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Articles 91 - 120 of 1987
Full-Text Articles in Education
Nefdc Conference Program, Fall 2022, New England Faculty Development Consortium
Nefdc Conference Program, Fall 2022, New England Faculty Development Consortium
New England Faculty Development Consortium Conference Programs
New England Faculty Development Consortium Conference Program, Fall 2022
Theme: Authentic Learning: Developing Students as Independent Thinkers
Friday, October 21, 2022 Hogan Center, College of the Holy Cross Worcester, Massachusetts
Conference Chairs: Eric Matte, Landmark College and Jackie Boivin, Bridgewater State University
Conference Proposal Chairs: Kellie Deys, Nichols College and Kim Burns, Dr. Kim Burns Coaching and Consulting
Keynote Speaker: Dr. José Antonio Bowen, Teaching Change with the New 3Rs
Upcoming NEFDC Opportunities: Spring 2023 Virtual Brown Bag Workshop Series and the Exchange Call for Submissions
Conference At-a-Glance
Open Mic
Poster Descriptions
Concurrent Session 1 – 55 Min. Interactive Session …
Data-Driven Iterative Refinements To Educational Development Services: Directly Measuring The Impacts Of Consultations On Course And Syllabus Design, Chad Hershock, Laura Ochs Pottmeyer, Jessica Harrell, Sophie Le Blanc, Marisella Rodriguez, Jacqueline Stimson, Katherine Phelps Walsh, Emily Daniels Weiss
Data-Driven Iterative Refinements To Educational Development Services: Directly Measuring The Impacts Of Consultations On Course And Syllabus Design, Chad Hershock, Laura Ochs Pottmeyer, Jessica Harrell, Sophie Le Blanc, Marisella Rodriguez, Jacqueline Stimson, Katherine Phelps Walsh, Emily Daniels Weiss
To Improve the Academy: A Journal of Educational Development
Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we analyzed 94 clients’ syllabi (32 faculty, 62 graduate students and postdocs) before and after consultations. Faculty and non-faculty clients demonstrated significant change following consultations (6% and 10% gains in syllabus rubric scores, representing 50% and 31% of possible gains and effect sizes of 0.73 and 1.04 standard deviations, respectively). We compared faculty …
Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker
Transforming Departmental Culture: Empowering A Department Through Appreciative Inquiry, Symphony D. Oxendine, Kerry K. Robinson, Michele A. Parker
To Improve the Academy: A Journal of Educational Development
This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and how the model for peer evaluation can promote both individual and collective development of faculty.
Fellow Travelers: Taking Stock Of Faculty Fellows Programs In The Age Of Organizational Development, Susan A. Colby, Laura Cruz, Danielle Cordaro, Clare Cruz
Fellow Travelers: Taking Stock Of Faculty Fellows Programs In The Age Of Organizational Development, Susan A. Colby, Laura Cruz, Danielle Cordaro, Clare Cruz
To Improve the Academy: A Journal of Educational Development
Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.
Reflections On Pedagogical Practice And Development Through Multidisciplinary Triadic Peer Mentorship, Nicole Charles, Nathalie Moon, Andrew P. Dicks
Reflections On Pedagogical Practice And Development Through Multidisciplinary Triadic Peer Mentorship, Nicole Charles, Nathalie Moon, Andrew P. Dicks
To Improve the Academy: A Journal of Educational Development
This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a “teaching triad” at a tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the …
Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz
Centering Black Women Faculty: Magnifying Powerful Voices, Christen Priddie, Dajanae Palmer, Samantha Silberstein, Allison Brckalorenz
To Improve the Academy: A Journal of Educational Development
While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational …
Understanding "Death": Creating Student Opportunities For Meaningful Emotional Expression In The Science Classroom, Zachary Schafer, Lawrence C. Scharmann
Understanding "Death": Creating Student Opportunities For Meaningful Emotional Expression In The Science Classroom, Zachary Schafer, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Understanding death as natural and integral to life cycles has been considered crucial and relevant in science teaching. The concept of death not only defines the physical end of life but also the end of a cycle and the beginnings of transformation. Adopting a broader definition of death thus empowers educators to directly address the affect and emotion that occurs for all students.
