Will The First Through Fifth Years Please Stand Up? Quantifying National Sbae Teacher Experience,
2020
University of Nebraska-Lincoln
Will The First Through Fifth Years Please Stand Up? Quantifying National Sbae Teacher Experience, Becky Haddad, Kelsey J. Knight, Josh Stewart, Johnathan Velez
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Research often references years of experience specific to participants, yet no compiled report exists for secondary school-based agricultural education (SBAE) to holistically quantify years of teaching experience. In addition, definitions accounting for experience fall short of capturing the myriad ways experience counts in the broader teaching profession. Our study addresses this missing piece of the teacher retention puzzle. Using Quiñones, Ford, and Teachout’s (1994) conceptual framework for work experience measures, our study quantified teacher experience in the National Association for Agricultural Education (NAAE). We analyzed National SBAE teacher experience through descriptive statistics, compared experience by region using an ANOVA model, …
Knowledge Of Content For Clinical Nursing Educators: An Ethnographic Investigation Of Clinical Experts Who Transition To The Role Of Novice Clinical Nursing Educator,
2020
West Virginia University
Knowledge Of Content For Clinical Nursing Educators: An Ethnographic Investigation Of Clinical Experts Who Transition To The Role Of Novice Clinical Nursing Educator, Stacy Wheat Huber
Graduate Theses, Dissertations, and Problem Reports (ETD)
The purpose of this research study was to identify and describe the teaching practices and the grounding experiences of the teaching practices novice educators use when teaching undergraduate students in the clinical patient care area. The following research questions guided this investigation: What teaching practices and teacher knowledge do novice clinical nursing educators demonstrate or draw from when teaching undergraduate nursing students in the clinical patient-care area? In what ways do novice clinical nursing educators change or adapt their teaching behaviors as a response to the context of the teaching/learning environment? What grounding educational or professional experiences do novice clinical …
Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa,
2020
St. John’s University
Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, Chelsea Mabie
Northwest Journal of Teacher Education
Through a comparative analysis, the previous Oregon Teacher Work Sample Methodology utilized to assess preservice educators' competency is compared to the edTPA performance assessment, which formally replaces the later assessment system for newly minted Oregon educators as of the 2018-2019 school year. While Oregon Work Sample Methodology was cutting edge from the 1980s onward, the state legislature adopted edTPA in 2016. Many educators, administrators, and other hiring committees are not familiar with the new assessment system as they hire new educators coming out of state-accredited programs. After a comparison of both assessment systems' components in regards to InTASC standards, it …
Virtual Laboratory Of Industrial Scenarios For Training In The Areas Of Automation And Control,
2020
Morehead State University
Virtual Laboratory Of Industrial Scenarios For Training In The Areas Of Automation And Control, Jorge Alberto Ortega-Moody, William R. Grise
Faculty Research at Morehead State University
The incorporation of new technologies and technological developments in the area of automation and control requires constant training of the personnel involved in such area. The majority of this training begins in the laboratories of educational institutions and training centers for automation personnel. These laboratories are where theoretical knowledge gained in the classroom is applied. Unfortunately, being limited in infrastructure, the use of those laboratories, in the best case scenarios, are restricted to only some actuators and sensors. Industry training is another source in which individual companies have their own internal training programs led by experts in the field. However, …
Why They Care: An Exploration Of Adjunct Faculty Loyalty,
2020
Wayne State University
Why They Care: An Exploration Of Adjunct Faculty Loyalty, Sara Elizabeth Barnwell
Wayne State University Dissertations
Higher education is always evolving and striving to be more effective and efficient. Over time, the use of part-time or adjunct faculty members has increased in an effort to achieve that goal. In this dissertation, the concept of adjunct faculty loyalty is explored using Intuitive Empathic Exploration which is a newly constructed qualitative methodology. Intuitive Empathic Exploration was created for this research study with the hope that it can be used in future research. It draws primarily from the concepts of phenomenology, empathy, intuitive inquiry, and in-depth interviewing. The focus of the research is to consider how adjunct faculty members …
An Exploration Of Evolving Faculty Instructional Beliefs And Practices Viewed Through The Lens Of Transformative Learning,
2020
University of Central Florida
An Exploration Of Evolving Faculty Instructional Beliefs And Practices Viewed Through The Lens Of Transformative Learning, Joseph Huston
Electronic Theses and Dissertations, 2020-2023
