Teaching Communication Skills In A Computing Course: An Experience Report,
2019
University of Nebraska - Lincoln
Teaching Communication Skills In A Computing Course: An Experience Report, Suzette Person
UNL Faculty Course Portfolios
No abstract provided.
Benchmark Portfolio: Cive 334 - Introduction To Geotechnical Engineering,
2019
University of Nebraska-Lincoln
Benchmark Portfolio: Cive 334 - Introduction To Geotechnical Engineering, Seunghee Kim
UNL Faculty Course Portfolios
This Benchmark Portfolio is for CIVE 334 “Introduction to Geotechnical Engineering”. The course description is provided as “soil composition, structure and phase relationships; soil classification; principles of effective stress; loading induced subsurface stresses; load history; deformation and failure of soils; elastic and limit analysis with applications to design for bearing capacity, settlement, retaining walls, and slope stability; steady-state seepage.” This course is mandatory for students in the department of civil engineering, and the only mandatory class in the sub-discipline of geotechnical engineering. Therefore, this course is critical for students to have foundational knowledge about soil mechanics and geotechnical engineering, and …
Peer Review Of Teaching Benchmark Portfolio – Sped 414: Instructional Methods For Teaching Mathematics To Students With Mathematics Learning Disabilities,
2019
University of Nebraska-Lincoln
Peer Review Of Teaching Benchmark Portfolio – Sped 414: Instructional Methods For Teaching Mathematics To Students With Mathematics Learning Disabilities, Jessica Namkung
UNL Faculty Course Portfolios
The primary purposes of the benchmark portfolio were to systematically document revisions made to the course, SPED 414: Instructional Methods for Teaching Mathematics to Students with Mathematics Learning Disabilities (SPED 414), to refine and explore more effective ways to teaching the course, and to build better connections and in-depth, higher level in-class activities and discussions. Specifically, I focused on reorganizing the course content, incorporating more hands-on activities (e.g., small and large group discussions, real-life examples), implementing “Keep, Stop, Start” mid-evaluation, and conducting a pre- and post-assessment on the main course objectives. Both qualitative and quantitative analyses based on …
Do Expectations And Reflection In A Master’S Level Education Course Contribute To Sense Of Belonging And Learning? A Peer Review Of Teaching Inquiry Project,
2019
University of Nebraska–Lincoln
Do Expectations And Reflection In A Master’S Level Education Course Contribute To Sense Of Belonging And Learning? A Peer Review Of Teaching Inquiry Project, Stephanie Bondi
UNL Faculty Course Portfolios
This poster describes a classroom inquiry project completed as part of the advanced peer review of teaching program at UNL in 2019. In this project, the course instructor wondered if some small interventions could lead to more sense of belonging and greater learning in the course. Literature suggests a lack of sense of belonging can negative affect a student’s engagement and learning. The intervention plan included (a) setting the expectation that students work to create an inclusive and affirming environment and (b) asking students three times during the term to reflect on the extent to which people have been doing …
Peer Review Of Teaching Benchmark Portfolio For Soil 477/877: Great Plains Field Pedology,
2019
University of Nebraska-Lincoln
Peer Review Of Teaching Benchmark Portfolio For Soil 477/877: Great Plains Field Pedology, Judith Turk
UNL Faculty Course Portfolios
Pedology is a field that focuses on soil morphology, genesis, classification, and mapping. Students in pedology must learn to be keen observers, who are able to accurately evaluate the characteristics of the soil. This portfolio focuses on efforts to improve students’ skills at describing soil color, texture, and morphologic features.
