Fdst205 Food Composition Analysis — A Peer Review Of Teaching Project Benchmark Portfolio,
2021
University of Nebraska-Lincoln
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),
2021
University of Nebraska - Lincoln
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 …
A Benchmark Portfolio Evaluating The Fluency Disorders Components Of Slpa 967: Motor Aspects Of Verbal Communication,
2021
University of Nebraska - Lincoln
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 …
Geog 181: Global Environmental Issues – A Faculty-Led Inquiry Into Reflective And Scholarly Teaching Benchmark Portfolio,
2021
University of Nebraska- Lincoln
Geog 181: Global Environmental Issues – A Faculty-Led Inquiry Into Reflective And Scholarly Teaching Benchmark Portfolio, Patrick Bitterman
UNL Faculty Course Portfolios
This benchmark portfolio is an examination of the structure of Global Environmental Issues (GEOG 181) and how the course materials facilitate student learning. The primary goal of this course is to investigate the nature of – and connections among - urgent global environmental issues in the context of geographic concepts and methods. As a large survey course, there are varied assessments that are punctuated with three summative exams. This portfolio assesses the current state of student learning prior to the addition of recitation sections. In doing so, it assesses exam performance over the course of the semester and by student …
Development & Evolution Of A Computer Science I Course,
2021
University of Nebraska-Lincoln
Development & Evolution Of A Computer Science I Course, Chris Bourke
UNL Faculty Course Portfolios
CSCE 155E is the flagship Computer Science I course in the School of Computing at the University of Nebraska-Lincoln. A high-enrollment course with multiple sections in multiple delivery modes, this course serves as an introduction to problem solving using computers. This course is the first computing course for Computer Science and Computer Engineering majors and is a service course for a variety of other (mostly engineering) majors. The course was redesigned in fall 2018 with the goal of making it more scalable and improving rigor, student outcomes, and the learning experience. Though it has been a slow process, the course …
Course Portfolio For Cnst 489: Senior Capstone Project – Fall 2021,
2021
University of Nebraska - Lincoln
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),
2021
University of Nebraska - Lincoln
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 …
Stat 850 Course Portfolio,
2021
University of Nebraska - Lincoln
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.
A Benchmark Course Portfolio For Slpa 453: Neurological Foundations Of Speech And Language,
2021
University of Nebraska-Lincoln
A Benchmark Course Portfolio For Slpa 453: Neurological Foundations Of Speech And Language, Yingying Wang Dr.
UNL Faculty Course Portfolios
This benchmark course portfolio reflects the iterative design process for SLPA 453: Neurological Foundations of Speech and Language. This course covers the foundational knowledge of neuroanatomy and neurophysiology of the central and peripheral nervous system and the neurology of the human communication processes, and the classification of impairments based on the lesion sites in the human brain. I analyzed student learning through various activities that align with two main course goals: (1) demonstrate knowledge of the neurology of human communication processes; (2) demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span. Based …
Setting The Foundation For Experiential Learning And Academic
Success In Mbio 101: Introduction To The Microbiology Major,
2021
University of Nebraska-Lincoln
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 …
Evaluating Quiz And Outline Assessments In Rhetorical Methods,
2021
University of Nebraska - Lincoln
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 …
Fdst 420: Fruits And Vegetables Technology – A Peer Review Of Teaching Project Benchmark Portfolio,
2021
University of Nebraska - Lincoln
Fdst 420: Fruits And Vegetables Technology – A Peer Review Of Teaching Project Benchmark Portfolio, Charles Nwaizu
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 necessary tools to revamp the course delivery methods to a more active learning format from traditional lecture format. Secondly, this portfolio evaluates the effects of students’ group lab discussion, students Interactive class trivia and interdisplinary students’ collaboration active learning approaches on student learning and performances in the course. The student group lab discussion activity involved modification of some of the lab tasks to include short questions listed under the lab procedure. These questions were discussed within the group and …
A Small Historical Equipment Display,
2021
Morehead State University
A Small Historical Equipment Display, Jennifer Birriel
Faculty Research at Morehead State University
No abstract provided.
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City,
2021
The University of Technology Sydney
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan
Australian Journal of Teacher Education
In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher’s knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based ‘Learning from Country’ (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing’ approach, secondly, the profound …
Do Preservice Teachers Believe They Use The Australian Professional Standards For Teachers To Inform Their Professional Learning?,
2021
University of the Sunshine Coast
Do Preservice Teachers Believe They Use The Australian Professional Standards For Teachers To Inform Their Professional Learning?, Kairen Call, Michael Christie, Sue E. Simon
Australian Journal of Teacher Education
Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will …
Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking,
2021
The University of Nore Dame Australia
Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig
Australian Journal of Teacher Education
A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, …
Leveraging Social Media And Scholarly Discussion For Educator Empowerment,
2021
Brunswick Secondary College
Leveraging Social Media And Scholarly Discussion For Educator Empowerment, Steven Kolber, Sandy Nicoll, Kelli Mcgraw, Nicolas Gaube, Keith R. Heggart
Australian Journal of Teacher Education
This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key …
Working The Third Space: Reformulating Practice In The Transition From Classroom Teacher To Teacher Educator,
2021
Monash University, Australia
Working The Third Space: Reformulating Practice In The Transition From Classroom Teacher To Teacher Educator, Fleur Diamond, Stephanie Wescott, Kristen Molloy
Australian Journal of Teacher Education
The working lives and identities of teacher educators remain an under-researched aspect of teacher education. This paper reports on a collaborative narrative inquiry by three early career teacher educators as they made the transition from classroom practice in schools, to teacher education in a university setting. The authors confronted technical understandings, or ‘official stories’ (Zukas & Malcolm, 2019) of what it means to prepare prospective teachers, derived from contemporary standards-based policies about teacher professionalism. The paper proposes the concept of ‘working the third space’ as a way of framing teacher educators’ efforts to draw upon classroom teaching experience while challenging …
Transitioning To An Active Learning Environment For Calculus At The University Of Florida,
2021
Embry-Riddle Aeronautical University
Transitioning To An Active Learning Environment For Calculus At The University Of Florida, Darryl Chamberlain, Amy Grady, Scott Keeran, Kevin Knudson, Ian Manly, Melissa Shabazz, Corey Stone
Publications
In this note, we describe a large-scale transition to an active learning format in first-semester calculus at the University of Florida. Student performance and attitudes are compared across traditional lecture and flipped sections.
The Confederate Surrender At Tiptonville And The Conclusion Of The Island No. 10 Campaign,
2021
Morehead State University
The Confederate Surrender At Tiptonville And The Conclusion Of The Island No. 10 Campaign, Dieter C. Ullrich
Faculty Research at Morehead State University
A concise history of the events that led to the Confederate surrender at Tiptonville which concluded the Island No. 10 Campaign in March and April of 1862.
