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Articles 1 - 11 of 11
Full-Text Articles in Higher Education and Teaching
Benchmark Portfolio For Asci 451/851: Livestock On Range And Pasture, Fall 2021, Kacie L. Mccarthy
Benchmark Portfolio For Asci 451/851: Livestock On Range And Pasture, Fall 2021, Kacie L. Mccarthy
UNL Faculty Course Portfolios
The aim of this portfolio is twofold: first, the portfolio serves to provide a means for the author to reflect on and improve their approach to teaching an ACE 10 course. The Livestock on Range and Pasture course (ASCI 451/851) serves seniors and graduate students with a major and/or minor in Animal Science, Grazing Livestock Systems, Agronomy and Horticulture, or Range. Since taking over the course, the last two semesters have included students primarily from Animal Science or Agribusiness with a major or minor in Grazing Livestock Systems, respectively. This Peer Review of Teaching project evaluated student feedback from the …
Hrha 440: Human Rights, Conflict, And Community Changemaking: A Faculty-Led Inquiry Into Reflective And Scholarly Teaching Benchmark Portfolio, Julia Reilly
UNL Faculty Course Portfolios
This portfolio examines the extent to which HRHA 440: Human Rights, Conflict, and Community changing equipped students with the agency and confidence they need to be human rights changemakers. The purpose of this portfolio was to structure a re-design of the course towards a more collaborative, flipped classroom approach, and then to assess the extent to which this course re-design promoted achievement of the course learning outcomes. To assess achievement of the learning outcomes in the redesigned course, comparison of the results pre and post survey of the Spring 2022 cohort of students was used. Then, to assess the effects …
Supporting Faculty As Writers And Teachers: An Integrative Approach To Educational Development, Jennifer Ahern-Dodson, Monique Dufour
Supporting Faculty As Writers And Teachers: An Integrative Approach To Educational Development, Jennifer Ahern-Dodson, Monique Dufour
To Improve the Academy: A Journal of Educational Development
In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate how understanding and improving their own writing experiences can spark insight into their students as writers. Furthermore, we suggest that helping faculty make this “turn to teaching” exemplifies the potential for an integrative model of educational development, one that leverages connections across faculty roles and responsibilities.
Setting The Foundation For Experiential Learning And Academic Success In Mbio 101: Introduction To The Microbiology Major, Brandi Sigmon
Setting The Foundation For Experiential Learning And Academic Success In Mbio 101: Introduction To The Microbiology Major, Brandi Sigmon
UNL Faculty Course Portfolios
Introductory courses for majors, typically completed by first-year students, are important to student success and retention as they set the foundation for students in their respective majors. At the University of Nebraska-Lincoln, Microbiology majors complete MBIO 101: Introduction to the Microbiology Major during their first semester as their introductory, foundational course. In this course portfolio, I chose to focus on investigating the impact on student learning of integrating more emphasis on experiential learning knowledge and acquisition within the course through the participation of students in a hands-on workshop and research symposium. Integration of these two events into the MBIO 101 …
The Capability Approach: A Proposed Framework For Experiential Learning In The Faculty Of Arts, Humanities And Social Sciences, Timothy A. Brunet, Hassan Shaban, Stephanie Gonçalves
The Capability Approach: A Proposed Framework For Experiential Learning In The Faculty Of Arts, Humanities And Social Sciences, Timothy A. Brunet, Hassan Shaban, Stephanie Gonçalves
Centre for Teaching and Learning Publications
This qualitative case study uses the Capability Approach (CA) as a framework for experiential learning courses in the Faculty of Arts Humanities and Social Sciences at the University of Windsor, in Ontario, Canada. Specifically, this is a case study of two courses titled Ways of Knowing and Ways of Doing that are offered as undergraduate general credit electives. In this paper, we describe the case study context and provide a brief introduction to the CA. The lead author presents the case study courses' pedagogical framework and describes the materials and methods of the case. Next, we provide a summary of …
Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn
Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn
Mathematics
