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Articles 31 - 60 of 240
Full-Text Articles in Education
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.
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 …
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 …
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 …
A Peer Review Of Teaching Benchmark Portfolio For Mued 403 Student Teaching Seminar, Danni Gilbert
A Peer Review Of Teaching Benchmark Portfolio For Mued 403 Student Teaching Seminar, Danni Gilbert
UNL Faculty Course Portfolios
This portfolio examines the course planning and delivery of MUED 403—Student Teaching Seminar. Taken concurrently in the final semester of the music education degree with full-time student teaching field experiences, in addition to fulfilling the ACE 10 requirement, this course provides an analysis of PK-12 music teaching with special attention to teacher certification, selected legal aspects of education, current issues in education, and professional communication. I chose this course for the Peer Review of Teaching Project to determine whether undergraduate music education students could successfully complete an action research project during their student teaching semester and if so, whether the …
Vbms 403: Integrated Principles And Prevention Of Livestock Diseases, Christina L. Topliff
Vbms 403: Integrated Principles And Prevention Of Livestock Diseases, Christina L. Topliff
UNL Faculty Course Portfolios
This portfolio documents the teaching objectives, strategies, assessments, and changes implemented for VBMS 403: Integrated Principles and Prevention of Livestock Diseases, an Achievement-Centered Education (ACE) 10 Capstone course taught during the Spring Semester through the School of Veterinary Medicine and Biomedical Sciences at the University of Nebraska-Lincoln. Teaching methods and course activities included traditional lecturing with quizzes and examinations, in-class discussions, short reading assignments, and the generation of a scholarly term paper demonstrating broad knowledge, technical proficiency, information collection, synthesis, interpretation, and presentation. This portfolio documents the qualitative and quantitative methods used to assess the course learning objectives (goals). My …
Crpl 495/895: Introduction To Transportation Planning (Crpl 463/863: Land Use And Transportation), Daniel P. Piatkowski
Crpl 495/895: Introduction To Transportation Planning (Crpl 463/863: Land Use And Transportation), Daniel P. Piatkowski
UNL Faculty Course Portfolios
This portfolio presents the results of the first year, peer review of teaching process for CRPL 495/895, Introduction to Transportation Planning. The course is split-level course for advanced undergraduates and graduate students, and has been offered at the University of Nebraska Lincoln since 2016. The course is an elective in the Masters of Community and Regional Planning graduate program. The course introduces students to the connections between Transportation and Land Use planning, and their impacts on urban form, health, sustainability, and social justice, and the planning tools available to influence this process. The course also addresses planning for multiple modes …
Peer Review Of Teaching Portfolio - Sped 990: Intervention Design Lll, Susan J. Loveall
Peer Review Of Teaching Portfolio - Sped 990: Intervention Design Lll, Susan J. Loveall
UNL Faculty Course Portfolios
This portfolio documents the development of SPED 990: Intervention Design III, a doctoral course being taught for the first time in the Spring of 2021 in the Department of Special Education and Communication Disorders. The primary goals motivating my creation of this benchmark portfolio included: 1) deciding what to teach and how to teach it for the course’s first iteration, 2) understanding how this course fits into my department’s broader curriculum and doctoral training program, 3) upon completion of the course, reflecting on what worked and what didn’t to improve the course for future semesters, and 4) continuing my professional …
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 …
Agro 366: Soil Nutrient Relationships — A Peer Review Of Teaching Benchmark Portfolio, Meghan Sindelar
Agro 366: Soil Nutrient Relationships — A Peer Review Of Teaching Benchmark Portfolio, Meghan Sindelar
UNL Faculty Course Portfolios
Soil Nutrient Relationships serves juniors and seniors with a major or minor in Agronomy. I originally cotaught this course with another professor and was in charge of just the lab portion. Now that I am the sole instructor I had goals of developing new content learning resources and better integrating lab and lecture content. The course was reorganized in 2021 into weekly modules with independent learning, lab time to work on calculations, using NebGuides, and other skill content, and then end of week discussion for relevant case studies or discussion of application and interactions. Students also conducted a group project …
