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Articles 1 - 24 of 24
Full-Text Articles in Education
Fors 411: Forensic Comparative Analysis – A Peer Review Of Teaching Project Benchmark Portfolio, Larry Barksdale
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 …
Course Portfolio For Math 309: Introduction To Mathematical Proofs - A Peer Review Of Teaching Project Benchmark Portfolio, Josh Brummer
Course Portfolio For Math 309: Introduction To Mathematical Proofs - A Peer Review Of Teaching Project Benchmark Portfolio, Josh Brummer
UNL Faculty Course Portfolios
In this course portfolio, I examine dimensions of an active learning curriculum developed for a sophomore-level undergraduate course serving as an introduction to mathematical proofs. Prominent course goals include developing effective practices for communicating mathematics using formal language, learning to read, comprehend, and evaluate the validity of mathematical proofs, and practicing to write rigorous and concise mathematical proofs. I explore a new piece of collaborative annotation software called Perusall to help students read and understand mathematics together, and I analyze mastery level grading scales across exams throughout the semester. The portfolio also contains information about the structure and syllabus for …
A Peer Review Benchmark Portfolio For Arch 411: Integrate, David Newton
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 …
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba
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 …
Online Engagement And Overall Performance: Tmfd 123: Clothing & Society Benchmark Portfolio – A Peer Review Of Teaching Portfolio, Claire Nicholas
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, Jessica Corman
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 …
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 …
Peer Review Of Teaching Project Benchmark Portfolio: Sped 852 - Instructional Methods For Teachers Of Students With Visual Impairments, Mackenzie E. Savaiano
Peer Review Of Teaching Project Benchmark Portfolio: Sped 852 - Instructional Methods For Teachers Of Students With Visual Impairments, Mackenzie E. Savaiano
UNL Faculty Course Portfolios
No abstract provided.
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 …
Toward A Culturally Sensitive Approach To Student Centered Accent And Dialect Coursework - Thea 403: Advanced Voice - Accents & Dialects – A Peer Review Of Teaching Project Benchmark Portfolio, Ann Marie Pollard
UNL Faculty Course Portfolios
A benchmark portfolio for Theatre 403: Advanced Voice (Accents and Dialects). This portfolio describes considerations taken in developing a new course design, optimizing course assignments, implementing a perspective which moves toward the decolonization of the acting classroom, and integrating heightened awareness of cultural sensitivity with practical, skills-based learning. The author provides context around the course, its objectives, and its structure. Samples of student perspectives are provided within an in-depth look at an in-class conversation about diversity, inclusion, and practicing advocacy for appropriate casting choices. The reflection includes a conclusion that, while moving toward a destandardization of content has its challenges, …
Peer Review Of Teaching Portfolio For Hort 306: Greenhouse Operations & Management, Stacy Adams
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.
Fdst 880p: Food Proteins - A Peer Review Of Teaching Project, Benchmark Portfolio, Kaustav Majumder
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 …
Course Portfolio For Mech 416/816: Engineering Acoustics, Spring 2019 And 2020 - A Peer Review Of Teaching Benchmark Portfolio, Keegan J. Moore
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, Carrie L. Hanson-Bradley
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 …
Russ391: Russian Culture And Civilization Through Film - A Peer Review Of Teaching Portfolio, Olha Tytarenko
Russ391: Russian Culture And Civilization Through Film - A Peer Review Of Teaching Portfolio, Olha Tytarenko
UNL Faculty Course Portfolios
The Benchmark Portfolio traces the process of revamping my survey course RUSS391 “Russian Culture and Civilization Through Film” taught for the second time in Spring 2020. In addition to The primary goal of the course was to acquaint students with major developments in the cultural and political life of twentieth and twenty-first-century Russia examined through the prism of cinema. In addition to main course objectives, my teaching goal was to engage students in the subject, incite their intellectual curiosity, and create a productive learning experience conducive to the development of critical thinking. In this course portfolio, I discuss my teaching …
Stat 463: Introduction To Mathematical Statistics Ii - A Peer Review Of Teaching Portfolio, Qi Zhang
Stat 463: Introduction To Mathematical Statistics Ii - A Peer Review Of Teaching Portfolio, Qi Zhang
UNL Faculty Course Portfolios
No abstract provided.
Peer Review Of Teaching Portfolio For Jour 304: Multimedia Journalism, Olga Pierce
Peer Review Of Teaching Portfolio For Jour 304: Multimedia Journalism, Olga Pierce
UNL Faculty Course Portfolios
The term multimedia journalism, as used in the field, is vague and can describe a wide-ranging set of skills, including writing, audio/video production, graphic design, data analysis, and even front-end web development. For this reason, past multimedia offerings in our college have been described as ‘kitchen sink courses’ with many disparate elements thrown in. Through the Peer Review of Teaching Project, the course is analyzed and focused to include a coherent progression of skills.