As statisticians, we engage in a variety of activities, some of which are regularly integrated into our undergraduate courses. However, the individual courses that comprise a mathematics or statistics degree program might not provide students with experiences in the broader range of activities that define the practice of statistics. To remedy this situation, faculty can consider developing and mentoring undergraduate research projects. This article briefly discusses the skills that comprise statistical practice along with some course and program options for helping students to develop these skills. Then, types of undergraduate research projects in statistics are described to help faculty generate …
Embedding For Empathy: Helping Journalism Students Become Better Reporters | Journalism 446/846: Mosaic—A Peer Review Of Teaching Project Inquiry Portfolio, Michelle Carr Hassler
Embedding For Empathy: Helping Journalism Students Become Better Reporters | Journalism 446/846: Mosaic—A Peer Review Of Teaching Project Inquiry Portfolio, Michelle Carr Hassler
UNL Faculty Course Portfolios
As part of Nebraska Mosaic, a senior-level journalism capstone course, students are tasked with interviewing, writing and producing stories for and about refugees and immigrants in Nebraska. But students face a steep learning curve in this experiential learning class. Their knowledge about refugees and immigrants is limited, and they have little understanding of the issues refugees and immigrants face in their new country. Students also have little experience interacting with them, much less interviewing them and writing about them. Using an experiential learning assignment that mimics the journalism practice of embedding, students have an opportunity to develop empathy, gain confidence …
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
To Improve the Academy: A Journal of Educational Development
Song has been used by faculty of many disciplines in their classrooms and, to a lesser extent, by educational developers in workshops. This paper shares and discusses a new song (about an instructor’s evolving openness to alternatives to lecture only teaching) and its novel use to open an educational development workshop. Self reported participant data from an exploratory survey suggest that the song was most effective in reducing stress as well as in increasing motivation, morale, engagement, and connection. Practical implications and implementation considerations are discussed regarding the song as well as related creative work.
Fors 401: Forensic Biochemistry—A Peer Review Of Teaching Project Inquiry Portfolio, Ashley Hall
Fors 401: Forensic Biochemistry—A Peer Review Of Teaching Project Inquiry Portfolio, Ashley Hall
UNL Faculty Course Portfolios
Students who participate in active and experiential learning activities develop a better understanding of basic scientific principles and are also more likely to be retained in a STEM discipline. Developing such activities, however, can be difficult. In the present study, we sought to develop classroom activities to engage university students and increase understanding of the theory and practice of forensic science. One common accessory amongst the target audience was the ever-present media, both social and popular (entertainment). In fact, a majority of students report watching at least one of the many popular forensic science shows on TV. Therefore, we hypothesized …
Expansion Of Experiential Learning Opportunities Through Medication Reconciliation Participation, Jane M. Gervasio, Julie M. Koehler, Kevin M. Tuohy, Julie L. Williams, Mary H. Andritz
Expansion Of Experiential Learning Opportunities Through Medication Reconciliation Participation, Jane M. Gervasio, Julie M. Koehler, Kevin M. Tuohy, Julie L. Williams, Mary H. Andritz
Scholarship and Professional Work – COPHS
Abstract from the American Association of Colleges of Pharmacy Annual Meeting, Orlando, FL, July 12-18, 2007.
Experiencing Technology: Integrating Learning Technology Within The Experiential Learning Cycle Of A Pg Certificate In Third Level Learning And Teaching., Roisin Donnelly
Experiencing Technology: Integrating Learning Technology Within The Experiential Learning Cycle Of A Pg Certificate In Third Level Learning And Teaching., Roisin Donnelly
Conference papers
This paper will discuss how a PG Certificate Course in Third Level Learning and Teaching for lecturers in higher education has adopted a particular approach in teacher education. In light of the findings put forth by Collis (1999), the paper will explain the practical aspects of how Learning Technology (LT) is fully integrated into both core Learning and Teaching modules of a PG Certificate Course for academic staff. As an important aspect of the successful integration and use of learning technology is the way in which it effectively reflects and articulates a given learning model, this PG Certificate Course has …