The purpose of this study was to explore the phenomenon of transformative learning within the context of instructional beliefs and practices among collegiate math and science faculty. Participants included nine full-time instructional faculty teaching within a biological science, mathematics, or physical science department at a public, two-year degree-granting state college. The study employed a qualitative research methodology, engaging participants in semi-structured interviews through a descriptive phenomenological design. Qualitative coding and thematic analysis were conducted, consistent with Colaizzi's (1978) Method for phenomenological research. Data analysis resulted in the emergence of four themes related to transformative learning experiences and four themes related …
The Effects Of Instructor Self-Disclosure On Students’ Cognitive Learning: A Live Lecture Experiment,
2020
West Virginia University
The Effects Of Instructor Self-Disclosure On Students’ Cognitive Learning: A Live Lecture Experiment, Stephen Michael Kromka
Graduate Theses, Dissertations, and Problem Reports (ETD)
The purpose of this dissertation was to examine the causal influences of relevant (and irrelevant) instructor self-disclosure on student affect and cognitive learning. Relevant self-disclosure involves the instructor directly relating personal disclosures to important lesson content, whereas irrelevant self-disclosure involves the instructor’s personal disclosures straying from the lesson topic. Given previous correlational self-disclosure research, the researcher predicted that relevant (compared to irrelevant) instructor self-disclosure would lead to increased reports of affect toward the instructor. The researcher also predicted that instructor self-disclosure relevance (compared to irrelevance) would enhance lesson coherence, and in turn, foster students’ cognitive learning. The researcher conducted a …
Let’S Review: Types Of Feedback Given In An Agricultural Writing Intensive Course,
2020
University of Nebraska-Lincoln
Let’S Review: Types Of Feedback Given In An Agricultural Writing Intensive Course, Becky Haddad, Kellie Claflin, Josh Stewart
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Our study sought to describe the types of feedback (affective, cognitive, and metacognitive) used by students of senior standing in a Writing Intensive Course within an undergraduate Agricultural Sciences degree. This study quantified a change in peer-review feedback over the course of an academic term. Students used each type of feedback throughout the duration of the course, but relied heavily on affective and cognitive feedback (63% and 80% of combined feedback between both categories in initial and final feedback, respectively). Further efforts are necessary to provide direction and rigorous evaluation in the writing intensive course. Continued research is necessary to …
Using Comparative Rating Analysis And Mixed-Method Degree-Of-Change Ratings To Evaluate Graduate-Level Instruction In Leadership Development: Alec 802 Developing Leadership Capacity In Organizations And Communities – A Peer Review Of Teaching Portfolio,
2020
University of Nebraska-Lincoln
Using Comparative Rating Analysis And Mixed-Method Degree-Of-Change Ratings To Evaluate Graduate-Level Instruction In Leadership Development: Alec 802 Developing Leadership Capacity In Organizations And Communities – A Peer Review Of Teaching Portfolio, Lindsay J. Hastings
UNL Faculty Course Portfolios
ALEC 802 Developing Leadership Capacity in Organizations and Communities prepares graduate students in leadership studies to become highly skilled at analyzing human systems using leadership as a frame and designing training and development solutions to help those human systems run more effectively. ALEC 802 utilizes a three-tiered case study approach as the primary evaluation mechanism of student proficiency as a professional leadership development specialist. Each case study tier builds upon the previous and offers a gradual reduction in supporting infrastructure. This course portfolio utilized a comparative rating analysis of each case study assignment by learning objective as well as a …
A Peer Review Benchmark Portfolio For Arch 411: Integrate,
2020
University of Nebraska-Lincoln
A Peer Review Benchmark Portfolio For Arch 411: Integrate, David Newton
UNL Faculty Course Portfolios
In North American universities, the comprehensive, or integrative studio, represents an important moment in the curriculum of architecture programs where students are likely to encounter especially challenging design problems due to the integrative thinking required at a number of scales. Providing students with concepts and tools to handle these problems at this stage is therefore crucial to their success in the studio and their development as architects. This research explores the application of dynamic multi-objective optimization (DMOO) concepts and tools within a comprehensive studio context to help students improve their ability to explore tradeoffs between design solutions. DMOO offers a …
Peer Review Of Teaching Portfolio For Hort 306: Greenhouse Operations & Management,
2020
University of Nebraska - Lincoln
Peer Review Of Teaching Portfolio For Hort 306: Greenhouse Operations & Management, Stacy Adams
UNL Faculty Course Portfolios
A Greenhouse Operations and Management course designed specifically to serve the needs of horticulture students at an institution of higher learning has transitioned teaching philospophy to additionally serve any student with a potential use of a greenhouse in instruction, community outreach, research, extension, early childhood development, and thearapy. Through the Peer Review of Teaching Project, the course is explored, analyzed and redeveloped with intentional purpose.
