklejohn
UNL Faculty Course Portfolios
This portfolio focuses on Human Genetics, an upper-division course taken primarily by biology majors to fulfill elective credit in their degree. This course studies the genetic basis for human variation, with the goal of placing this variation in the context of human evolutionary history and the consequences of this variation for medical understanding and treatments. In Human Genetics, students complete an original synthetic research paper on a human genetic disorder. Through writing this paper, students are expected to learn how to navigate electronic databases and online resources on human genetic diseases, and to read and synthesize the primary scientific literature. …
Matl 260/360: Elements Of Materials Science—A Peer Review Of Teaching Project Benchmark Portfolio, Bai Cui
Matl 260/360: Elements Of Materials Science—A Peer Review Of Teaching Project Benchmark Portfolio, Bai Cui
UNL Faculty Course Portfolios
The goal of MATL 260/360 Elements of Materials Science is to make undergraduate students understand the fundamental concepts of the microstructure-property relationship of materials. This course portfolio addresses several key questions in teaching, such as how to teach new knowledge more effectively, how to increase student engagement, how to promote students’ interests and motivations, and how to use this course to improve students’ analysis and critical thinking skills.
To address each of key questions, the course activities include: relating the new knowledge with daily-life and industry examples; giving PPT slides for after- class study; assigning homework questions after each lecture; …
Anth 474/874: Applied And Development Anthropology—A Peer Review Of Teaching Project Benchmark Portfolio, Wayne A. Babchuk
Anth 474/874: Applied And Development Anthropology—A Peer Review Of Teaching Project Benchmark Portfolio, Wayne A. Babchuk
UNL Faculty Course Portfolios
In what follows, I provide an overview of the Benchmark Portfolio developed for the upper level undergraduate/graduate course ANTH 474/874: Applied and Development Anthropology taught in the Spring Semester, 2016 through the Department of Anthropology at the University of Nebraska-Lincoln. Topics include the objectives for the portfolio, description of the course including course goals, enrollment and demographic information, teaching methods, rationale, course materials and activities, analysis of student learning, planned changes based on this experience, and an overall assessment of the portfolio process. As an Assistant Professor of Practice in the Department of Educational Psychology and the Department of Anthropology, …
Nres/Metr/Bsen 479/879: Hydroclimatology—A Peer Review Of Teaching Project Benchmark Portfolio, Francisco Munoz-Arriola
Nres/Metr/Bsen 479/879: Hydroclimatology—A Peer Review Of Teaching Project Benchmark Portfolio, Francisco Munoz-Arriola
UNL Faculty Course Portfolios
Rising temperatures and extreme hydrometeorological and climate events are evidences of a changing climate. An increasing population together with their demands for food, energy and water make changes in climate evidence the need to train a new generation of multidisciplinary professionals with a clear understanding of the effects of a changing climate in their activities. Historically, climate sciences were used for scientific and weather operational contexts and engineers applied stationary assumptions for multi-term planning. My goal is to identify elements built from classroom experiences about (a) the suitability of a hydroclimatology course for engineers and scientists; (b) the multidisciplinary skills; …
Cyaf 382: Parenting—A Peer Review Of Teaching Project Benchmark Portfolio, Natalie A. Williams
Cyaf 382: Parenting—A Peer Review Of Teaching Project Benchmark Portfolio, Natalie A. Williams
UNL Faculty Course Portfolios
This benchmark portfolio summarizes the process and results of a reflective inquiry into the teaching of CYAF 382 Parenting. The primary goals of this portfolio were to: (1) refine the course to enhance participants’ experience by connecting course goals/objectives and course activities, (2) document the impact of the course of student learning outcomes, and (3) identify specific changes that can be made to enhance the learning of future students.
Pols 459: International Political Economy—A Peer Review Of Teaching Project Benchmark Portfolio, Nam Kyu Kim
Pols 459: International Political Economy—A Peer Review Of Teaching Project Benchmark Portfolio, Nam Kyu Kim
UNL Faculty Course Portfolios
This Peer Review Course Portfolio documents my teaching practices in International Political Economy (POLS 459) and analyze student learning in the course. POLS 459 is an upper-division course designed to introduces students to the study of international political economy. The most important goal of the course is that students should be able to demonstrate substantive knowledge of the political economy of international trade, investment and development. To this end, I mainly employ classroom lectures, classroom discussions, and small group work. Students work on six in-class quizzes, three exams, and one group presentation. My analysis of student learning reveals that many …
Jomc: 491/891: Special Topic: News Engagement Lab—A Peer Review Of Teaching Project Benchmark Portfolio, Michelle Carr Hassler
Jomc: 491/891: Special Topic: News Engagement Lab—A Peer Review Of Teaching Project Benchmark Portfolio, Michelle Carr Hassler
UNL Faculty Course Portfolios
This benchmark portfolio analyzes a collaborative elective course offered by the University of Nebraska-Lincoln College of Journalism and Mass Communications in partnership with NET News, the state’s public media organization. The Spring 2016 course offered students hands-on experience creating, implementing and assessing social media content and engagement strategies for NET News. This portfolio showcases the innovative nature of the course while also demonstrating its pedagogical underpinnings. The portfolio provides a broad overview, including course goals and how activities and assignments are aligned with them. Using several assessment strategies, the inquiry focused on the course’s final project, in which students were …
Pols: 450: Research In Biology, Psychology, And Politics—A Peer Review Of Teaching Project Benchmark Portfolio, Ingrid J. Haas
Pols: 450: Research In Biology, Psychology, And Politics—A Peer Review Of Teaching Project Benchmark Portfolio, Ingrid J. Haas
UNL Faculty Course Portfolios
This benchmark course portfolio provides an overview of student learning in Research in Biology, Psychology, and Politics (Political Science 450). This is an upper-level undergraduate course focused on training students to conduct research in the interdisciplinary area of political psychology. Enrollment in the course is primarily advanced political science majors, or students from related majors (i.e., psychology) with an interest in politics. This course focuses on developing understanding of research methods and application of appropriate methods to small group research projects. In addition, the course helps to improve student confidence in ability to engage in the research process and understand …
Thea 401: Advanced Acting—Acting For Camera—A Peer Review Of Teaching Project Benchmark Portoflio, Wesley Broulik
Thea 401: Advanced Acting—Acting For Camera—A Peer Review Of Teaching Project Benchmark Portoflio, Wesley Broulik
UNL Faculty Course Portfolios
In the pursuit of teaching the art of acting, and specifically acting for the camera, how do we measure growth? Additionally is there a correlation between high academic achievement and talent? In this portfolio we will examine how to evaluate acting, student growth, and examine test and paper results to see if the most “talented” performers are also the highest academic achievers.
Edps 870: Introduction To Educational And Psychological Measurement—A Peer Review Of Teaching Project Benchmark Portfolio, Anthony D. Albano
Edps 870: Introduction To Educational And Psychological Measurement—A Peer Review Of Teaching Project Benchmark Portfolio, Anthony D. Albano
UNL Faculty Course Portfolios
This portfolio was compiled at the completion of the Peer Review of Teaching Project, professional development available to faculty at the University of Nebraska-Lincoln. The purpose of the project is to support faculty in evaluating and documenting the effectiveness of their teaching. The main objective of this portfolio is to summarize the results of my participation in the project during the 2015/2016 academic year. The portfolio summarizes key features of the course and my teaching methods, along with examples of student work.