Higher Education and Teaching Commons^™

Supporting Advocacy, Deliberation, And Civic Learning In The Classroom, Leslie Martin, P. Anand Rao, Adrienne Brovero, Gonzalo Campos-Dintrans, Steve Greenlaw, Pamela R. Grothe, Jason Hayob-Matzke, Jodie Hayob-Matzke, Christine Henry, Joseph Romero, Andrea Livi Smith

Interdisciplinary

We live, teach and learn in complicated times. As faculty in higher education, we have the opportunity to help uphold the civic purpose of higher education. We are accustomed to helping students navigate academic information, and to equipping them for more standard academic tasks. Through thoughtful course design, we can also help our students become better consumers and evaluators of less traditionally academic information: from critically interpreting what they read and see in the news media, to engaging the arguments of their friends, peers and family members. Further, we can challenge our students to use these evaluative skills to engage …

“Where I Am Weak, They Are Strong”: Students’ Perceptions And Attitudes Toward Interprofessional Education, Christen G. Page, Karina Christopher, Leah Shea Simpkins, Casey E. Humphrey, Lisa G. Jones, Aaron D. Sciascia

Internet Journal of Allied Health Sciences and Practice

Purpose: Healthcare professionals strive for interprofessional practice to achieve optimal patient care. Extant research suggests that to best prepare students for interprofessional practice, interprofessional education (IPE) should be a key element in curriculum. The purpose of this mixed-methods study was to evaluate the impact of an IPE activity on participants’ attitudes and perceptions of IPE across five academic programs. Methods: This study utilized a modified version of the Readiness for Interprofessional Learning Scale Questionnaire (RIPLS) pre and post IPE and reflective essays. Participants included 67 students from nursing, occupational therapy, athletic training, dietetics, and speech-language pathology programs. After reviewing a …

“I’M Like Their Gps”: How Mathematics Faculty Support Underprepared Community College Students In Corequisite Courses, Bonita B. Tyler

Theses and Dissertations--Educational Policy Studies and Evaluation

As American community colleges replace prerequisite developmental mathematics courses with corequisite courses, the work of faculty to support underprepared students merits attention. This curricular change means underprepared students are enrolling directly in both college-level content courses with required corequisite support courses for necessary remediation, thus broadening the range of student skills and abilities in the classroom. Faculty work is significantly impacted by this change. Previous research indicates that corequisite course configurations have mitigated some problems with the traditional multi-course sequence of developmental courses. Noticeably, scholars described course structures in detail but failed to describe adequately how students were actually supported. …

Edd Graduate Perspectives: Uplifting Our Own Voices, Staci B. Martin, Kara Gournaris, Zafreen Jaffery, Lisa Janie Hatfield, Su-Jin Sue Jung, Li Xiang, Ingrid Anderson, Micki M. Caskey

Education Faculty Publications and Presentations

The purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates’ responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence—positively and negatively—what we are doing now (post-program). We found (a) relationships with …

Pandemic Pedagogy: A Zoom Teaching Experiment Using Cognitive Theory Of Multimedia Learning Principles Of Multimedia Design, Kevin C. Knoster

Graduate Theses, Dissertations, and Problem Reports (ETD)

The purpose of this dissertation was to conduct an experimental study exploring the applicability of multimedia principles of effective instructional design to Zoom teaching. In the wake of the COVID-19 pandemic, educators across higher education were forced to rapidly transition from traditional face-to-face instruction to online teaching. One of the most common ways in which colleges and universities navigated this transition in the United States was via mass adoption of the video conferencing platform Zoom. However, best practices have not yet been identified to assist instructors inexperienced with online teaching in adapting to remote instruction via Zoom. This dissertation argued …

A Qualitative Study Exploring Online Teaching At A Rural Community College: How Do Faculty Prepare To Teach Online?, Gwendolyn Davidson

Online Theses and Dissertations

Supporting online faculty at the community college level to prepare them to teach online can be a complex matter. Faculty who are first entering the online teaching environment often start with training to help them prepare to teach online. Supporting faculty who are teaching online means understanding faculty and their needs. The purpose of this study was to answer the question, how do faulty prepare to teach online and the objectives (1) identify the faculty's years of experience teaching both in-person and online, and the different types of training or professional development that faculty have complete to help them prepare …

National Open Research Training Programme, Niall Mcsweeney, Therese Ahern, Seán Harnett

Publications

Policy brief on a national open research training programme for Ireland.