Fors 411: Forensic Comparative Analysis – A Peer Review Of Teaching Project Benchmark Portfolio,
2020
University of Nebraska - Lincoln
Fors 411: Forensic Comparative Analysis – A Peer Review Of Teaching Project Benchmark Portfolio, Larry Barksdale
UNL Faculty Course Portfolios
This benchmark portfolio presents my work in reworking the goals, objectives, course design, teaching methods, student assessments, and learning outcome assessments of the undergraduate Univeristy of Nebraska-Lincoln core course FORS 411: Forensic Comparative Analysis. It reflects my application of the backward design concept of thinking about and identifying the desired outcomes of the course, what the students need to learn, and designing instruction and evaluations to directly address the outcomes [3]. My goal for the course is to embed in the intellectual framework of students an analytical orientation for understanding use of pattern evidence as viable information for the valid …
Fdst 880p: Food Proteins - A Peer Review Of Teaching Project, Benchmark Portfolio,
2020
University of Nebraska - Lincoln
Fdst 880p: Food Proteins - A Peer Review Of Teaching Project, Benchmark Portfolio, Kaustav Majumder
UNL Faculty Course Portfolios
FDST 880P: Food Proteins, is a course designed only for the graduate students for the department of food science and technology. The course work provides the opportunity to dwell deep into the fundamental chemistry, protein structures and functions to understand the physiochemical and biochemicals factors that govern the functionality and biological activity of the food proteins and proteins-derived peptides. For each of the course objectives, I describe how and why I organize the course, as well as how my pedagogical choices encourage the student learning and engagement. Collect and analyze the data on students' performance and progress during the semester …
Online Engagement And Overall Performance: Tmfd 123: Clothing & Society Benchmark Portfolio – A Peer Review Of Teaching Portfolio,
2020
University of Nebraska-Lincoln
Online Engagement And Overall Performance: Tmfd 123: Clothing & Society Benchmark Portfolio – A Peer Review Of Teaching Portfolio, Claire Nicholas
UNL Faculty Course Portfolios
This benchmark course portfolio examines TMFD 123: Clothing & Society, a large enrollment, online delivery course offered in the Department of Textiles, Merchandising & Fashion Design at the University of Nebraska-Lincoln. In addition to detailed discussion of existing course materials, activities, and assessment tools, the portfolio focuses on the issue of student engagement and peer-to-peer interaction. It also tracks the impact of the introduction of a Yellowdig discussion forum assignment in an effort to boost engagement, create a sense of community, and foster connections between course materials and concepts and students’ everyday lives. The latter objective intersects with several of …
Peer Review Of Teaching Benchmark Portfolio - Nres/Wats/Bio 459/859: Limnology,
2020
University of Nebraska - Lincoln
Peer Review Of Teaching Benchmark Portfolio - Nres/Wats/Bio 459/859: Limnology, Jessica Corman
UNL Faculty Course Portfolios
Limnology (NRES/BIO/WATS 459/859) is an upper-division course taken primarily by Fisheries and Wildlife and Water Science majors in the College of Agricultural Sciences and Natural Resources (CASNR) at the University of Nebraska-Lincoln. Although the course enrollment is open to graduate students, none were enrolled in the year in which this portfolio was written. Learning outcomes focus on understanding the interdisciplinarity of limnological sciences, assessing anthropogenic impacts on lake ecosystems, learning basic limnological field techniques, and investigating and critically evaluating relevant, publicly available datasets. The course satisfies the “ACE 10” requirement for undergraduate students; students meet this requirement by completing a …
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio,
2020
University of Nebraska–Lincoln
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba
UNL Faculty Course Portfolios