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 …
Fdst205 Food Composition Analysis — A Peer Review Of Teaching Project Benchmark Portfolio, Mei Lu
Fdst205 Food Composition Analysis — A Peer Review Of Teaching Project Benchmark Portfolio, Mei Lu
UNL Faculty Course Portfolios
The purpose of this peer review of the teaching portfolio was to document and evaluate the course activities that are aimed at improving student learning in FDST205 Food Composition Analysis. This FDST205 is unique that it is offered exclusively to the students in the 3+1 International Food Science Dual Degrees Program established between the University of Nebraska-Lincoln (UNL) and Northwest Agricultural & Forestry University (NWAFU) in China. Students that enrolled in this course were a cohort of 55 sophomores in the 3+1 Food Science Dual Degrees Program. In spring 2021, the lecture part of FDST205 was offered online synchronously, while …
Peer Review Of Teaching Portfolio: Learning & Motivation (Psyc 368), Jacquelyn Omelian
Peer Review Of Teaching Portfolio: Learning & Motivation (Psyc 368), Jacquelyn Omelian
UNL Faculty Course Portfolios
This portfolio is a reflection and report on the peer review process undertaken during the Spring 2021 semester at the University of Nebraska – Lincoln. The work presented here provides a description of the PSYC 368: Learning and Motivation course as it was delivered in an asynchronous, 14-week format as a result of the COVID-19 pandemic. This large (150 student) lecture-style course is open to any student who has completed Introduction to Psychology and attracts students from across multiple colleges and majors. This portfolio has a particular emphasis on a series of major assignments in the course and how they …
Nutr100 Healthy Living – A Peer Review Of Teaching Benchmark Portfolio, Shinya Takahashi
Nutr100 Healthy Living – A Peer Review Of Teaching Benchmark Portfolio, Shinya Takahashi
UNL Faculty Course Portfolios
NUTR100 Healthy Living is a gateway course for Nutrition and Health Sciences major students as well as students from other majors at UNL. The course is a large hybrid-online 100-level class. The course is an introductory course designed to help the students improve his/her level of well-being by understanding various risk factors and personal behaviors that affect health. The objectives of this portfolio were 1) Improve students’ preparation for exams by providing exam review sessions, 2) Improve students’ “healthy living practices” throughout the semester and beyond, and 3) Creating a sense of belongingness/community by sharing your experiences, providing constructive feedback, …
Course Portfolio For Mech 300: Thermal Systems And Design, Spring 2021, Mohammad Ghashami
Course Portfolio For Mech 300: Thermal Systems And Design, Spring 2021, Mohammad Ghashami
UNL Faculty Course Portfolios
Thermal Systems and Design (MECH 300) is a three-credit course for junior students at the Department of Mechanical and Materials Engineering (MME) at the University of Nebraska-Lincoln, which is taught every fall and spring semester. The usual enrollment in this course is about 40 undergraduate students most of whom are junior or sophomore students from the MME department. This course plays a significant role in completing students’ learning from MECH-200 and linking that to more advanced systems and real-life applications. There are two purposes for this portfolio. The first aim is that this portfolio serves to collect and document the …
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 …
Setting The Foundation For Experiential Learning And Academic Success In Mbio 101: Introduction To The Microbiology Major, Brandi Sigmon
Setting The Foundation For Experiential Learning And Academic Success In Mbio 101: Introduction To The Microbiology Major, Brandi Sigmon
UNL Faculty Course Portfolios
Introductory courses for majors, typically completed by first-year students, are important to student success and retention as they set the foundation for students in their respective majors. At the University of Nebraska-Lincoln, Microbiology majors complete MBIO 101: Introduction to the Microbiology Major during their first semester as their introductory, foundational course. In this course portfolio, I chose to focus on investigating the impact on student learning of integrating more emphasis on experiential learning knowledge and acquisition within the course through the participation of students in a hands-on workshop and research symposium. Integration of these two events into the MBIO 101 …
Investigating Student Learning Outcomes In Visual Merchandising: A Peer Review Of Teaching Portfolio Of Tmfd 314 Textile And Apparel Merchandising And Promotion, Jennifer Johnson Jorgensen
Investigating Student Learning Outcomes In Visual Merchandising: A Peer Review Of Teaching Portfolio Of Tmfd 314 Textile And Apparel Merchandising And Promotion, Jennifer Johnson Jorgensen