Spmc 350: Sports Data Analysis And Visualization, Matt Waite
Spmc 350: Sports Data Analysis And Visualization, Matt Waite
UNL Faculty Course Portfolios
Sports Data Analysis and Visualization isa required course for all Sports Media and Communications majors at the University of Nebraska-Lincoln. The course is an introduction to using data and code to reveal stories in sports data. Sports media students, as a general rule, have very little experience with code, so the course utilizes a considerable amount of customized content specifically tailored to the course and aimed at the level of the typical student. Previous iterations of the course used an online static textbook, where students were expected to follow along and execute code blocks, but the book had no facilities …
Sped 874: Language Arts And Literacy For Students Who Are Deaf/Hard Of Hearing, Anne E. Thomas
Sped 874: Language Arts And Literacy For Students Who Are Deaf/Hard Of Hearing, Anne E. Thomas
UNL Faculty Course Portfolios
This portfolio documents the process I used to critically analyze the structure, teaching methods, assessment, and students learning in SPED 874 Language Arts and Literacy for Children who are Dear/Hard of Hearing. This is a course that students in the Deaf Education Program at the University of Nebraska-Lincoln (UNL) take while pursuing a master’s degree and/or graduate endorsement in Deaf Education. This portfolio documents how I aligned the course objectives, content, and activities to the Council for Exceptional Children - Initial Specialty Set for Teachers of the Deaf/Hard of Hearing (CEC-DHH). I share the results of one method I use …
Discourse In Inquiry Science Classrooms, Diisc, Version 2.0 (User’S Manual For An Observation Research Instrument), Elizabeth B. Lewis, Dale R. Baker, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Ana Rivero, Brandon Helding
Discourse In Inquiry Science Classrooms, Diisc, Version 2.0 (User’S Manual For An Observation Research Instrument), Elizabeth B. Lewis, Dale R. Baker, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Ana Rivero, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This is a user's manual for the externally validated Version 2.0 of the Discourse in Science Inquiry Classrooms (DiISC) instrument. The instrument is best suited for use in conducting research in secondary (grades 6-12) science classrooms that focuses on teachers' instructional practices, but can also be used as a professional development tool for teacher self-reflection and identifying goals for instructional change. The DiISC Version 2.0 is aligned with a model of a scientific classroom discourse community and articulated characteristics of social constructivist lessons in the categories of inquiry, oral and written discourse, and academic language development and essential learning principles.
The Nebraska Educator, Volume 6, Issue 2 (2022), Heidi Jo Bartlett , Co-Editor-In-Chief, Danika Lang , Co-Editor-In-Chief
The Nebraska Educator, Volume 6, Issue 2 (2022), Heidi Jo Bartlett , Co-Editor-In-Chief, Danika Lang , Co-Editor-In-Chief
The Nebraska Educator: A Student-Led Journal
Contents
Developing Metacognition: Leveraging a Spiral Curriculum to Enhance Strategy-Learning Programming • Matthew Brooks, Educational Psychology
A Thematic Analysis of Faculty Advice for Doctoral Students • Alexa Yunes-Koch, Katie Johnson, Teaching, Learning, and Teacher Education
Emotional and Attentional Regulation: Impact of Trauma and Journal Writing • Jody-Ann Coore, Educational Psychology
From Active Learning Trigonometry to Lecture-Oriented Calculus: Student Interactions • Kelsey Quaisley, Teaching, Learning, and Teacher Education & Dr. Nathan Wakefield, Mathematics
Maximizing Student Citizenship Education • Consuelo Gallardo, Teaching, Learning, and Teacher Education
Masked or Unmasked? The Impact of Hidden Facial Expressions on Interpretations of Emotion • Justin Andersson, …
A Thematic Analysis Of Faculty Advice For Doctoral Students, Alexa Yunes-Koch, Katie Johnson
A Thematic Analysis Of Faculty Advice For Doctoral Students, Alexa Yunes-Koch, Katie Johnson
The Nebraska Educator: A Student-Led Journal
The present study examines advice given by the graduate faculty in a department (n=24) to new Ph.D. students in the department. The thematic analysis employed inductive coding to draw themes from the data, and seven salient themes emerged from the interviews: relationships, openness, individuality, purpose, academic work, self-care, and logistics. Grounded in a theoretical framework of social constructivism, the present study analyzes how knowledge is created as a social artifact that is passed down from faculty to graduate student and highlights the ways in which doctoral students then shape the meaning of said knowledge through their own interpretations and actions. …