Slpa 985: A Peer Review Of Teaching Benchmark Portfolio,
2019
University of Nebraska-Lincoln
Slpa 985: A Peer Review Of Teaching Benchmark Portfolio, Judy Harvey
UNL Faculty Course Portfolios
My target course for the Peer Review of Teaching (PRT) Project was SLPA 985 Traumatic Brain Injury (TBI). It is offered each spring in the Department of Special Education and Communication Disorders at the University of Nebraska – Lincoln. This course is intended for graduate level speech language pathology (SLP) students. I have over twenty years of experience as a practicing speech language pathologist in a rehabilitation hospital. Now, as an assistant Professor of Practice, my role is to integrate academic learning with practical experience. I am confident in my skills as a practitioner and motivated to share my knowledge, …
Edad 983 Qualitative Research Methods In Educational Administration,
2019
University of Nebraska - Lincoln
Edad 983 Qualitative Research Methods In Educational Administration, Sarah J. Zuckerman
UNL Faculty Course Portfolios
This portfolio documents my process of understanding why a handful of students struggle each semester in a doctoral research methods course, EDAD983 Qualitative Research Methods in Educational Administration. The assignments in this online course build across the semester. Data analysis primarily examined students grades and rubric comments on major assignments. Overall, it was observed that the students with consistently low grades do not appear to take specific feedback to heart in subsequent assignments. Additionally, data analysis includes student surveys, as well as university course evaluations, to better understand how students interact with the material in this online course. As a …
Peer-Review Of Teaching Project Benchmark Portfolio For Edad 845: Human Resource Management In Higher Education,
2019
University of Nebraska–Lincoln
Peer-Review Of Teaching Project Benchmark Portfolio For Edad 845: Human Resource Management In Higher Education, Katherine Wesley
UNL Faculty Course Portfolios
This benchmark portfolio is the final product of a Peer Review of Teaching Project in which a required course in the Department of Educational Administration’s online Master of Arts degree was the focus. A single learning objective was focused upon and achieved through the thoughtful and purposeful “backward design” of the course, a cornerstone of the university’s peer review model. Students demonstrated the benefit of understanding and working within their unique talents via StrengthsFinder 2.0 assessment, through multiple assignments and relative in-depth conversation with me, the instructor of the course and certified Gallup Strengths Coach. Ultimately, the “benefit” was further …
Sped 861: Infants With Disabilities And Home Visiting,
2019
University of Nebraska - Lincoln
Sped 861: Infants With Disabilities And Home Visiting, Johanna P. Taylor
UNL Faculty Course Portfolios
This portfolio documents the process I used to redesign and assess students learning in SPED 861 Infants with Disabilities and Home Visiting. This is a course students in the Early Childhood Special Education (ECSE) Program at the University of Nebraska-Lincoln (UNL) take while pursuing a master’s degree or graduate certificate in ECSE. This portfolio documents how I aligned the course objectives, content, and activities to Division for Early Childhood (DEC) recommended practices and DEC EI (Early Intervention)/ECSE professional standards (still in draft form as of June 2019). Then, I share the results of two methods used to assess student learning …
Course Portfolio For Math 872: Topology Ii,
2019
University of Nebraska-Lincoln
Course Portfolio For Math 872: Topology Ii, Alex Zupan
UNL Faculty Course Portfolios
In this course portfolio, I explore tactics for engaging a group of beginning mathematics graduate students taking the second semester of the first-year sequence in topology. Course objectives include computing algebraic invariants of topological spaces, understanding the Galois correspondence between covering spaces and fundamental groups, and using a range of invariants to distinguish spaces. My main instructional tools include a series of three "Activities" tailored to each student, a project involving computing invariants with the program SnapPy and using homology of covering spaces to distinguish 3-dimensional knots, and individual student board work during class periods. The activities served as benchmarks …
Fdst 396 – Preventive Controls For Animal Food,
2019
University of Nebraska at Lincoln
Fdst 396 – Preventive Controls For Animal Food, Andreia Bianchini
UNL Faculty Course Portfolios
This portfolio is a benchmark for the course Preventive Controls for Animal Food, which was offered for the first time in Spring 2019. The objectives of this course were (1) to provide students with the ability to distinguish between Current Good Manufacturing Practices (cGMPs), other prerequisite programs, preventive controls, and where they fit into the regulatory framework of the Food Safety Modernization Act – Preventive Controls for Animal Food; (2) to help students understand the hazard analysis process and resources to help conduct such analysis; and (3) to teach students the needed concepts to build a food safety plan. This …
Agro 204: Resource Efficient Crop Management,
2019
University of Nebraska - Lincoln
Agro 204: Resource Efficient Crop Management, Andrea Basche
UNL Faculty Course Portfolios
Resource Efficient Crop Management (Agro 204) is a high enrollment course taken by a diverse range of student majors across the College of Agricultural Sciences and Natural Resources (CASNR) at the University of Nebraska-Lincoln. Learning outcomes focus on teaching crop management principles and processes, systems-thinking, data analysis, synthesizing current information, and evidence-based decision-making. This benchmark portfolio critically assesses student learning toward these outcomes, with an emphasis on a particular assignment that required students to work with the farming simulation platform, APSIM. The Agricultural Production Systems sIMulator (APSIM) is a freely available computer program that is an internationally recognized simulator of …
Hrtm 374 Guest Services Management – A Peer Review Of Teaching Project Benchmark Portfolio,
2019
University of Nebraska - Lincoln
Hrtm 374 Guest Services Management – A Peer Review Of Teaching Project Benchmark Portfolio, Ajai Ammachathram
UNL Faculty Course Portfolios
The purpose of this portfolio was to purposefully introduce and evaluate activities that are aimed at improving student learning and performance in HRTM 374 – Guest Services Management, a lecture-based 300-level course. Activities were designed to improve class preparation and ascertain student learning beyond exams. Objective 1: to assist students to identify the many ways that hospitality and tourism organizations can inspire positive guest service interactions, objective 2: To explain the various types of management principles that can encourage positive guest service interaction by employees and help understand brand loyalty that could also lead to positive guest experiences, objective 3: …
Tmfd 144-Intro To Design Theory And Criticism: A Peer Review Of Teaching Benchmark Portfolio,
2019
University of Nebraska-Lincoln
Tmfd 144-Intro To Design Theory And Criticism: A Peer Review Of Teaching Benchmark Portfolio, Mary Alice Casto
UNL Faculty Course Portfolios
In this benchmark teaching portfolio, I examine TMFD 144: Intro to Design Theory and Criticism. It is offered every semester. The course focuses on visual literacy in the art and design fields. The overarching course goal is to teach students to actively “see” and interpret the visual world. Students should also learn to communicate clearly and effectively about the visual aspects of art and design as well as their interpretation. This course is a required foundation course for all TMFD majors and minors. It is also an ACE 2 course that enrolls students from across the university. The course is …
Math 314: Linear Algebra-A Peer Review Of Teaching Project Benchmark Portfolio,
2019
University of Nebraska-Lincoln
Math 314: Linear Algebra-A Peer Review Of Teaching Project Benchmark Portfolio, Xavier Pérez-Giménez
UNL Faculty Course Portfolios
My intention with this portfolio is to present my approach to teaching Math 314. This is a linear algebra course for senior-year undergraduate students in different STEM programs. The course serves as a transition from computational courses, such as calculus, to more theoretical ones, and exposes students, possibly for the first time, to abstract mathematical objects (such as general vector spaces) and simple proofs. Several lecture-based strategies are discussed and evaluated in connection with student learning outcomes. I also present samples of course materials and student work.
