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Articles 1 - 7 of 7
Full-Text Articles in Higher Education and Teaching
Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales
Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales
Journal on Empowering Teaching Excellence
The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019
Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp
Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Teaching Stem For The Public Good, Rita Basuray
Teaching Stem For The Public Good, Rita Basuray
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
On Rapport: Connecting With Students, Brandi Frisby
On Rapport: Connecting With Students, Brandi Frisby
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer
Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer
UNL Faculty Course Portfolios
This portfolio examines student engagement in Econ 200: Essentials of Economics course. Econ 200, a large lecture format, serves as a requirement for completing a minor in Business and fulfills the ACE 6 or 8 categories. Much discussion and research exist around the importance of student engagement in large lecture sections which can often be a challenge. Engagement is important in the process of increasing knowledge with added peer effects. At the same time, activities designed to increase engagement often come at a cost, both in terms of precious class time and to faculty in the form of additional grading. …
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
UNL Faculty Course Portfolios
This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and …