Developing Metacognition: Leveraging A Spiral Curriculum To Enhance Strategy-Learning Programming, Matthew Brooks
Developing Metacognition: Leveraging A Spiral Curriculum To Enhance Strategy-Learning Programming, Matthew Brooks
The Nebraska Educator: A Student-Led Journal
There is significant converging literature that emphasizes the value of learning metacognitive strategies. Current approaches to teaching metacognition focus disproportionately on domain-specific strategies. These strategies emphasize domain-specific subject material rather than the metacognition itself. The following intervention proposal aims to develop a multi-level (5th-12th grade) metacognition program designed using a spiral curriculum. This novel approach flips the paradigm and chooses to center metacognition. Additionally, this program leverages encoding, retrieval, transfer-appropriate processing and, delivered specifically through the spiral curriculum, delivers content in a manner that encourages distributed practice, a concept that has been well-documented to be beneficial for learners. The proposed …
Masked Or Unmasked? The Impact Of Hidden Facial Expressions On Interpretations Of Emotion, Justin Andersson, Lauren Thayer
Masked Or Unmasked? The Impact Of Hidden Facial Expressions On Interpretations Of Emotion, Justin Andersson, Lauren Thayer
The Nebraska Educator: A Student-Led Journal
Researchers are still exploring the impact of the novel COVID-19 disease. This global pandemic has altered daily life, including how we interact with others. One radical change is the wide use of cloth or disposable face masks that cover people’s faces from the nose down. The current paper explores issues related to the diminished ability to identify others’ facial expressions and what impact that may have on people’s ability to perceive emotions and the social cues attached to those emotions. To further explore this issue, an exploratory, experimental study was conducted, participants (n = 7) were asked to complete a …
Bridging Metacognition And Executive Function: Enhancing Metacognition Via Development Of The Dorsolateral Prefrontal Cortex, Matthew Brooks
Bridging Metacognition And Executive Function: Enhancing Metacognition Via Development Of The Dorsolateral Prefrontal Cortex, Matthew Brooks
The Nebraska Educator: A Student-Led Journal
Currently, there is a gap between the psychological concept of metacognition and the neuroscientific construct of executive function (EF). The following research proposal attempts to bridge this gap with an argument that component parts of “cold EF” like working memory and cognitive flexibility closely overlap with the component parts of metacognition that include planning and regulation. Additionally, the dorsolateral prefrontal cortex (dlPFC) and the superior longitudinal fasciculus (SLF) are strongly associated with working memory and cognitive flexibility. The proposed research strategy in this article then offers a way to potentially evaluate metacognition through means beyond psychological measures. If the parallels …
Maximizing Student Citizenship Education, Consuelo Gallardo
Maximizing Student Citizenship Education, Consuelo Gallardo
The Nebraska Educator: A Student-Led Journal
Increasingly, global statistics have pointed out that young citizens are disengaged from democratic participation. This has captured public attention and led some countries to start creating educational policies as an attempt to implement educational citizenship programs to prepare young citizens to be active participants in a democratic society. Nevertheless, little is known regardless of the impact of those programs on democratic countries like Ecuador and the role of active citizenship at the educational level. It has led Ecuadorian younger population to avoid engaging in active social and political participation. Therefore, some national policies, international reports, specific topics related to citizenship …
Noyce Science, 2012-2021 Ten Cohorts Of Teachers, Master Of Arts For Science Teaching Brings Science To Life, Unl Noyce Track 1, Phase 2 Grant Activity Brochure, Elizabeth B. Lewis, Elizabeth Hasseler, Lindsay Augustyn, Tori Pederson, Grace Kovar
Noyce Science, 2012-2021 Ten Cohorts Of Teachers, Master Of Arts For Science Teaching Brings Science To Life, Unl Noyce Track 1, Phase 2 Grant Activity Brochure, Elizabeth B. Lewis, Elizabeth Hasseler, Lindsay Augustyn, Tori Pederson, Grace Kovar
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Summary of UNL NSF Robert Noyce Track 1, Phase 2 grant (2015-2020) to recruit and prepare new secondary science teachers and associated research activities.
