Teacher Education and Professional Development Commons^™

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 …

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

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 …

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 …

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 …

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

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 …

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 …

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.

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 …

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 …

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

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 …

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) …

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 …

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 …

Googly Eyes And Yard Signs: Deconstructing One Professor’S Successful Rebuffing Of A Right-Wing Attack On An Academic Institution, Theresa Catalano, Ari Kohen

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Right-wing populism is on the rise worldwide, and political attacks against universities have increased in the United States since the election of Donald Trump. In 2017, an incident occurred at the University of Nebraska–Lincoln which resulted in accusations of hostility toward conservative students. Just over a year later, political forces again attempted to denigrate the university’s reputation, but this time they did not succeed. This (multimodal) positive discourse analysis/ generative critique combines collaborative auto-ethnography to describe the way these events were represented in the media, deconstructing a professor’s methods of countering a right-wing attack on an academic institution. Findings demonstrate …

Navigating Multiple Worlds Of Ghanaian-Born Immigrant Adolescent Girls In Us Urban Schools, Lydiah Kananu Kiramba, Adaurennaya C. Onyewuenyi, Alex Kumi-Yeboah, Anthony Mawuli Sallar

Department of Teaching, Learning, and Teacher Education: Faculty Publications

African immigrant populations are among the fastest growing immigrant populations in the United States, yet they are understudied and are invisible immigrant group in the educational literature, particularly, in the context of educational discourses in the United States urban schools. Drawing on Phelan et al.’s multiple worlds model, we analyzed individual and focus group interviews of forty students, thirty-six parents, and twelve teachers from two schools. Findings showed that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds (school and home) of Ghanaian culture, past educational experiences, family values, and adapting to new school environments to achieve success …

Examining Glocal Scales And Mapping Literacy Landscapes: What We Can Learn As Ethnographers Through Geospatial Analyses, Loukia K. Sarroub, William R. England

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Operationalizing space is challenging because the factors impacting education are often located at different scales. Combining Geographic Information Systems and ethnographic analyses allows researchers to conduct studies at both micro- and macro-scales, thus illuminating the connections between local and global phenomena. In our first case, we analyze refugee migration at multiple scales in order to better understand and contextualize refugee mobility. In case two we measure ‘literacy landscapes’ at the state- and district-level by mapping clusters of high/low standardized reading scores. Hot spot and cold spot analyses show that standardized reading scores are implicitly connected to socioeconomic status and are …

Identity Negotiation In Multilingual Contexts: A Narrative Inquiry Into Experiences Of An African Immigrant High School Student, Lydiah Kananu Kiramba, James Oloo

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Background/Context: Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically known about their histories, cultures, expectations, and achievements.

Purpose: Using the narrative inquiry approach and the Natural, Institutional, Discursive, Affinity, Learner, and Solidarity (NIDALS) theoretical lens, we explore the lived experiences of one African immigrant high school student in the midwestern United States.

Research Design: Using narrative inquiry (Clandinin & Connelly, …

Reflection And Inquiry-Based Teaching: Exploring Reflective Practices In Beginning Secondary Science Teachers, Ana Rivero, Elizabeth B. Lewis

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Science teachers’ reflections can be used as an opportunity to improve teaching through inquiry-based instruction (White, Frederiksen, & Collins, 2009), especially during their first years as teachers. Yet more work is still needed to support the development of beginning teachers’ reflective practices (Russell & Martin, 2014). The purpose of this exploratory multi-methods study was to describe: (a) beginning secondary science teachers’ reflective practices up to 4 years after completing their teacher education program, (b) the factors that might have an effect on these practices for participants, and (c) the connection (if any) between their inquiry-based instruction and reflective practices. We …

Intercultural Competence In Pre-Service Teacher Candidates, Joan Barnatt, Lisa Andries D’Souza, Ann Marie Gleeson, Kara Mitchell Viesca, Jessica Wery

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This mixed-method study utilizes survey and interview data reflecting teacher candidates’ beliefs about intercultural competence to identify areas of targeted support in teacher preparation. Intercultural competence is operationalized by performance on the Cultural Intelligence Survey (CQS) identifying relative areas of strength and weakness in four dimensions. Participants reported awareness of cultural differences and motivation to interact with those from other cultures, with less confidence in their knowledge base and ability to adapt behavior in intercultural interactions. Qualitative data provided explanatory support for understanding how program elements influenced intercultural competence along a developmental trajectory of learning.

