Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Teaching (2)
- Applied learning (1)
- Assessment (1)
- Assessments (1)
- Backward design (1)
-
- Clinical Education (1)
- Correlation (1)
- Course objectives (1)
- Evidence Law (1)
- Flipped classroom (1)
- Inquiry Portfolio (1)
- Law (1)
- Law Students (1)
- Learning Outcomes (1)
- National security studies (1)
- Problem-based teaching (1)
- Professional Identity (1)
- Readings (1)
- Socratic method (1)
- Structured analytic techniques (1)
- Student evaluations (1)
- Student learning (1)
- Student resistance to active learning methods (1)
- Teaching legal history (1)
Articles 1 - 5 of 5
Full-Text Articles in Law
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 …
Law 658/G: Weibling Entrepreneurship Clinic—A Peer Review Of Teaching Project Benchmark Portfolio, Brett C. Stohs
Law 658/G: Weibling Entrepreneurship Clinic—A Peer Review Of Teaching Project Benchmark Portfolio, Brett C. Stohs
UNL Faculty Course Portfolios
This benchmark portfolio summarizes a study conducted by Professor Brett C. Stohs of students in the Weibling Entrepreneurship Clinic during the 2017 Spring semester. Specifically, the study sought to determine whether students who participate in the clinic develop their professional identities as soon-to-be lawyers. Using qualitative and quantitative measurements, the study determined that participating students do tend to develop their professional identities while in the clinic. This portfolio examines the extent of that development and identifies opportunities for continued course improvement.
Nsst 475: Security In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Tyler R. White
Nsst 475: Security In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Tyler R. White
UNL Faculty Course Portfolios
This benchmark course portfolio is the culmination of a year’s long planning and execution process to improve an existing capstone course NSST 475. This course has two goals: to teach students about subject matter and to expose them to structured analytic techniques (SATs) before they graduate. This course is a minor capstone which means that the students come from a diverse set of disciplinary backgrounds. I targeted two course objectives to examine for this project with the intention of employing backward course design to think through what students should be learning and how I can improve that process. This portfolio …
Hist 340: American Legal History—A Peer Review Of Teaching Project Inquiry Portfolio, Katrina Jagodinsky
Hist 340: American Legal History—A Peer Review Of Teaching Project Inquiry Portfolio, Katrina Jagodinsky
UNL Faculty Course Portfolios
This inquiry portfolio measures the success of revisions made to HIST 340: American Legal History after a previous benchmark portfolio revealed a number of problems in communicating to students the importance and meaning of the course objectives, in correlating assessments to the final grade, and in documenting student learning and quality of instruction. The findings, outlined below, indicate that identifying a clear course theme; more strongly aligning readings, assessments, and discussions to course objectives; and restructuring the verbal and written analysis of readings dramatically improved students’ performance and satisfaction. Measures used include formal and informal student evaluations of instruction, formal …
Law 799: Clinical Practice-Criminal—A Peer Review Of Teaching Project Benchmark Portfolio, Steven Schmidt
Law 799: Clinical Practice-Criminal—A Peer Review Of Teaching Project Benchmark Portfolio, Steven Schmidt
UNL Faculty Course Portfolios
This portfolio provides a broad overview of my teaching of Law 799. It not only gives the reader an understanding of the goals I have for the course, but also how I endeavor to reach those goals. Finally, through the use of student assessment, this portfolio provides insight as to whether my goals were reached and to what degree. Thus, the portfolio serves to inform me of areas needing improvement.