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Articles 91 - 97 of 97
Full-Text Articles in Education
An Examination Of The Learning Activities, Cognitive Level Of Instruction, And Teacher Immediacy Behaviors Of Successful Instructors In A College Of Agriculture, Christopher M. Estepp, Christopher T. Stripling, Nathan W. Conner, Aaron Giorgi, T Grady Roberts
An Examination Of The Learning Activities, Cognitive Level Of Instruction, And Teacher Immediacy Behaviors Of Successful Instructors In A College Of Agriculture, Christopher M. Estepp, Christopher T. Stripling, Nathan W. Conner, Aaron Giorgi, T Grady Roberts
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The National Research Council (NRC) has indicated that effective instruction in colleges of agriculture should prepare students to enter a dynamically changing workplace by helping students learn to be proficient in 21st century skills. The NRC suggested that effective instruction in colleges of agriculture should encompass a hospitable learning environment that includes a variety of learning activities that reach higher levels of cognition. The purpose of this study was to observe instructors in a college of agriculture who have been deemed successful and examine their teaching behaviors. This study investigated the learning activities used by these instructors, the cognitive level …
Competencies And Experiences Needed By Pre–Service Agricultural Educators To Teach Globalized Curricula: A Modified Delphi Study, Nathan Conner, T. Grady Roberts
Competencies And Experiences Needed By Pre–Service Agricultural Educators To Teach Globalized Curricula: A Modified Delphi Study, Nathan Conner, T. Grady Roberts
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi–cultural education be incorporated as part of the teacher–preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre–service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field …
Competencies And Experiences Needed By Pre–Service Agricultural Educators To Teach Globalized Curricula: A Modified Delphi Study, Nathan W. Conner, T. Grady Roberts
Competencies And Experiences Needed By Pre–Service Agricultural Educators To Teach Globalized Curricula: A Modified Delphi Study, Nathan W. Conner, T. Grady Roberts
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi–cultural education be incorporated as part of the teacher–preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre–service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field …
Mued 345: Instrumental Music Methods, Dale Bazan
Mued 345: Instrumental Music Methods, Dale Bazan
UNL Faculty Course Portfolios
The course Instrumental Music Methods (MUED 345) is designed to provide a fundamental preparation for future music educators to teach instrumental music--both orchestral and band--to adolescents in schools. The description in the UNL Schedule of Classes describes this course as dealing with "administrative approaches, rehearsal techniques, and modern comprehensive teaching styles for the secondary instrumental teacher." I chose this course for my peer-review because preparing future instrumental music teachers is one of my primary responsibilities as the instrumental music education specialist at UNL, and this course is the primary course to prepare students for this outcome. It is therefore vital …
Hrtm 479: Perspectives On The Hospitality Industry (Capstone Course)—A Peer Review Of Teaching Project Benchmark Portfolio, Dipra Jha
UNL Faculty Course Portfolios
This benchmark portfolio investigates teaching and learning in HRTM 479: Perspectives on the Hospitality Industry, a senior capstone course for Hospitality, Restaurant and Tourism management majors, which integrates hospitality core and content courses into managerial and leadership practice within the hospitality, restaurant and tourism industry.
Ensc 220: Introduction To Energy Systems—A Peer Review Of Teaching Project Benchmark Portfolio, Francis Hay
Ensc 220: Introduction To Energy Systems—A Peer Review Of Teaching Project Benchmark Portfolio, Francis Hay
UNL Faculty Course Portfolios
This course portfolio investigates "Introduction to Energy Systems," a cross departmental class that is part of the Energy Sciences Minor. The class has a diverse student population and is taught accordingly. Students learn units, magnitudes, terminology, and basic function of current and emerging energy systems. Students finish the semester able to compare and discuss energy systems related to their feedstock, efficiency, capacity factor and environmental impacts. Student learning was evidenced throughout the course in tests, quizzes, writing assignments, discussions, and projects.
Geog 140: Human Geography—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine Nashleanas
Geog 140: Human Geography—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine Nashleanas
UNL Faculty Course Portfolios
This benchmark portfolio will systematically evaluate my course in relation to ACE and Advanced Placement Human Geography standards and objectives. It will enable me to evaluate ways of increasing student engagement in large lecture classes, student retention, and organization that supports student mental health. As a result of writing this portfolio, I will be able to evaluate the internal consistency and coherence of my course. This portfolio provides a conceptual structure and physical place to put observations and notes about course improvement from semester to semester, which will enable me to become even more secure about the intellectual and pedagogical …