Higher Education and Teaching Commons^™

Norman H. Cromwell, Unl Chemistry; Nu System Dean; Eppley Cancer Center Director, Norman H. Cromwell, Pete Boughn, Mark A. Griep

UNL ORCA Interview Series

This 1980 interview of Normal Cromwell was done by Pete Boughn at the University of Nebraska Medical Center in Omaha. He asked about Cromwell’s history but mostly about his time as director of the Eppley Cancer Center. The interview is reproduced with permission from the UNMC McGoogan Library.

Cromwell was born in 1913 in Terre Haute, Indiana. In 1935, he earned a bachelor’s degree in chemical engineering from the Rose-Hulman Institute of Technology in his hometown. In 1939, three things happened: he earned a doctorate in organic chemistry from the University of Minnesota, he got married, and he was hired …

Parks Coble, Jr., Unl History; Chinese Nationalists & Business, Chinese-Japanese Relations, Mark A. Griep, Parks M. Coble Jr.

UNL ORCA Interview Series

Dr. Parks Coble, Jr. was awarded the ORCA in 2005. He was born in Waterloo, South Carolina in 1946 but he grew up in Columbia. He earned his bachelor’s in history at the University of South Carolina in Columbia. Next, he traveled 740 miles northwest to earn his doctorate at the University of Illinois in Champaign. In 1976, he became an assistant professor of history at the University of Nebraska, where he quickly rose through the ranks. His early work focused on the relationship between Chinese business elites and leaders of the Chinese National Government movement during a very interesting …

Of Writing, Community And Transformation: Lessons Learned From A Faculty Developer, María Lucía Guerrero Farías

GHEA21 Publications

No abstract provided.

Fred Luthans, Unl Business Management, Positive Organizational Behavior, Mark Griep, Fred Luthans

UNL ORCA Interview Series

Fred Luthans was awarded the ORCA in 2008. He was born in Clinton, Iowa in 1939. He earned three degrees from the University of Iowa in Iowa City, located only a few miles from Clinton. His bachelor's was in mathematics in 1961, a Master’s of Business Administration in ‘62, PhD in Management and Psychology in 1965. After serving two years as a captain in the Army at West Point, where he taught psychology and leadership, he joined the University of Nebraska-Lincoln as an Associate Professor of Management. He's had a remarkable career, but I'll only mention three major distinctions. His …

Stephen Baenziger, Unl Agronomy & Horticulture, Breeding New Wheat Varieties, Mark Griep, P. Stephen Baenziger

UNL ORCA Interview Series

Stephen Baenziger awarded the ORCA in 2011. He was born in 1951 in Toronto, Canada. When he was an infant, his family immigrated to the U.S., where he grew up in Des Plaines, Illinois. He earned a bachelor's in biological chemistry magna cum laude from Harvard University in Cambridge, Massachusetts. Next, he earned a master's and doctorate in plant breeding and genetics at Purdue University in West Lafayette, Indiana. Over the next decade, he worked for the USDA at Beltsville Agricultural Research Center in Maryland and then at the Monsanto Corporation in St. Louis, Missouri. In 1986, he joined the …

Dnp Final Report: From Academic Chaos To Professional Preparedness: Time Management And Goal Setting To Support Self-Efficacy In Undergraduate Nursing Students, Cristy Baker Mrs.

DNP Final Reports

Low perceived self-efficacy among undergraduate nursing students may contribute to stress, burnout, and challenges with academic success and program completion. Evidence suggests that interventions focused on time management and goal setting may support students' confidence.

The purpose of this improvement project was to implement time-management and goal-setting interventions and evaluate changes in perceived self-efficacy among undergraduate nursing students. Guided by Bandura's Self-Efficacy Theory and the ADKAR Change Model, the project examined the changes in perceived self-efficacy following the implementation of the interventions. The PICOT guiding the project was: In undergraduate nursing students (P), how does implementing time management and goal-setting …

A Student’S Confidence And A Teacher’S Practice: Reflecting On Parallel Writing Journeys In A Theatre-Making Classroom In South Africa, Néka Da Costa

GHEA21 Publications

No abstract provided.

Building A Toolkit Of Writing-Based Learning Activities For Finance Classes, Esther Afoley Laryea

GHEA21 Publications

No abstract provided.

Freewrite: Synchronizing Mind, Hand, And Pen – An Excavation Of A Basic Practice, Ibrahim Marazka

GHEA21 Publications

No abstract provided.

