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Articles 1921 - 1950 of 6828

Full-Text Articles in Teacher Education and Professional Development

2020 Program And Abstracts For The Celebration Of Student Scholarship, Office Of Research And Sponsored Programs. Morehead State University. Jan 2020

2020 Program And Abstracts For The Celebration Of Student Scholarship, Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Program and Abstracts from the Celebration of Student Scholarship held in the Spring of 2020.

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The Voice Of The Gods Is Crippling: Law School For Helicoptered Millennials, Katerina P. Lewinbuk, Taci Villarreal, Elena Bolonina Jan 2020

The Voice Of The Gods Is Crippling: Law School For Helicoptered Millennials, Katerina P. Lewinbuk, Taci Villarreal, Elena Bolonina

St. Mary's Journal on Legal Malpractice & Ethics

As millennials dominate law school classrooms, many professors are recognizing the importance of altering the traditional methods of teaching law. Millennials act, think, and learn differently. Numerous factors are linked to why this new generation of law students is distinctively different than previous generations. This article examines these factors and how they influence millennials’ learning styles. Alternative methods of teaching millennial law students are also discussed and proposed, along with a specific example of a tailored professional responsibility textbook and course to the modern law student.

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Will The First Through Fifth Years Please Stand Up? Quantifying National Sbae Teacher Experience, Becky Haddad, Kelsey J. Knight, Josh Stewart, Johnathan Velez Jan 2020

Will The First Through Fifth Years Please Stand Up? Quantifying National Sbae Teacher Experience, Becky Haddad, Kelsey J. Knight, Josh Stewart, Johnathan Velez

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Research often references years of experience specific to participants, yet no compiled report exists for secondary school-based agricultural education (SBAE) to holistically quantify years of teaching experience. In addition, definitions accounting for experience fall short of capturing the myriad ways experience counts in the broader teaching profession. Our study addresses this missing piece of the teacher retention puzzle. Using Quiñones, Ford, and Teachout’s (1994) conceptual framework for work experience measures, our study quantified teacher experience in the National Association for Agricultural Education (NAAE). We analyzed National SBAE teacher experience through descriptive statistics, compared experience by region using an ANOVA model, …

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Virtual Laboratory Of Industrial Scenarios For Training In The Areas Of Automation And Control, Jorge Alberto Ortega-Moody, William R. Grise Jan 2020

Virtual Laboratory Of Industrial Scenarios For Training In The Areas Of Automation And Control, Jorge Alberto Ortega-Moody, William R. Grise

Faculty Research at Morehead State University

The incorporation of new technologies and technological developments in the area of automation and control requires constant training of the personnel involved in such area. The majority of this training begins in the laboratories of educational institutions and training centers for automation personnel. These laboratories are where theoretical knowledge gained in the classroom is applied. Unfortunately, being limited in infrastructure, the use of those laboratories, in the best case scenarios, are restricted to only some actuators and sensors. Industry training is another source in which individual companies have their own internal training programs led by experts in the field. However, …

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From Creative Idea To Implementation: Borrowing Practices And Problems From Social Science Disciplines, Anil Venkatesh, Erin Militzer Jan 2020

From Creative Idea To Implementation: Borrowing Practices And Problems From Social Science Disciplines, Anil Venkatesh, Erin Militzer

Journal of Mathematics and Science: Collaborative Explorations

By collaborating with partner disciplines, mathematics educators gain valuable insight into the perspectives and needs of their students. This insight can lead to improved coordination of content and methods between courses in mathematics and the partner disciplines. This curricular coordination not only invites students to apply their mathematical knowledge in their own professional contexts, but also allows students to communicate mathematical mastery in the language of their intended professions. In this paper, we discuss the challenges specific to developing a mathematics course in collaboration with partner disciplines, with particular attention to portability to a wide range of math instructors. We …

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Accelerating Professional Socialization With An Undergraduate Proseminar Course, Carrie Anne Platt Jan 2020

Accelerating Professional Socialization With An Undergraduate Proseminar Course, Carrie Anne Platt

Journal of Communication Pedagogy

Guiding students on their professional paths, from selecting a major to pursuing a particular career after graduation, can be a significant challenge for faculty and program leaders. Students, particularly those in broad fields like Communication, rarely know what the major involves, or how their studies will translate into a meaningful career. This uncertainty makes it harder for students to see connections between their coursework, campus resources, and extracurricular activities, a disconnect that impacts engagement, academic performance, and retention. In this best practices article, I explain how an undergraduate proseminar can accelerate professional socialization and help students develop more integrated perspectives …

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Structured Engagement For A Multi-Institutional Collaborative To Tackle Challenges And Share Best Practices, Rosalyn H. Hargraves, Stella K. Hofrenning, Janet Bowers, Mary D.R. Beisiegel, Victor Piercey, Erica Slate Young Jan 2020

Structured Engagement For A Multi-Institutional Collaborative To Tackle Challenges And Share Best Practices, Rosalyn H. Hargraves, Stella K. Hofrenning, Janet Bowers, Mary D.R. Beisiegel, Victor Piercey, Erica Slate Young

Journal of Mathematics and Science: Collaborative Explorations

A National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships (SUMMIT-P), funded by the National Science Foundation, is a multi-institutional consortium with members from twelve institutions. The consortium adapted two protocols developed by the School Reform Initiative to: 1. provide advice on challenges or dilemmas a consortium member is facing and 2. share project successes with consortium members. The two protocols—a Modified Descriptive Consultancy protocol and a Modified Success Analysis with Reflective Questions protocol—provide a structured format for these discussions. This paper provides an in-depth description of the two protocols and how they have been used for this …