UNL Faculty Course Portfolios
Students in TMFD 314 learn how to attract consumers to products found in brick-and-mortar stores and online, which leads to heightened sales for brands and retailers. However, based on shifting instruction of the course, it was anticipated that updates were needed. A pre-and post-test was employed to determine how updates should be approached, which helped to determine the students’ perceived level of knowledge on different topic areas. In addition, an investigation of student grades for the first and final project was also assessed to determine areas of possible improvement in the future. Overall, it became clear that a few key …
Acct 301: Using Accounting Information — A Peer Review Of Teaching Benchmark Portfolio, Jill Trucke
Acct 301: Using Accounting Information — A Peer Review Of Teaching Benchmark Portfolio, Jill Trucke
UNL Faculty Course Portfolios
This benchmark course portfolio documents my process to evaluate and improve student learning in ACCT301, Using Accounting Information. This course is designed for non-accounting majors who desire to have a better understanding of different aspects of accounting that goes beyond the introductory financial and managerial accounting courses. It covers income taxes, financial statement analysis and internal controls. I had four objectives for this benchmark portfolio project:
1. To evaluate the quantity and quality of my assessments and course activities to ensure they are in line with the goals that I have for this course.
2. To ensure my goals are …
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 …
Measuring Student Success In Jour200a: Fundamentals Of Editing & Reporting I: A Beginning Writing, Editing And Reporting Class, Jessica Fargen Walsh
Measuring Student Success In Jour200a: Fundamentals Of Editing & Reporting I: A Beginning Writing, Editing And Reporting Class, Jessica Fargen Walsh
UNL Faculty Course Portfolios
A grammar error or typo on a resume can mean the difference between getting the job or having your resume deleted. Factual errors and inconsistencies can also affect a writer’s credibility. Accuracy, style, word choice and consistency matter for these reasons and more. Journalism students in particular should come to internships, classes and jobs with the skills they need to succeed. The course Jour200A: The Fundamentals of Reporting & Editing I attempts to meet this demand by providing all majors in the College of Journalism and Mass Communications with a strong foundation in editing and writing. This project sought to …
A Peer Review Of Teaching Portfolio — Stat 822: Statistical Methods Ii, Reka Howard
A Peer Review Of Teaching Portfolio — Stat 822: Statistical Methods Ii, Reka Howard
UNL Faculty Course Portfolios
The peer review of teaching program gave me the opportunity to reflect on my teaching in terms of pedagogical goals and methods for the course Stat 822: Statistical Methods II which is offered to MS level students in the Department of Statistics. Even though the course is part of the list of required courses for MS students in the department, typically about a third of the students are from other departments. The portfolio describes details about how the course fits into the MS program in the Department of Statistics, the context of the course, the learning objectives, expectations from students, …
Jour200a: Fundamentals Of Editing And Reporting I — Teaching Lede Writing For Digital/Print, Broadcast And Social Media Simultaneously, Chris Graves
UNL Faculty Course Portfolios
Fundamentals of Editing and Reporting I is a foundational course required for all majors in the College of Journalism and Mass Communications at the University of Nebraska - Lincoln. The first half of the course focuses on grammar, AP style, determining how to identify news and good editing. The second half of the course pivots to applying those principles in writing by focusing on teaching students how to summarize news facts, write them in an inverted pyramid news writing style for digital/print publication and also for broadcast and social media platforms. There are key differences in writing for various platforms …
Stat 850 Course Portfolio, Susan Vanderplas
Stat 850 Course Portfolio, Susan Vanderplas
UNL Faculty Course Portfolios
Stat 850 is an introduction to statistical computing, providing students with the computing skills they need to do research, write papers, and succeed in statistics and quantitative fields. In this portfolio, I examine the impact of increased discussion of pseudocode and flow charts on students’ ability to solve multi-step problems. This additional scaffolding, while not completely effective, does seem to have resulted in lower student frustration, though it is not clear that this is a result of the intervention and not just a consequence of a different group of students with different experience in computational programming.