Selfies As Postfeminist Pedagogy: The Production Of Traditional Femininity In The Us South, Mardi Schmeichel, Stacey Kerr, Chris Linder

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article describes a study of selfies posted on Instagram by a group of predominantly white, college women at a large public university in the US South. Selfies are used as data to explore how performances of traditional femininity are legitimated, authorized, and reinscribed through photo-posting practices. The authors argue that these performances circulate a public pedagogy of femininity and contribute to notions of traditional gender roles and physical attractiveness that reinforce classed and raced norms of beauty. The selfies, which idealize the southern lady [McPherson, Tara. 2003. Reconstructing Dixie: Race, Gender, and Nostalgia in the Imagined South. Durham: …

Impact Of Mobile Technology‐Based Physics Curriculum On Preservice Elementary Teachers’ Technology Self‐Efficacy, Deepika Menon, Meera Chandrasekhar, Dorina Kosztin, Douglas Steinhoff

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed‐methods study explores the effectiveness of a mobile technology‐based physics curriculum, Exploring Physics, on preservice elementary teachers’ technology self‐efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hardcopy version of a similar …

Influence Of The Sources Of Science Teaching Self-Efficacy In Preservice Elementary Teachers’ Identity Development, Deepika Menon

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers’ science teacher identities and self-efficacy beliefs as they participate in a field-based science methods course. A total of 121 preservice teachers participated, four of which were purposefully selected who held varied initial levels of science content preparedness and confidence to teach. Data sources included pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B, an open-ended questionnaire, two semi-structured interviews with selected participants, written teaching reflections, classroom observations, and artifacts. Data analyses included a pre-post repeated measures analysis of variance (ANOVA) design, and the case …

A Phenomenological Study Of Leadership Outcomes In Short-Term Study Abroad, Jeanette Milius

Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research

The impact of global citizenship is far-reaching and encompasses skills and outcomes beyond simple economic and business success. Enhancing all students’ knowledge and ability to navigate a global community is not just of interest to governmental units, policymakers, and global organizations, but also to universities who wish to adhere to accreditation standards. The purpose of this phenomenological study is to identify characteristics related to an individuals’ motivation to complete a short-term study abroad (one to three weeks in duration) and the impact that experience had on their personal and leadership growth. Eighteen self-identified leaders enrolled in a college degree or …

Nefdc Conference Program, Fall 2019, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

New England Faculty Development Consortium

Constructing our Students, Constructing Ourselves

November 8, 2019

College of the Holy Cross

Worcester, Massachusetts, United States

Keynote address: Paul Handstedt, Roanoke College: Cathedrals: Wickedness, Conceptions of Self, and Pedagogy in a Wicked World

Conference Co-Chairs: Carol Hurney and Laura O’Toole

Proposal Co-Chairs: Eric Matte and Kimberly Monk

President: Marc Ebenfield

Literacy Access Through Storytime: An Ethnographic Study Of Public Library Storytellers In A Low-Income Neighborhood, Tiffany Y. Young, Loukia K. Sarroub, Wayne A. Babchuk

Department of Teaching, Learning, and Teacher Education: Faculty Publications

While early literacy achievement continues to be stratified by social class in the United States, public libraries often offer programs such as “storytime” in order to bolster the literacy development of youth in their communities. The purpose of the present ethnographic study was to explore how storytellers recruited and maintained participation in this free literacy program in a lower-income neighborhood. Via participant observations, semi-structured interviews, and artifact collection, storytellers recruited new patrons to storytime by (1) appealing to community members to enter the physical space of the library and (2) appealing to library patrons to attend storytime. Once patrons attended …

De Las Escuelas De Estados Unidos A Las Escuelas De México: Desafíos De Política Educativa En El Marco De La Gran Expulsión [From Us Schools To Mexican Schools: Educational Policy Challenges In The Context Of The 'Great Expulsion'], Víctor Zúñiga, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This Spanish-language chapter, drawn from a larger book intended to advise Mexico's new national leadership on various issues related to migration, focuses on the steadily growing, overlapping populations of US-born and US-school-experienced children in youth now enrolled in Mexican schools. It notes that that population, numbering more than 600,000, is enrolled all across Mexico, albeit not equally distributed, with municipios (counties) with high international migration rates also hosting high return rates. Moreover it notes that this population's US school experiences were highly varied not only because of their different durations, but because schooling in urban Southern California varies from that …