Interview With Orca Award Winner Ross Thompson, Unl Psychology; Childhood Emotional Development, Mark Griep, Ross Thompson

UNL ORCA Interview Series

Ross Thompson was awarded the ORCA in 2000. He was born in 1954 in Madison, Wisconsin. He traveled nearly 2000 miles west to earn a bachelor’s in psychology magna cum laude from Occidental College in Los Angeles. Then, he traveled east over 2200 miles to earn a master’s and doctorate in psychology at the University of Michigan in Ann Arbor. In 1981, he joined the University of Nebraska-Lincoln as an assistant professor of psychology and rose quickly through the ranks while studying childhood emotional development. In 2003, three years after earning the ORCA, Ross left UNL to join the psychology …

Interview With Orca Winner John Hibbing, Political Science; How Political Attitudes Correlate With Physiological Traits, Mark A. Griep, John Hibbing

UNL ORCA Interview Series

Dr. John Hibbing was awarded the ORCA in 1993. John was born in 1953 in Paullina, Iowa. He earned a bachelor's in secondary education from Dana College in Blair, Nebraska, but then realized that teaching high school wasn't for him. Instead, he attended the University of Iowa, where he earned a master's and doctorate in political science. In 1981, he joined the University of Nebraska-Lincoln as an assistant professor of political science and rose quickly through the ranks. Initially, he studied the reasons that members of the U.S. Congress retire. This led to a longer-term collaboration with Kevin Smith and …

First Peer Review Course Portfolio: Management 101: Introduction To Business, Shawntell Kroese

UNL Faculty Course Portfolios

Management 101: Introduction to Business is a foundational undergraduate course serving approximately 1,500 students annually across four sections. The course introduces students to management, marketing, accounting, economics, finance, supply chain management, and strategy through a highly experiential learning model. A signature component of the course is the Business Battle, a “real-life” consulting challenge where students solve authentic business problems presented by a Company (this year it was MotoAmerica). The course combines large-scale instruction with a peer coaching model, active learning exercises, recitations, industry speakers, and team-based projects. This portfolio examines course design, instructional methods, student learning outcomes, and future opportunities …

Interview With Orca Winner Xiao Cheng Zeng; Unl Chemistry; Computational/Theoretical; Nebraska Ice & Gold Nanocages, Mark Griep, Xiao Cheng Zeng

UNL ORCA Interview Series

Xiao Cheng Zeng became a chemistry professor at the University of Nebraska-Lincoln in 1993, quickly rose through the ranks, and was in the department for 29 years. In 2022, he left to become head of the Department of Materials Science and Engineering at the City University of Hong Kong. Xiao was born in Beijing and earned a bachelor’s in physics at the University of Beijing in 1984. Next, he traveled 6800 miles east to Ohio State University in Columbus where he earned his doctorate in condensed matter physics. He followed that up with two postdoctoral experiences, first at the University …

Statistical Methods In Research, Horahenage Dixon Vimalajeewa

UNL Faculty Course Portfolios

This course portfolio documents the design, delivery, assessment, student-learning evidence, and reflective evaluation of STAT 801A-700: Statistical Methods in Research, an online asynchronous service course designed to introduce students from diverse disciplinary backgrounds to foundational statistical reasoning and applied data analysis. The course is a non-calculus-based introduction to statistical methods used to answer research questions, with emphasis on collecting, organizing, describing, analyzing, and drawing conclusions from data. The course also emphasizes applications relevant to biology, agriculture, and other research-oriented fields. This is an online distance course aimed to develop students’ understanding of basic probability and statistical concepts, recognize the importance …

Course Portfolio: Elements Of Physics Phys 151, Evan A. Rich

UNL Faculty Course Portfolios

This course portfolio documents the instructional design, teaching methods, and ongoing assessment efforts for PHYS 151: Elements of Physics, an algebra-based introductory physics course at the University of Nebraska-Lincoln. The course serves a broad undergraduate population, including architecture, construction management, and life science majors. The portfolio describes the teaching framework that integrates pre-lecture video preparation, active in-class engagement through iClicker questions, and collaborative weekly recitation sections, all unified around a structured six-step problem-solving approach. A central concern of the course is building students’ self-efficacy in physics, particularly among those with math anxiety or limited preparation. Two assessments are reported: a …

First Course Portfolio For Plpt 803 Fundamentals Of Scientific Discovery, Hernan Garcia-Ruiz