Enabling Conceptual Learning To Prepare Students For The New World Of Nutrition Communication, Sabine Zempleni
Enabling Conceptual Learning To Prepare Students For The New World Of Nutrition Communication, Sabine Zempleni
UNL Faculty Course Portfolios
During the last decades, the flow of nutrition information between nutrition professionals and consumer has changed profoundly. Newest scientific findings are freely available from public data bases and often make it prematurely into the media and social media. Therefore, students need to require a precise knowledge of nutrition concepts, be able to explain the concepts to the consumer, and apply those concepts to eating decisions. Many students have not made the transition from memorizing individual facts to conceptual learning. Students will need appropriate learning tools and instructions to help them make this transition successfully. The goal of this Peer Review …
Course Portfolio For Cive 378 Materials Of Construction, Spring 2021, Congrui Grace Jin
Course Portfolio For Cive 378 Materials Of Construction, Spring 2021, Congrui Grace Jin
UNL Faculty Course Portfolios
CIVE 378 Materials of Construction is a required three-credit course for junior students at the Department of Civil and Environmental Engineering at University of Nebraska Lincoln, which is taught every spring semester. Every spring about seventy undergraduate students register CIVE 378, most of whom are junior students and sophomore students majoring in civil engineering. Teaching quality of this course is very important for students’ learning of the fundamentals of construction materials. The aim of this course portfolio is threefold: (1) to demonstrate the intellectual work of teaching taking place inside and outside of the classroom of CIVE 378; (2) to …
Course Portfolio For Cnst 489: Senior Capstone Project – Fall 2021, Matthew Barrows
Course Portfolio For Cnst 489: Senior Capstone Project – Fall 2021, Matthew Barrows
UNL Faculty Course Portfolios
This portfolio analyzes CNST 489 – Senior Capstone Project a class in the construction management department of The Durham School at the University of Nebraska. The results of this analysis will be used to improve the content delivered in class and increase the effectiveness of how the content is delivered. This portfolio focuses specifically on how participation by the construction industry in the classroom can increase student learning during their graduating semester. The senior level capstone class is a semester long project based on an actual construction project that is broken down into three main deliverables through the semester. The …
A First Project Benchmark Portfolio Of Biochemistry Ii: Metabolism And Biological Information (Bioc/Bios/Chem 432/832), Xinghui Sun
UNL Faculty Course Portfolios
This portfolio has been developed for Biochemistry II: Metabolism and Biological Information (BIOC/BIOS/CHEM 432/832). This course is taken primarily by senior undergraduates with majors mainly in biochemistry. The objectives of this course portfolio are: 1) to provide a broad overview for this 400 level class; 2) to revise/refine the course using a backward design approach with clear student learning objectives; 3) to assess and reflect the instructor’s teaching approach; and 4) to analyze and reflect on student learning. The course structure was redesigned with three modules to support the learning objectives of this course. Course activities for each module include …
An In-Depth Review Of Alec 305: Presentation Strategies For Agricultural Audiences, Ruth K. Taylor
An In-Depth Review Of Alec 305: Presentation Strategies For Agricultural Audiences, Ruth K. Taylor
UNL Faculty Course Portfolios
This portfolio reviews the class, ALEC 305: Presentation Strategies for Agricultural Audiences. This is junior-level class required for students majoring in Agricultural and Environmental Sciences Communication (AESC) and is an elective for students minoring in AESC or in Leadership and Communication. The class was also approved as a required class for the Agricultural Leadership, Education, and Communication (ALEC) major that is anticipated to launch in Fall 2022. As a core requirement for ALEC, the enrollment is anticipated to increase from 25 students to 50 students a year. This class focuses on practical presentations strategies that connect to students’ careers. Learning …