Accreditation Of Open Research Skills And Training Development, Therese Ahern, Audrey Drohan, Sandra Fisher

Publications

Policy brief on the accreditation of open research training and skills development in Ireland.

Postsecondary Writing Program Collegiality, Job Satisfaction, And Self-Efficacy Teaching Writing: A Quantitative Analysis Using Self-Determination Theory, David A. Mackinnon Ii

UNF Graduate Theses and Dissertations

Calling on Ryan & Deci’s (2000) Self-Determination Theory framework, the author sought to explore the relations among writing program faculty collegiality in their work (i.e., teaching, research/scholarship, and service), their job satisfaction in teaching writing courses in postsecondary settings, and their sense of self-efficacy for that teaching. The author surveyed writing program faculty across the State University System of Florida and analyzed collect evidence towards addressing if faculty collegiality behaviors and beliefs relate to faculty job satisfaction in teaching writing or faculty self-efficacy around the teaching of writing. Using exploratory factor analysis and linear regression modeling, the author analyzed the …

Maintaining The Fence: Establishing And Reclaiming Your Boundaries, Becky Haddad , Ed.

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Editor Comments: Boundaries? We Don’t Need No Stinking Boundaries... Or Do We?... by Gaea Hock

Theme Editor Comments: Lessons from the Giving Tree .....by Becky Haddad

Theme Articles: A Letter to the Profession.... by Haley Traini

Balance in the Busyness.... by Roobie Richards

The Boundaries that Weren’t..... by Bibiana Gifft An Early Introduction.... by Amber Rice and Quint Molina Prioritizing Boundaries... by Hannah Wedger

The How’s and Why’s of Building a Fence.. by JoAnn Pfeiffer Avoiding the Burn... by Jay Solomoson and Trent Wells

Book Review: Boundaries by Dr. Henry Cloud and Dr. John Townsend .... by Kayla Loewenhagen

Ready …

Theory-Driven Approaches To Targeting Socially Responsible Leadership In Emerging Adults: Consciousness Of Self, Lindsay J. Hastings, Hannah Sunderman

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of the current paper is to present a theory-driven approach to developing Consciousness of Self, an individual value of the Social Change Model of Leadership, among emerging adults. Specifically, we discuss the development and execution of an intervention involving a large-group retreat with interactive activities and an emphasis on discussion. Grounded in theory, the intervention focused on identifying values, describing strengths, and practicing mindfulness and was evaluated based on the learning objectives. Program evaluation efforts revealed notable participant gains in all targeted objectives six months after the intervention. By providing a theoretical framework, in-depth description of the intervention, …

Leadership Transfer In Rural Communities: A Mixed Methods Investigation, Lindsay J. Hastings, Hannah Sunderman, Matthew Hastings, L.J. Mcelravy, Melissa Lusk

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The United States is poised to experience one of the largest transfers of leadership in its history, markedly impacting rural community sustainability efforts. The purpose of this exploratory sequential mixed methods study was to identify themes related to rural leadership transfer using grounded theory and to test the facilitation of effective leadership transfer using structural equation modeling. Adult and youth leaders (N = 19) from three nominated rural communities comprised the qualitative phase and secondary data from a 2015 rural survey (N = 1991) comprised the quantitative phase. Mixed methods results indicated the environment conducive for effective leadership transfer (via …