The perennial drive to recruit and prepare science professionals to become science teachers requires an enormous, collaborative effort. At the University of Nebraska–Lincoln, we have pledged ourselves to that worthy cause of educating new science teachers. This report summarizes the accomplishments of and celebrates those science teachers who have dedicated themselves to educating diverse youth and fostering a love of science in a world of STEM possibilities. They are the new generation of educators who face, …
From Active Learning Trigonometry To Lecture-Oriented Calculus: Student Interactions, Kelsey Quaisley, Nathan Wakefield
From Active Learning Trigonometry To Lecture-Oriented Calculus: Student Interactions, Kelsey Quaisley, Nathan Wakefield
The Nebraska Educator: A Student-Led Journal
Active learning is an important component in many college mathematics classes. However, not all college mathematics classes are being taught using active learning-oriented methods. This phenomenological study examined how four undergraduate students’ reflections on their recent experiences in a lecture-based Calculus I course compared to their reflections on their previous experiences in an active learning-oriented Trigonometry course. According to participants’ reflections, certain prescribed classroom structures, such as large classroom sizes, seemed to negatively affect student interactions with both instructors and peers in Calculus I lecture, especially their ability to ask questions. Whereas feeling comfortable to ask questions in either Trigonometry …
Assessment Of Teachers' Perception Of The Provision, Use, And Maintenance Of Information And Communication Technology Facilities (Ict) In Ekiti State Primary School Libraries In Nigeria, Mensah Prince Osiesi, Chigozie Celestina Oke Dr, Adejimi Oluwatobi Busiyi Mr, Adenike Lucia Arulebe Mrs, Nnaemeka Chijioke Okorie Mr, Onyiye Maureen Okoh Mrs
Assessment Of Teachers' Perception Of The Provision, Use, And Maintenance Of Information And Communication Technology Facilities (Ict) In Ekiti State Primary School Libraries In Nigeria, Mensah Prince Osiesi, Chigozie Celestina Oke Dr, Adejimi Oluwatobi Busiyi Mr, Adenike Lucia Arulebe Mrs, Nnaemeka Chijioke Okorie Mr, Onyiye Maureen Okoh Mrs
Library Philosophy and Practice (e-journal)
This study assessed teachers' perception of the provision, use, and maintenance of ICT facilities in Ekiti State Primary school libraries in Nigeria. The study adopted the descriptive survey research type. The population of the study comprised all public primary school teachers in Ekiti State. The multistage sampling procedure was used in selecting the sample for the study. An instrument termed "Teachers' Perception of the Provision, Utilisation, and Maintenance of ICT Facilities in Primary School Libraries Questionnaire" was used for data collection, and was validated with its reliability ascertained. The data collected were analysed using descriptive statistics (frequency counts and percentages). …
Efficacy Of Audio-Visual Aided Instruction For Improving Students’ Interest And Achievement In Stem Subjects: Implications For Library Practice, William Onu, Anthony Uchechukwu Uzoigwe, Fakolade Benjamin Ayodele, Oluwatoyin Comfort Oluwatosin, Deborah Dele
Efficacy Of Audio-Visual Aided Instruction For Improving Students’ Interest And Achievement In Stem Subjects: Implications For Library Practice, William Onu, Anthony Uchechukwu Uzoigwe, Fakolade Benjamin Ayodele, Oluwatoyin Comfort Oluwatosin, Deborah Dele
Library Philosophy and Practice (e-journal)
Considering that science and technology is key to comprehending and providing solution to problems plaguing humanity, STEM education is vital to a great future. With this being so, students are encouraged to develop skills and competencies needed to become educators, innovators, researchers, and leaders in different STEM domains, who can solve the most pressing problems facing humanity, now and in the future. However, there seem to be shortage of interest from students to pursue STEM careers. In a bid contribute to raising the level of interest in STEM subjects, this study, conducted in Nsukka education zone of Enugu state, sought …
Emotional And Attentional Regulation: Impact Of Trauma And Journal Writing?, Jody Ann Coore
Emotional And Attentional Regulation: Impact Of Trauma And Journal Writing?, Jody Ann Coore
