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- Benchmark Portfolio (7)
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Articles 1 - 12 of 12
Full-Text Articles in Education
Cyaf 382: Parenting—A Peer Review Of Teaching Project Benchmark Portfolio, Natalie A. Williams
Cyaf 382: Parenting—A Peer Review Of Teaching Project Benchmark Portfolio, Natalie A. Williams
UNL Faculty Course Portfolios
This benchmark portfolio summarizes the process and results of a reflective inquiry into the teaching of CYAF 382 Parenting. The primary goals of this portfolio were to: (1) refine the course to enhance participants’ experience by connecting course goals/objectives and course activities, (2) document the impact of the course of student learning outcomes, and (3) identify specific changes that can be made to enhance the learning of future students.
Pols 459: International Political Economy—A Peer Review Of Teaching Project Benchmark Portfolio, Nam Kyu Kim
Pols 459: International Political Economy—A Peer Review Of Teaching Project Benchmark Portfolio, Nam Kyu Kim
UNL Faculty Course Portfolios
This Peer Review Course Portfolio documents my teaching practices in International Political Economy (POLS 459) and analyze student learning in the course. POLS 459 is an upper-division course designed to introduces students to the study of international political economy. The most important goal of the course is that students should be able to demonstrate substantive knowledge of the political economy of international trade, investment and development. To this end, I mainly employ classroom lectures, classroom discussions, and small group work. Students work on six in-class quizzes, three exams, and one group presentation. My analysis of student learning reveals that many …
Alec/Adpr 207: Communicating To Public Audiences—A Peer Review Of Teaching Project Inquiry Portfolio, Karen J. Cannon
Alec/Adpr 207: Communicating To Public Audiences—A Peer Review Of Teaching Project Inquiry Portfolio, Karen J. Cannon
UNL Faculty Course Portfolios
A significant amount of research in teaching and learning is conducted exploring large enrollment courses. Often it seems as if we believe that the panacea is smaller class sizes. However, challenges exist in smaller enrollment courses as well. This inquiry portfolio explores an introductory, sophomore level course in strategic communication with an enrollment of 20 students. Despite the smaller number of students in the course, significant challenges exist and over the five spring semesters I’ve taught the class, one consistent challenge remains – how to bridge the wide range of student ability, knowledge, and experience of students in the course. …
Pols 430: Political Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Brandon Bosch
Pols 430: Political Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Brandon Bosch
UNL Faculty Course Portfolios
This course portfolio was created to articulate, assess, and reflect upon my course objectives for a political communication class that I taught in Spring 2016. Of particular note was my objective in trying to use a Verbal Exam to assess student learning. Although I encountered some difficulties in implementing the Verbal Exam, students seemed to be either neutral or somewhat supportive of having a Verbal Exam, with students generally inclined to thinking that they learned something about interviews from the process and showing some mild support for them being used in other classes. It is worth noting that the Verbal …
Adpr 450: Public Relations Theory And Strategy—A Peer Review Of Teaching Project Inquiry Portfolio—"Using Crisis Simulation To Enhance Crisis Management: The Role Of Presence", Ming Wang
UNL Faculty Course Portfolios
Simulation-based training (SBT) is a common pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with crisis management competencies, suggesting that presence is critical in designing an effective simulation activity.
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio—"Music And The Geography Of Place: Engaging The Geographical Imagination", Katherine Nashleanas
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio—"Music And The Geography Of Place: Engaging The Geographical Imagination", Katherine Nashleanas
UNL Faculty Course Portfolios
The present project uses cooperative learning strategies that requires students in large classes to collaborate in applying intellectually challenging articles on place, space, sacred spaces, tourist places, and commodification of place to the development of a video project linking music to place and landscape. As an extension of their group activity, students are teaching each other how to apply concepts from the assigned articles to their projects in creative ways while engaging in critical thinking and exercising their geographical imagination.