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Full Issue Jan 2020

Full Issue

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Integrative And Contextual Learning In College Algebra -An Interdisciplinary Collaboration With Economics, Choon Shan Lai, Glenn Henshaw, Tao Chen, Soloman Kone Jan 2020

Integrative And Contextual Learning In College Algebra -An Interdisciplinary Collaboration With Economics, Choon Shan Lai, Glenn Henshaw, Tao Chen, Soloman Kone

Journal of Mathematics and Science: Collaborative Explorations

Many students consider mathematics too abstract and useless for their academic and career goals. Meanwhile, instructors in quantitative disciplines such as economics find many students mathematically underprepared for their courses. The disconnect between students’ perceptions of the utility of mathematics and their life and career may have contributed to some of the under-performance in learning mathematics. Addressing this problem requires collaboration across disciplines to develop an understanding of each other’s needs, more specifically to develop an integrative platform that allows students to apply mathematical skills in interdisciplinary contexts (Ganter & Barker, 2004). We collaboratively designed and implemented an integrative platform …

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Writing The Rainbow: Facilitating Undergraduate Teacher Candidates’ Lgbtqia+ Allyship Through Multimodal Writing, Judith Dunkerly-Bean, Julia Morris, Valerie Taylor Jan 2020

Writing The Rainbow: Facilitating Undergraduate Teacher Candidates’ Lgbtqia+ Allyship Through Multimodal Writing, Judith Dunkerly-Bean, Julia Morris, Valerie Taylor

Teaching & Learning Faculty Publications

This yearlong qualitative descriptive case study conducted by an interdisciplinary team of education faculty with pre-service elementary teacher candidates sought to disrupt heteronormativity and to increase candidates’ awareness and preparedness for inclusivity with future LGBTQIA+ elementary students. Central to our findings was that in researching and authoring multimodal texts addressing topics and concerns faced by the LGBTQIA+ community for their future classrooms, there was a shift in the perceptions and preparedness of the candidates toward working with children identifying as LGBTQIA+. However, we also encountered resistance and/or apathy that led us to develop an analytical framework for disrupting teacher candidate …

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Acts Of Meaning, Resource Diagrams, And Essential Learning Behaviors: The Design Evolution Of Lost & Found, Owen Gottlieb, Ian Schreiber Jan 2020

Acts Of Meaning, Resource Diagrams, And Essential Learning Behaviors: The Design Evolution Of Lost & Found, Owen Gottlieb, Ian Schreiber

Articles

Lost & Found is a tabletop-to-mobile game series designed for teaching medieval religious legal systems. The long-term goals of the project are to change the discourse around religious laws, such as foregrounding the prosocial aspects of religious law such as collaboration, cooperation, and communal sustainability. This design case focuses on the evolution of the design of the mechanics and core systems in the first two tabletop games in the series, informed by over three and a half years’ worth of design notes, playable prototypes, outside design consultations, internal design reviews, playtests, and interviews.

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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 Jan 2020

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 …

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A Peer Review Benchmark Portfolio For Arch 411: Integrate, David Newton Jan 2020

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 …

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Peer Review Of Teaching Portfolio For Hort 306: Greenhouse Operations & Management, Stacy Adams Jan 2020

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.

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Fors 411: Forensic Comparative Analysis – A Peer Review Of Teaching Project Benchmark Portfolio, Larry Barksdale Jan 2020

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 …

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Fdst 880p: Food Proteins - A Peer Review Of Teaching Project, Benchmark Portfolio, Kaustav Majumder Jan 2020

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 …

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Online Engagement And Overall Performance: Tmfd 123: Clothing & Society Benchmark Portfolio – A Peer Review Of Teaching Portfolio, Claire Nicholas Jan 2020

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 …

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Peer Review Of Teaching Benchmark Portfolio - Nres/Wats/Bio 459/859: Limnology, Jessica Corman Jan 2020

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 …

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Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba Jan 2020

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 …

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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 Jan 2020

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 …

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Course Portfolio For Mech 416/816: Engineering Acoustics, Spring 2019 And 2020 - A Peer Review Of Teaching Benchmark Portfolio, Keegan J. Moore Jan 2020

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 …

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A Benchmark Portfolio Evaluation Cyaf 280: Family Science, Carrie L. Hanson-Bradley Jan 2020

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 …

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A Covid-19 Informed Benchmark Portfolio Of Teaching For Slpa 988: Dementia, Kristy Weissling Jan 2020

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 …

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Peer Review Of Teaching Project Benchmark Portfolio: Sped 852 - Instructional Methods For Teachers Of Students With Visual Impairments, Mackenzie E. Savaiano Jan 2020

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.

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Russ391: Russian Culture And Civilization Through Film - A Peer Review Of Teaching Portfolio, Olha Tytarenko Jan 2020

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 …

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Reflections On Teaching Cyaf 374, Curriculum Planning In Early Childhood Education: A Peer Review Of Teaching Portfolio, Christine Kiewra Jan 2020

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 …

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Peer Review Of Teaching Portfolio For Jour 304: Multimedia Journalism, Olga Pierce Jan 2020

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.

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Pols 332: Climate Change: Policy And Politics - A Peer Review Of Teaching Project Benchmark Portfolio, Ursula W. Kreitmair Jan 2020

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 …

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Critical Thinking, Perspective-Taking, And Cultural Humility In Global Refugee Health Studies: A Peer Review Of Teaching Benchmark Portfolio, Julie A. Tippens Jan 2020

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) …

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Course Portfolio For Math 309: Introduction To Mathematical Proofs - A Peer Review Of Teaching Project Benchmark Portfolio, Josh Brummer Jan 2020

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 …

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