Female Student Service Member’S Experiences With Higher Education And Military Transitions, Sophie Cieslicki

Masters Theses

This study explored the experiences of female student service members when transitioning between military-related and higher education responsibilities as well as their motivations for degree completion and campus resources they utilized. While the number of studies on female student service members is growing, research on this population is scarce. This study utilized a narrative qualitative approach to give female student service members a voice and platform to share their experiences and truths. Participants in this study have served at least one year in the United States Armed Forces and have completed at least one semester of college coursework. Participants were …

A Peer Review Of Teaching Benchmark Portfolio For Mued 403 Student Teaching Seminar, Danni Gilbert

UNL Faculty Course Portfolios

This portfolio examines the course planning and delivery of MUED 403—Student Teaching Seminar. Taken concurrently in the final semester of the music education degree with full-time student teaching field experiences, in addition to fulfilling the ACE 10 requirement, this course provides an analysis of PK-12 music teaching with special attention to teacher certification, selected legal aspects of education, current issues in education, and professional communication. I chose this course for the Peer Review of Teaching Project to determine whether undergraduate music education students could successfully complete an action research project during their student teaching semester and if so, whether the …

Agro 366: Soil Nutrient Relationships — A Peer Review Of Teaching Benchmark Portfolio, Meghan Sindelar

UNL Faculty Course Portfolios

Soil Nutrient Relationships serves juniors and seniors with a major or minor in Agronomy. I originally cotaught this course with another professor and was in charge of just the lab portion. Now that I am the sole instructor I had goals of developing new content learning resources and better integrating lab and lecture content. The course was reorganized in 2021 into weekly modules with independent learning, lab time to work on calculations, using NebGuides, and other skill content, and then end of week discussion for relevant case studies or discussion of application and interactions. Students also conducted a group project …

Strengthening Graduate Student Teaching Through The Basic Course: Comm 101: Communication In The 21st Century, Allison Ronnau Bonander

UNL Faculty Course Portfolios

Basic course instruction receives significant attention in relation to pedagogical practices and application. While this examination is very worthy, it often neglects to understand how Graduate Teaching Assistants (GTAs) are trained, taught, and how their learning as teachers is examined. This portfolio examines COMM 101: Communication in the 21st Century, a large lecture basic course with recitations led by GTAs, as a means of understanding how GTAs are trained and taught to meet the “learning objectives” of teaching pedagogy of a basic course. A qualitative analysis of GTA training meetings transcripts as well as emails from GTAs – and select …

Enabling Conceptual Learning To Prepare Students For The New World Of Nutrition Communication, Sabine Zempleni

UNL Faculty Course Portfolios

During the last decades, the flow of nutrition information between nutrition professionals and consumer has changed profoundly. Newest scientific findings are freely available from public data bases and often make it prematurely into the media and social media. Therefore, students need to require a precise knowledge of nutrition concepts, be able to explain the concepts to the consumer, and apply those concepts to eating decisions. Many students have not made the transition from memorizing individual facts to conceptual learning. Students will need appropriate learning tools and instructions to help them make this transition successfully. The goal of this Peer Review …

Course Portfolio For Cive 378 Materials Of Construction, Spring 2021, Congrui Grace Jin

UNL Faculty Course Portfolios

CIVE 378 Materials of Construction is a required three-credit course for junior students at the Department of Civil and Environmental Engineering at University of Nebraska Lincoln, which is taught every spring semester. Every spring about seventy undergraduate students register CIVE 378, most of whom are junior students and sophomore students majoring in civil engineering. Teaching quality of this course is very important for students’ learning of the fundamentals of construction materials. The aim of this course portfolio is threefold: (1) to demonstrate the intellectual work of teaching taking place inside and outside of the classroom of CIVE 378; (2) to …

Vbms 403: Integrated Principles And Prevention Of Livestock Diseases, Christina L. Topliff