The Nebraska Educator: A Student-Led Journal
Traumatic experiences are very common and have a high lifetime prevalence rate, which a large body of research indicates negatively impact the ability to self-regulate, including emotional and attentional regulation. This study focused on traumatic experiences caused by peer victimization and aimed to examine the effects on self-regulation after exposure to artificial trauma and journaling in graduate students. A convenient sample of 9 graduate students were randomly assigned to the control or intervention group. All participants were asked to engage in a journaling activity after watching the assigned video. Three emotional Stroop tasks were administered to participants: before watching the …
The Nebraska Covid-19 Early Care And Education Provider Survey Iii: “Holding It Together—And Hanging By A Thread” May 2022, Alexandra Daro, Kathleen C. Gallagher, Kristen M. Cunningham
The Nebraska Covid-19 Early Care And Education Provider Survey Iii: “Holding It Together—And Hanging By A Thread” May 2022, Alexandra Daro, Kathleen C. Gallagher, Kristen M. Cunningham
Buffet Early Childhood Institute Reports and Publications
In February 2022, the Buffett Early Childhood Institute conducted the Nebraska COVID-19 Early Care and Education Survey III, in collaboration with state agencies, University of Nebraska faculty, and organization partners. This third survey examined the impact of the COVID-19 pandemic on Nebraska’s child care professionals and its implications for practice and policy. Results from the previous surveys, released in April and August 2020, indicated that early care and education professionals in Nebraska, who were already vulnerable prior to the pandemic, have been negatively impacted from the start of the pandemic. The first survey elevated providers’ immediate needs, including funding relief, …
Curiosity, Motivation, Autonomy, And Lifelong Learning In Education And The United States Marine Corps, Cynthia Malmquist
Curiosity, Motivation, Autonomy, And Lifelong Learning In Education And The United States Marine Corps, Cynthia Malmquist
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Curiosity, intrinsic motivation, and autonomy-supportive teaching all promote lifelong learning in both the classroom and Marine Corps. Humans are all born with curiosity. Children inherently practice forms of intrinsic motivation. Most would agree that they do not like being micromanaged - they enjoy a sense of freedom when completing tasks. Despite this, many students learn in a controlling environment and many Marines work under controlling leaders. Though a large amount of time is spent on learning through the first 18 years of life, lifelong learning does not come naturally and is not commonly practiced. The research and ideas discussed below …
Embracing A Pedagogy Of Care In The Infant And Toddler Classroom, Paige D. Wernick
Embracing A Pedagogy Of Care In The Infant And Toddler Classroom, Paige D. Wernick
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Care is a universal concept which connects us all as humans. Everyone comes into this world needing care and most of us will exit this world in need of care. Care is necessary throughout the span of our lives and should be considered a human right. Everyone is entitled to quality care, no matter their age or social status. The U.S. society has been entrenched in a decades long division between education and care which has historically prioritized education over care. This division has contributed to care being hidden and undervalued within the context of early childhood (EC) as a …
Nefdc Exhange, Volume 36, Spring 2022, New England Faculty Development Consortium
Nefdc Exhange, Volume 36, Spring 2022, New England Faculty Development Consortium
NEFDC Exchange
Contents
President's Message, Annie Soisson
A faculty learning community on assessment and equity
Swimming with students: Organizing effective fishbowl discussions
Designers and deliverers: Undergraduates co-creating a flipped and blended college course
Subverting the dominant paradigm: Holistically fostering transformative learning
Additive assessment
Quick tips for teaching and faculty development
Faculty helping faculty: Ten minute takeaway
NEFDC Board members