Emgt 901: Total Quality Management Using Six Sigma Techniques,
2019
University of Nebraska - Lincoln
Emgt 901: Total Quality Management Using Six Sigma Techniques, Jena Shafai Asgarpoor
UNL Faculty Course Portfolios
Total Quality Management Using Six Sigma Techniques (EMGT 901) is an elective course in the Master of Engineering Management (MEM) Program at the University of Nebraska – Lincoln and serves as my Peer Review of Teaching Project (PRTP). This is an elective course in a fully online program. Students in this program have an earned undergraduate degree in engineering and are practicing engineers with at least two years of work experience. In this PRTP I will examine the development and delivery of the course based on pedagogical and backward design considerations and the framework proposed by Quality Matters ®. I …
Math/Stat 380: Statistics And Applications,
2019
University of Nebraska - Lincoln
Math/Stat 380: Statistics And Applications, Yuzhen Zhou
UNL Faculty Course Portfolios
The portfolio is created for the course STAT/Math380: Statistics and Applications using backward design. It is a service course on introduction statistics for undergraduate students who are not majored in statistics at University of Nebraska-Lincoln. In this portfolio, I’ll provide the detail plans on what I will teach, how it will be taught, and what is my expectation on students learning. Besides, I’ll collect data from students to analyze whether students have achieved the course expectations, from where I’ll adjust and improve the way I deliver the knowledge in the future. This portfolio will be used to help document my …
Legal Research And Writing Lrw (Law 513),
2019
University of Nebraska-Lincoln
Legal Research And Writing Lrw (Law 513), Chesi K. Hayden
UNL Faculty Course Portfolios
This portfolio explores and documents student learning in a required first-year law course, Legal Analysis, Research and Writing. This portfolio focuses on two specific course learning objectives: (1) organizing a legal argument (CRAC or a variation) and (2) explaining legal rules. I evaluated student work on the two writing assignments with the most weight—Research Memo 1 and Research Memo 2 to analyze whether students improved their understanding of and ability to perform the selected learning goals. I was specifically interested in student improvement from Research Memo 1 to Research Memo 2 because they represent a formative and a summative assessment …
Digging Economics--Econ 200: Economics Essentials And Issues,
2019
University of Nebraska-Lincoln
Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer
UNL Faculty Course Portfolios
This portfolio examines student engagement in Econ 200: Essentials of Economics course. Econ 200, a large lecture format, serves as a requirement for completing a minor in Business and fulfills the ACE 6 or 8 categories. Much discussion and research exist around the importance of student engagement in large lecture sections which can often be a challenge. Engagement is important in the process of increasing knowledge with added peer effects. At the same time, activities designed to increase engagement often come at a cost, both in terms of precious class time and to faculty in the form of additional grading. …
Work-Life Balance Of Tenured And Tenure-Track Women Engineering Professors,
2019
Walden University
Work-Life Balance Of Tenured And Tenure-Track Women Engineering Professors, Lily Giang-Tien Gossage
Walden Dissertations and Doctoral Studies
Balancing the needs of family with career ambitions is often challenging for women who pursue science, technology, engineering, or mathematics (STEM) careers, particularly in academia. In these male-dominated workplaces, few incentives exist for women who decide to manage both work and family. In this basic qualitative research study, a modified approach combining in-depth interviewing with life-history interviewing was used to examine the work-life balance experiences of 12 tenured and tenure-track women engineering faculty who have children. The research question addressed participants' perceptions of engineering academia and experiences regarding family formation, child-raising, and the tenure process. Data were analyzed using the …