UNL Faculty Course Portfolios

This portfolio documents the teaching objectives, strategies, assessments, and changes implemented for VBMS 403: Integrated Principles and Prevention of Livestock Diseases, an Achievement-Centered Education (ACE) 10 Capstone course taught during the Spring Semester through the School of Veterinary Medicine and Biomedical Sciences at the University of Nebraska-Lincoln. Teaching methods and course activities included traditional lecturing with quizzes and examinations, in-class discussions, short reading assignments, and the generation of a scholarly term paper demonstrating broad knowledge, technical proficiency, information collection, synthesis, interpretation, and presentation. This portfolio documents the qualitative and quantitative methods used to assess the course learning objectives (goals). My …

Czec 361/Hist 361: Czech History And Culture, Hana Waisserova

UNL Faculty Course Portfolios

The Benchmark Portfolio traces the process of rethinking my interdisciplinary course CZEC 361/HIST 361 “CZECH HISTORY AND CULTURE” taught for the first time in Spring 2021. The primary goal of the course was to provide students with understanding of the cultural history of the Czech(oslovak) and Central European region of the last two centuries. It explores the question of creating cultural history as a narrative to understand how the modern Czech national identity has been constructed since the times of national awakening, via the formation of Czechoslovakia, and in the course of the turbulent 20th century. In addition to main …

Investigating Student Learning Outcomes In Visual Merchandising: A Peer Review Of Teaching Portfolio Of Tmfd 314 Textile And Apparel Merchandising And Promotion, Jennifer Johnson Jorgensen

UNL Faculty Course Portfolios

Students in TMFD 314 learn how to attract consumers to products found in brick-and-mortar stores and online, which leads to heightened sales for brands and retailers. However, based on shifting instruction of the course, it was anticipated that updates were needed. A pre-and post-test was employed to determine how updates should be approached, which helped to determine the students’ perceived level of knowledge on different topic areas. In addition, an investigation of student grades for the first and final project was also assessed to determine areas of possible improvement in the future. Overall, it became clear that a few key …

Measuring Student Success In Jour200a: Fundamentals Of Editing & Reporting I: A Beginning Writing, Editing And Reporting Class, Jessica Fargen Walsh

UNL Faculty Course Portfolios

A grammar error or typo on a resume can mean the difference between getting the job or having your resume deleted. Factual errors and inconsistencies can also affect a writer’s credibility. Accuracy, style, word choice and consistency matter for these reasons and more. Journalism students in particular should come to internships, classes and jobs with the skills they need to succeed. The course Jour200A: The Fundamentals of Reporting & Editing I attempts to meet this demand by providing all majors in the College of Journalism and Mass Communications with a strong foundation in editing and writing. This project sought to …

Acct 301: Using Accounting Information — A Peer Review Of Teaching Benchmark Portfolio, Jill Trucke

UNL Faculty Course Portfolios

This benchmark course portfolio documents my process to evaluate and improve student learning in ACCT301, Using Accounting Information. This course is designed for non-accounting majors who desire to have a better understanding of different aspects of accounting that goes beyond the introductory financial and managerial accounting courses. It covers income taxes, financial statement analysis and internal controls. I had four objectives for this benchmark portfolio project:

1. To evaluate the quantity and quality of my assessments and course activities to ensure they are in line with the goals that I have for this course.

2. To ensure my goals are …

A Peer Review Of Teaching Portfolio — Stat 822: Statistical Methods Ii, Reka Howard

UNL Faculty Course Portfolios

The peer review of teaching program gave me the opportunity to reflect on my teaching in terms of pedagogical goals and methods for the course Stat 822: Statistical Methods II which is offered to MS level students in the Department of Statistics. Even though the course is part of the list of required courses for MS students in the department, typically about a third of the students are from other departments. The portfolio describes details about how the course fits into the MS program in the Department of Statistics, the context of the course, the learning objectives, expectations from students, …

Course Portfolio For Mech 300: Thermal Systems And Design, Spring 2021, Mohammad Ghashami