Comparing Outcomes For In-Person And Online Instruction For Jomc 130: Introduction To Design Thinking, Katie Krcmarik
Comparing Outcomes For In-Person And Online Instruction For Jomc 130: Introduction To Design Thinking, Katie Krcmarik
UNL Faculty Course Portfolios
The portfolio analyzes two sections of the JOMC 130: Introduction to Design Thinking course that serves as the first course in a five course sequence about Communication Design in the College of Journalism and Mass Communications at the University of Nebraska–Lincoln. The portfolio explores the student outcomes from the course in general as well as compares the student success between in-person and online delivery for the course during the Fall 2021 semester. The course focuses on three main topics—technology, design thinking or problem solving, and storytelling. These three topics are foundational to all majors in the college. The course is …
Course Portfolio For Cive 361 – Highway Engineering, Libby Jones
Course Portfolio For Cive 361 – Highway Engineering, Libby Jones
UNL Faculty Course Portfolios
CIVE 361-Highway Engineering is a required course for all civil engineering majors at the University of Nebraska-Lincoln. The course is an introduction to transportation engineering covering vehicle and driver characteristics, geometric design, traffic operations, and transportation planning. The contents of this published course portfolio are for the Spring 2022 semester offering of CIVE 361. This course is used for formative assessment of ABET student outcomes 1, 2, 3 and 7. The alignment of the assessments used in the course and the ABET SOs were examined. Open educational resources (OERs) have been developed for this course. Data collected in 2020 was …
An In-Depth Review Of Alec 480: Senior Capstone In Agricultural & Environmental Sciences Communication (Aesc), Laura E. Young
An In-Depth Review Of Alec 480: Senior Capstone In Agricultural & Environmental Sciences Communication (Aesc), Laura E. Young
UNL Faculty Course Portfolios
This portfolio reviews ALEC 480, the undergraduate senior capstone course for Agricultural and Environmental Sciences Communication (AESC) majors in the Department of Agricultural Leadership, Education, and Communication (ALEC). The goal of ALEC 480 is to provide a culminating experience for AESC majors that incorporates all learning outcomes for the AESC program. During this course, students investigate topics identified by the Institute of Agriculture and Natural Resources (IANR) as critical to the state of Nebraska. Once identified, students then conduct interviews with researchers and Nebraska Extension educators and write, edit, design, and assist in the production of print and multimedia versions …
Benchmark Portfolio For Asci 451/851: Livestock On Range And Pasture, Fall 2021, Kacie L. Mccarthy
Benchmark Portfolio For Asci 451/851: Livestock On Range And Pasture, Fall 2021, Kacie L. Mccarthy
UNL Faculty Course Portfolios
The aim of this portfolio is twofold: first, the portfolio serves to provide a means for the author to reflect on and improve their approach to teaching an ACE 10 course. The Livestock on Range and Pasture course (ASCI 451/851) serves seniors and graduate students with a major and/or minor in Animal Science, Grazing Livestock Systems, Agronomy and Horticulture, or Range. Since taking over the course, the last two semesters have included students primarily from Animal Science or Agribusiness with a major or minor in Grazing Livestock Systems, respectively. This Peer Review of Teaching project evaluated student feedback from the …
Hrha 440: Human Rights, Conflict, And Community Changemaking: A Faculty-Led Inquiry Into Reflective And Scholarly Teaching Benchmark Portfolio, Julia Reilly
UNL Faculty Course Portfolios
This portfolio examines the extent to which HRHA 440: Human Rights, Conflict, and Community changing equipped students with the agency and confidence they need to be human rights changemakers. The purpose of this portfolio was to structure a re-design of the course towards a more collaborative, flipped classroom approach, and then to assess the extent to which this course re-design promoted achievement of the course learning outcomes. To assess achievement of the learning outcomes in the redesigned course, comparison of the results pre and post survey of the Spring 2022 cohort of students was used. Then, to assess the effects …