UNL Faculty Course Portfolios

PLPT 803 Fundamentals of Scientific discovery is a new curse in the Department of Plant Pathology at the University of Nebraska-Lincoln. I designed and developed this course from the ground up. Initially, it was offered as a special topic (PLPT 892-014) for four years. PLPT 803 was approved by the College of Agricultural Sciences and Natural Resources curriculum committee in September of 2025. PLPT 803 is unique within the University of Nebraska system and will be offered for the first time in the fall of 2027. The course is designed for students to learn fundamental scientific skills such as scrutinize, …

Construction Project Administration: Course Portfolio, Andre Messner

UNL Faculty Course Portfolios

This portfolio presents a structured framework for the design and implementation of a construction project administration course within a Construction Management program. Emphasis is placed on aligning student learning objectives, instructional strategies, and assessment methods with current industry expectations and professional standards. The course is intentionally designed to bridge the gap between theoretical knowledge and practical application by incorporating real-world scenarios, collaborative learning environments, and experiential activities that mirror industry practices.

In addition to outlining the course structure, this paper examines the pedagogical foundations that support student-centered learning, including constructivism, scaffolding, and project-based learning. These approaches are used to foster …

Increasing Students’ Self-Efficacy In Consuming, Conducting, And Disseminating Neuroimaging Research: Experiences From Teaching Edps 991: Social And Affective Neuroscience, Isabella Starling Alves

UNL Faculty Course Portfolios

Social and emotional factors are critical for learning, being core aspects of the educational  psychology curricula. Recently, neuroimaging has emerged as a powerful tool to  comprehend the neurobiological factors underlying these factors. Yet, many educational  psychologists have low familiarity with neuroscience research. The course EDPS 991:  Social and Affective Neuroscience, from the Department of Educational Psychology at the  University of Nebraska-Lincoln, emerges in this context, training educational psychology  graduate students to consume, conduct, and disseminate findings about how the brain  relates to socioemotional processes. One challenge related to the course is that many  students feel anxious about learning the neuroimaging …

Embedding Clinical Application Assignments In Dnp Education: A Model For Practice Hour Acquisition, Cynthia Plonien

Nursing Faculty Publications & Presentations

Doctor of Nursing Practice (DNP) programs must ensure graduates complete a minimum of 1,000 post-baccalaureate clinical/practice hours aligned with the American Association of Colleges of Nursing (AACN) Essentials. As programs transition to accelerated and online formats, achieving these hours has become increasingly challenging, particularly for students entering without prior supervised clinical experience. Traditional models relying on terminal practicum courses often create feasibility limitations and variability in the quality of practice experiences. This article describes an innovative curricular model that embeds Clinical Application Assignments (CAAs) across didactic coursework to support longitudinal acquisition of clinical hours. This approach provides a feasible and …

Robert, Powers; Unl Chemistry; Nmr-Assisted Drug Discovery, Mark Griep, Robert Powers

UNL ORCA Interview Series

Dr. Robert Powers became a chemistry professor at the University of Nebraska-Lincoln in 2003 and is about to retire after 23 years. Prior to UNL, Bob was a drug discovery researcher for 11 years at American Cyanamid, which eventually became Wyeth and is now part of Pfizer. Bob was born in Jersey City, New Jersey. Something in his youth must have sparked an interest in chemistry because he earned a bachelor's in that subject from Rutgers University in New Brunswick. Then he traveled 1200 miles west to Purdue University in Indiana where he earned his doctorate. Next, he did postdoctoral …

Meeting The Moment With Ai-Employer Informed Education, Brent Terwilliger, John Faraca

Publications

As artificial intelligence transforms aviation, aerospace, and autonomy-related sectors, higher education must adapt to meet evolving workforce demands. This session shares emerging findings from a nationwide study led by Embry-Riddle Aeronautical University, focused on employer perceptions of AI adoption, responsible use, and workforce preparedness in domains including uncrewed systems, space systems, robotics, and advanced air mobility. Based on a structured survey and follow-up interviews, the presentation explores how organizations are using AI tools, from generative platforms to enterprise systems, and defining effective and inappropriate use in operational contexts. Participants will gain insight into critical concerns (e.g., data privacy, compliance, security, …

Sjsu Erfa Board Minutes, April 6, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes
April 6, 2026

The Brain And Becoming: Integrating Play And Performance-Based Learning In The Community College Classroom, Hannah M. Green