UNL Faculty Course Portfolios

Thermal Systems and Design (MECH 300) is a three-credit course for junior students at the Department of Mechanical and Materials Engineering (MME) at the University of Nebraska-Lincoln, which is taught every fall and spring semester. The usual enrollment in this course is about 40 undergraduate students most of whom are junior or sophomore students from the MME department. This course plays a significant role in completing students’ learning from MECH-200 and linking that to more advanced systems and real-life applications. There are two purposes for this portfolio. The first aim is that this portfolio serves to collect and document the …

Fdst 403/803 – Food Quality Assurance, Byron D. Chaves

UNL Faculty Course Portfolios

Food Science and Technology (FDST) 403: Food Quality Assurance is an upper level required course for FDST undergraduate majors at the University of Nebraska-Lincoln. The course covers food safety regulations, food safety management systems, and statistical process control applied to food safety and quality in food manufacturing. This Peer Review of Teaching Portfolio documents the course analysis and reflection for spring 2021. Two mid-semester student course evaluations were performed on March 1 and April 5, the lecture immediately after the midterm exams. Anonymous paper and online surveys were filled out during class time asking students to reflect on the course …

Exploring The Benefits Of Asynchronous Online Learning In Mngt 360: Foundations Of Organizational Behavior, Amy L. Bartels

UNL Faculty Course Portfolios

This peer review course portfolio describes the shift from in-person teaching to an online, asynchronous format for MNGT 360: Foundations of Organizational Behavior. This course is offered in the Department of Management within the College of Business at the University of Nebraska-Lincoln. My goal was to embrace the opportunities and tackle the challenges associated with online learning to generate learning opportunities outside the traditional classroom setting while concurrently creating an interactive environment to allow the students to learn from each other. I redesigned the group project to ease the challenges with online group dynamics and communication as well as the …

An In-Depth Review Of Alec 305: Presentation Strategies For Agricultural Audiences, Ruth K. Taylor

UNL Faculty Course Portfolios

This portfolio reviews the class, ALEC 305: Presentation Strategies for Agricultural Audiences. This is junior-level class required for students majoring in Agricultural and Environmental Sciences Communication (AESC) and is an elective for students minoring in AESC or in Leadership and Communication. The class was also approved as a required class for the Agricultural Leadership, Education, and Communication (ALEC) major that is anticipated to launch in Fall 2022. As a core requirement for ALEC, the enrollment is anticipated to increase from 25 students to 50 students a year. This class focuses on practical presentations strategies that connect to students’ careers. Learning …

A Hybridized Class Format For Apparel Product Development Ll Studio Course: Tmfd 212 Peer Review Of Teaching Benchmark Portfolio, Sandra Starkey

UNL Faculty Course Portfolios

The benchmark portfolio for TMFD 212, Apparel Product Development ll, provides a broad overview of a studio course in Textiles, Merchandising and Fashion Design as well as a platform to document and evaluate the transition to a partially on-line hybrid course delivery format. In the past, TMFD 212 had been offered as a studio based in-person course. Due to the University’s restrictions in response to the pandemic, the hybrid format was adopted to accommodate students for classroom participation on one of two scheduled days a week and in response to guidelines for social distancing in the classroom. Three key components …

Peer Review Of Teaching Portfolio - Sped 990: Intervention Design Lll, Susan J. Loveall

UNL Faculty Course Portfolios

This portfolio documents the development of SPED 990: Intervention Design III, a doctoral course being taught for the first time in the Spring of 2021 in the Department of Special Education and Communication Disorders. The primary goals motivating my creation of this benchmark portfolio included: 1) deciding what to teach and how to teach it for the course’s first iteration, 2) understanding how this course fits into my department’s broader curriculum and doctoral training program, 3) upon completion of the course, reflecting on what worked and what didn’t to improve the course for future semesters, and 4) continuing my professional …