Jomc: 491/891: Special Topic: News Engagement Lab—A Peer Review Of Teaching Project Benchmark Portfolio, Michelle Carr Hassler
Jomc: 491/891: Special Topic: News Engagement Lab—A Peer Review Of Teaching Project Benchmark Portfolio, Michelle Carr Hassler
UNL Faculty Course Portfolios
This benchmark portfolio analyzes a collaborative elective course offered by the University of Nebraska-Lincoln College of Journalism and Mass Communications in partnership with NET News, the state’s public media organization. The Spring 2016 course offered students hands-on experience creating, implementing and assessing social media content and engagement strategies for NET News. This portfolio showcases the innovative nature of the course while also demonstrating its pedagogical underpinnings. The portfolio provides a broad overview, including course goals and how activities and assignments are aligned with them. Using several assessment strategies, the inquiry focused on the course’s final project, in which students were …
Comm 101: Communication In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Aaron M. Duncan
Comm 101: Communication In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Aaron M. Duncan
UNL Faculty Course Portfolios
This portfolio examines the large lecture basic survey course, Communication 101. This course uses a combination of large lecture sections led by one faculty member and small recitation sections led by three graduate assistants. The goal of this project is to enhance learning and create higher levels of student engagement. Student learning was measured through a pretest and posttest, as well as through self-evaluation of their knowledge and skills. Additionally, graduate teaching assistants completed an evaluation of the course by providing an assessment of the course’s learning objectives and of course activities. Results showed that student learning was taking place. …
Comm 286: Business And Professional Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine M. Castle
Comm 286: Business And Professional Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine M. Castle
UNL Faculty Course Portfolios
This instructional portfolio is an inquiry into the a large, multi-section standardized course at the University of Nebraska-Lincoln. This course was recently flipped into a hybrid design in order to improve consistency in learning objectives across course sections, streamline assessment processes, provide a better student educational experience, and to manage continued growth in the course. This inquiry examines the effectiveness of the course in meeting stakeholder needs, reducing communication apprehension, improving student confidence to communicate effectively in professional environments, and in teaching professional communication competencies. It is a comprehensive evaluation of the effectiveness of the course to include student, GTA, …
Anth 474/874: Applied And Development Anthropology—A Peer Review Of Teaching Project Benchmark Portfolio, Wayne A. Babchuk
Anth 474/874: Applied And Development Anthropology—A Peer Review Of Teaching Project Benchmark Portfolio, Wayne A. Babchuk
UNL Faculty Course Portfolios
In what follows, I provide an overview of the Benchmark Portfolio developed for the upper level undergraduate/graduate course ANTH 474/874: Applied and Development Anthropology taught in the Spring Semester, 2016 through the Department of Anthropology at the University of Nebraska-Lincoln. Topics include the objectives for the portfolio, description of the course including course goals, enrollment and demographic information, teaching methods, rationale, course materials and activities, analysis of student learning, planned changes based on this experience, and an overall assessment of the portfolio process. As an Assistant Professor of Practice in the Department of Educational Psychology and the Department of Anthropology, …
Pols: 450: Research In Biology, Psychology, And Politics—A Peer Review Of Teaching Project Benchmark Portfolio, Ingrid J. Haas
Pols: 450: Research In Biology, Psychology, And Politics—A Peer Review Of Teaching Project Benchmark Portfolio, Ingrid J. Haas
UNL Faculty Course Portfolios
This benchmark course portfolio provides an overview of student learning in Research in Biology, Psychology, and Politics (Political Science 450). This is an upper-level undergraduate course focused on training students to conduct research in the interdisciplinary area of political psychology. Enrollment in the course is primarily advanced political science majors, or students from related majors (i.e., psychology) with an interest in politics. This course focuses on developing understanding of research methods and application of appropriate methods to small group research projects. In addition, the course helps to improve student confidence in ability to engage in the research process and understand …
Psyc 287: Psychology Of Personality—A Peer Review Of Teaching Project Benchmark Portfolio, Maital Neta
Psyc 287: Psychology Of Personality—A Peer Review Of Teaching Project Benchmark Portfolio, Maital Neta
UNL Faculty Course Portfolios
In this portfolio, I am assessing student learning in a mid-level Psychology course, Psyc 287: Psychology of Personality. The course introduces students to the major theories of personality, and covers a wide array of topics intended to provide a broad overview of issues in the field. The course attracts a somewhat representative sample of UNL students, including non-majors, and therefore most are from Nebraska. The course is not a prerequisite to any other courses, but it could be a useful foundation course for students pursuing a career in psychology research, and it could also help people to consider issues related …