Pols 332: Climate Change: Policy And Politics - A Peer Review Of Teaching Project Benchmark Portfolio, Ursula W. Kreitmair
Pols 332: Climate Change: Policy And Politics - A Peer Review Of Teaching Project Benchmark Portfolio, Ursula W. Kreitmair
UNL Faculty Course Portfolios
This benchmark portfolio i) provides and overview learning objectives of and pedagogical techniques used in POLS 332 Climate Change: Policy and Politics; and ii) assesses student learning in the course. The course is an upper-level undergraduate course designed to provide students with the ability to follow and actively participate in current climate change policy debates. The course seeks to leave students well versed in both domestic and international policy settings, to provide them with the ability to identify critical assumptions that can alter policy outcomes, and to bestow students with significant understanding of current climate policy. The course is inter-disciplinary …
Agro 153 - Soil Resources Online - A Peer Review Of Teaching Project Benchmark Portfolio, Rebecca Young
Agro 153 - Soil Resources Online - A Peer Review Of Teaching Project Benchmark Portfolio, Rebecca Young
UNL Faculty Course Portfolios
Soil Resources (AGRO 153) is a high enrollment, introductory-level course taken by a diverse range of student majors at the University of Nebraska-Lincoln (UNL), predominantly from the College of Agricultural Science and Natural Resources (CASNR). Students that enroll in this course typically span all undergraduate class levels, and a small number of graduate students fulfilling degree requirements or prerequisites. AGRO 153 online is a smaller enrollment section of the course that is often taken by students when (a) the resident sections have closed due meeting maximum capacity, (b) there is a timing conflict within their course schedule, or (c) the …
Critical Thinking, Perspective-Taking, And Cultural Humility In Global Refugee Health Studies: A Peer Review Of Teaching Benchmark Portfolio, Julie A. Tippens
Critical Thinking, Perspective-Taking, And Cultural Humility In Global Refugee Health Studies: A Peer Review Of Teaching Benchmark Portfolio, Julie A. Tippens
UNL Faculty Course Portfolios
This portfolio examines the third iteration of a course I developed for the Department of Child, Youth and Family Studies: CYAF 493 – Global Case Studies in Refugee Health and Wellbeing. The primary goal of this course is for students to think critically about the social and structural determinants of refugee health and wellbeing. I have also integrated three core course values to guide instruction: critical thinking, perspective-taking, and cultural humility. Student learning and engagement was analyzed through four areas: (1) a baseline assessment of students’ perceptions of refugees, (2) weekly homework reflections, (3) a book review assignment, and (4) …
Glst 201: Introduction To Global Studies - A Peer Review Of Teaching Program Benchmark Portfolio, Emira Ibrahimpašić
Glst 201: Introduction To Global Studies - A Peer Review Of Teaching Program Benchmark Portfolio, Emira Ibrahimpašić
UNL Faculty Course Portfolios
This benchmark portfolio is an outcome of the work completed to assess a core major course I teach every semester, GLST 201: Introduction to Global Studies. The following portfolio utilizes backwards design which asks us to structure student learning based on intentionally designed assessments in order to provide evidence that students have achieve the course learning objectives or goals. The following is a detailed summary and critical analysis of course design, learning objectives, teaching methods and pedagogy, student assessment, and various course materials. Although the course syllabus lists 6 learning objectives, for the purposes of this portfolio I decided to …
A Benchmark Teaching Portfolio During Covid-19 Transition For Mngt 360: Managing Behavior In Organizations, Jia Yu
UNL Faculty Course Portfolios
This benchmark portfolio describes the revisions and assessments made to MNGT 360: Managing Behavior in Organizations in the midst of COVID-19. This course is offered in the Department of Management within the College of Business at the University of Nebraska-Lincoln. My goal was to improve the course design by evaluating the more effective teaching methods and assessment tools for this course. I experimented with several new teaching methods and assessment tools such as Kahoot!, online exams and offered some empirical evidence regarding the effectiveness of the tools. I found that participation based assignments are an important predictor of overall class …
A Covid-19 Informed Benchmark Portfolio Of Teaching For Slpa 988: Dementia, Kristy Weissling
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 …
Reflections On Teaching Cyaf 374, Curriculum Planning In Early Childhood Education: A Peer Review Of Teaching Portfolio, Christine Kiewra
Reflections On Teaching Cyaf 374, Curriculum Planning In Early Childhood Education: A Peer Review Of Teaching Portfolio, Christine Kiewra
UNL Faculty Course Portfolios
In this course portfolio, I reflect on teaching methods and materials as they relate to course goals and learning outcomes for an undergraduate early childhood education course, CYAF 374. This course offers students a developmental, child-centered approach to designing, implementing, and evaluating learning experiences for children from birth to grade 3. The course is for students who are preparing to teach in Early Childhood, Inclusive Early Childhood, or Primary classrooms. The focus of my reflection and evaluation is on principles of effective teaching practice, experiential learning, reflective practice, and collaboration implemented throughout the course. Finally, I reflect upon successes and …