The purpose of this benchmark portfolio was to trace the process of designing, teaching and assessing TEAC 413M: Teaching Multilingual Learners in Content Areas, a required course for the B.Ed secondary education major. My objectives for this portfolio are to: a) document the impacts of different instructional strategies employed in TEAC 413M, and to b) reflect on the course success and shortcomings and develop pathways for the future course design and development. A secondary goal was to examine translation of course content into students’ own teaching and planning for their students through a variety of activities and assessments throughout the …
An Exploration Of Student Engagement And Learning Within A Newly Online Version Of Teac 861: Teaching In A Pluralistic Society - A Peer Review Of Teaching Benchmark Portfolio,
2020
University of Nebraska-Lincoln
An Exploration Of Student Engagement And Learning Within A Newly Online Version Of Teac 861: Teaching In A Pluralistic Society - A Peer Review Of Teaching Benchmark Portfolio, Amanda R. Morales
UNL Faculty Course Portfolios
Given the current racial, economic, and socio-political tensions in K-12 education, the work of teacher preparation arguably has never been more important or difficult. This benchmark portfolio targets a core required course aimed at increased teachers’ cultural competence and equity literacy, 861: Teaching in a Pluralistic Society. In this portfolio, I focus primarily on methods and mechanisms I used to increase student engagement in and critical reflection on a social justice-oriented curriculum in a new online format. I describe the context for the course, my initial anxieties around teaching the course online for the first time, student demographics, my redesigned …
Course Portfolio For Mech 416/816: Engineering Acoustics, Spring 2019 And 2020 - A Peer Review Of Teaching Benchmark Portfolio,
2020
University of Nebraska - Lincoln
Course Portfolio For Mech 416/816: Engineering Acoustics, Spring 2019 And 2020 - A Peer Review Of Teaching Benchmark Portfolio, Keegan J. Moore
UNL Faculty Course Portfolios
The aim of this portfolio is twofold: first, the portfolio serves to document the author’s approach to teaching while also providing the means for the author to reflect on and improve his approach; second, this portfolio evaluates the effect of a discussion-based approach and a solution-based approach to delivering practice exams on student performance on formal examinations. The discussion-based approach focuses on team-based discussions of one problem from a practice exam for 10-15 minutes before receiving feedback from the instructor on that specific problem or topic. After receiving feedback from the instructor, the students move onto another problem in the …
A Benchmark Portfolio Evaluation Cyaf 280: Family Science,
2020
University of Nebraska - Lincoln
A Benchmark Portfolio Evaluation Cyaf 280: Family Science, Carrie L. Hanson-Bradley
UNL Faculty Course Portfolios
This portfolio describes the process of revising and assessing student learning in CYAF 280 Family Science. The course is housed in the department of Child, Youth, and Family Studies and provides an introduction to family science with an emphasis on the intersection of theory, research, and real-life application. CYAF 280 is a large-section undergraduate course and is required for CYAF Majors. It is also an ACE 6 course and draws students from multiple disciplines. This portfolio describes the process of utilizing a backwards design to revise course goals and learning objectives. An outline and justification for a schedule revision are …
A Covid-19 Informed Benchmark Portfolio Of Teaching For Slpa 988: Dementia,
2020
University of Nebraska - Lincoln
A Covid-19 Informed Benchmark Portfolio Of Teaching For Slpa 988: Dementia, Kristy Weissling
UNL Faculty Course Portfolios
The focus of this peer review of teaching portfolio was SLPA 988: Dementia. The course is offered in the Department of Special Education and Communication Disorders within the College of Education and Human Sciences at the University of Nebraska-Lincoln. This is an elective course at the graduate level which has a primary target of students in the master’s degree program in speech-language pathology. It is an advanced 900 level course and comes after students have completed at least one semester of clinical work with patients. My goal was to better understand how to improve the course as it transitions from …
