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Articles 151 - 165 of 165
Full-Text Articles in Higher Education and Teaching
Front Cover
Inquiry: The Journal of the Virginia Community Colleges
Cover art by Amanda Layton, a Photography student at John Tyler Community College.
Back Cover
Inquiry: The Journal of the Virginia Community Colleges
Cover Art by Amanda Layton. Amanda Layton attends John Tyler Community College in Midlothian, Virginia, and is currently majoring in photography. After first struggling to find her career direction, Amanda realized that her passion for the arts and especially for photography were the interests that she should develop and explore further. Her family has been very supportive of her choices, and their gift of her first camera a few years ago has led her along interesting paths as she develops her skills in artistic photography and captures the world around her.
Bois 412/812: Human Genetics—A Peer Review Of Teaching Project Benchmark Portfolio, Colin D. Meiklejohn
Bois 412/812: Human Genetics—A Peer Review Of Teaching Project Benchmark Portfolio, Colin D. Meiklejohn
UNL Faculty Course Portfolios
This portfolio focuses on Human Genetics, an upper-division course taken primarily by biology majors to fulfill elective credit in their degree. This course studies the genetic basis for human variation, with the goal of placing this variation in the context of human evolutionary history and the consequences of this variation for medical understanding and treatments. In Human Genetics, students complete an original synthetic research paper on a human genetic disorder. Through writing this paper, students are expected to learn how to navigate electronic databases and online resources on human genetic diseases, and to read and synthesize the primary scientific literature. …
Nres/Metr/Bsen 479/879: Hydroclimatology—A Peer Review Of Teaching Project Benchmark Portfolio, Francisco Munoz-Arriola
Nres/Metr/Bsen 479/879: Hydroclimatology—A Peer Review Of Teaching Project Benchmark Portfolio, Francisco Munoz-Arriola
UNL Faculty Course Portfolios
Rising temperatures and extreme hydrometeorological and climate events are evidences of a changing climate. An increasing population together with their demands for food, energy and water make changes in climate evidence the need to train a new generation of multidisciplinary professionals with a clear understanding of the effects of a changing climate in their activities. Historically, climate sciences were used for scientific and weather operational contexts and engineers applied stationary assumptions for multi-term planning. My goal is to identify elements built from classroom experiences about (a) the suitability of a hydroclimatology course for engineers and scientists; (b) the multidisciplinary skills; …
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, …
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.
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.
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 …
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 …
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 …
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 …
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, …
Thea 401: Advanced Acting—Acting For Camera—A Peer Review Of Teaching Project Benchmark Portoflio, Wesley Broulik
Thea 401: Advanced Acting—Acting For Camera—A Peer Review Of Teaching Project Benchmark Portoflio, Wesley Broulik
UNL Faculty Course Portfolios
In the pursuit of teaching the art of acting, and specifically acting for the camera, how do we measure growth? Additionally is there a correlation between high academic achievement and talent? In this portfolio we will examine how to evaluate acting, student growth, and examine test and paper results to see if the most “talented” performers are also the highest academic achievers.
Edps 870: Introduction To Educational And Psychological Measurement—A Peer Review Of Teaching Project Benchmark Portfolio, Anthony D. Albano
Edps 870: Introduction To Educational And Psychological Measurement—A Peer Review Of Teaching Project Benchmark Portfolio, Anthony D. Albano
UNL Faculty Course Portfolios
This portfolio was compiled at the completion of the Peer Review of Teaching Project, professional development available to faculty at the University of Nebraska-Lincoln. The purpose of the project is to support faculty in evaluating and documenting the effectiveness of their teaching. The main objective of this portfolio is to summarize the results of my participation in the project during the 2015/2016 academic year. The portfolio summarizes key features of the course and my teaching methods, along with examples of student work.