English

Instruction in the community college classroom is in need of a shift, according to neuroscientific, pedagogical, and demographic data. Primarily, students in today’s community college classrooms are instructed in the form of lectures (Nilson 106), but research has shown that game-based learning would be the way to enhance learning experiences for these adult learners. Game-based learning specifically takes form in student learning through games, interactive reading activities such as performance pedagogy, discussions, and small group work. While research shows that play-based learning at the community college level is neurologically beneficial for students, there is a gap in implementing play-based learning …

Responsive Rigor And Strategic Care: Faculty Praxis For Holistic Student Success In The Community College, Jennifer Kelley

Library Scholarship

This qualitative study examines how community college faculty conceptualize, communicate, and enact academic rigor and care in their teaching practice. While post-pandemic debates have positioned rigor and care as opposing forces—evident in the "Rigor Wars" that framed care as performative laxity and rigor as gatekeeping—community college faculty successfully integrate these practices to support holistic student success. This research addresses critical gaps in higher education scholarship, which has studied rigor and care separately, focused primarily on four-year institutions, and overlooked faculty perspectives on how integration occurs in practice. Drawing on a single-case study of 38 faculty members at a large Midwestern …

Sjsu Erfa Board Minutes, March 2, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

March 2, 2026

Exploring The Impact Of Generative Ai On Curriculum Design And Instruction: A Study With Preservice Teachers, Lindsay A. Gold, Vanessa Winn, Jackie M. Arnold

Thomas C. Hunt Building a Research Community Day

Generative Artificial Intelligence (GenAI) is transforming education by reshaping curriculum design, individualized learning, and professional collaboration. This interpretive study examines how 70 preservice teachers engaged with GenAI through structured learning experiences focused on lesson planning, content development, and reflective practice. Participants, all fourth-year PK–Grade 5 and intervention specialist candidates at the University of Dayton, completed a co-taught seminar led by methods professors in science, social studies, language arts, and mathematics. Data sources included initial reflections on GenAI’s role in education, documentation of prompt exploration, and ongoing reflections during the seminar. Thematic analysis revealed a shift in preservice teachers’ understanding from …

Interview With Orca Award Winner Paul Olson, Unl English; Literature, Curricular Reform, Great Plains Studies, Mark A. Griep, Paul A. Olson

UNL ORCA Interview Series

Paul Olson was awarded the ORCA in 1984. He was born in 1932 in Washburn, Wisconsin. During his youth, his family also farmed in Nebraska and South Dakota. He earned a bachelor’s degree from Bethany College in Lindsborg, Kansas. Next, he earned a master’s in English from the University of Nebraska, had a Fulbright fellowship to spend a year at London University in England, and earned his doctorate in medieval and Renaissance studies from Princeton University in New Jersey. In 1957, he joined UNL as an assistant professor of English and was soon promoted to full professor. One of his …

Exploring The Role Of Patient Feedback In Medical Education, Hovhannes John Hayrapetyan, Stella Hayrapetyan, Diane L. Levine Md

Medical Student Research Symposium

Background: Patient feedback is increasingly recognized as a valuable yet underutilized component of medical student assessment. When collected reliably, delivered with specificity, and embedded in a supportive learning environment, feedback can improve communication, professionalism, and patient-centered behaviors while promoting reflective, self-directed learning. However, studies highlight limitations including inadequate longitudinal evidence for sustained improvement, inconsistent use of structured tools, and insufficient faculty guidance. Instruments such as the Patient Feedback in Clinical Practice (PFCP) questionnaire show promise but require broader testing, and links between learner feedback and patient outcomes remain weak.

Methods: A comprehensive literature review was conducted using PubMed, Google Scholar, …

Being Compassionate Helps Improve College Students’ Perceived Well-Being. The Mediating Role Of Cognitive Flexibility And Perceived Anxiety, Saurabh Singh, Sarath Nonis

AMTP Proceedings 2026

Perceived well-being of college students is crucial to the success of students and institutions of higher education alike. Through this study we assert that promoting compassion among college students can improve their perceived well-being. Furthermore, the effect is mediated by cognitive flexibility and anxiety felt by students. The study has theoretical and managerial implications. The results can guide educators and university personnel to better craft curriculum and university communication.

Community Engagement Through Robotics Mentoring – Unlv, First Nv, And High School Robotics Teams, Brendan O'Toole

Community Engagement Expo Research Posters

The UNLV Robotics Mentorship program includes a two-semester course that trains students to support local high school FIRST Robotics Competition (FRC) teams. ‘ME 464 Robotics Mentoring I’ provides training in design, mentoring,  fabrication, and programming. ‘ME 465 Robotics Mentoring II’, pairs students with local high school teams to serve as technical mentors for the competition season.