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[University Of Nebraska-Lincoln] Digital Commons Ranked Among World's Best, University Of Nebraska-Lincoln
[University Of Nebraska-Lincoln] Digital Commons Ranked Among World's Best, University Of Nebraska-Lincoln
Copyright, Fair Use, Scholarly Communication, etc.
The University of Nebraska-Lincoln Digital Commons, a collaborative service provided by the University Libraries, was recently ranked among the best digital repositories in the world (as of March 2017).
Historical Analysis: Tracking, Problematizing, And Reterritorializing Achievement And The Achievement Gap, Justin Olmanson, Zoe Falls, Guieswende Rouamba
Historical Analysis: Tracking, Problematizing, And Reterritorializing Achievement And The Achievement Gap, Justin Olmanson, Zoe Falls, Guieswende Rouamba
Department of Teaching, Learning, and Teacher Education: Faculty Publications
For more than a century, state and federal governments and organizations have used different measures to determine if students and groups of students have achieved in a particular subject or grade level. While the construct of achievement is applied irrespective of student differences, this equal application turns out to be anything but equitable. In this chapter, we work to understand the way achievement plays out for Black students by deconstructing how the word achievement works. In doing so, we track the history of education, testing, and curriculum as it has been applied to Black youth and youth of color.
Nsst 475: Security In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Tyler R. White
Nsst 475: Security In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Tyler R. White
UNL Faculty Course Portfolios
This benchmark course portfolio is the culmination of a year’s long planning and execution process to improve an existing capstone course NSST 475. This course has two goals: to teach students about subject matter and to expose them to structured analytic techniques (SATs) before they graduate. This course is a minor capstone which means that the students come from a diverse set of disciplinary backgrounds. I targeted two course objectives to examine for this project with the intention of employing backward course design to think through what students should be learning and how I can improve that process. This portfolio …
Law 658/G: Weibling Entrepreneurship Clinic—A Peer Review Of Teaching Project Benchmark Portfolio, Brett C. Stohs
Law 658/G: Weibling Entrepreneurship Clinic—A Peer Review Of Teaching Project Benchmark Portfolio, Brett C. Stohs
UNL Faculty Course Portfolios
This benchmark portfolio summarizes a study conducted by Professor Brett C. Stohs of students in the Weibling Entrepreneurship Clinic during the 2017 Spring semester. Specifically, the study sought to determine whether students who participate in the clinic develop their professional identities as soon-to-be lawyers. Using qualitative and quantitative measurements, the study determined that participating students do tend to develop their professional identities while in the clinic. This portfolio examines the extent of that development and identifies opportunities for continued course improvement.