Industrial and Management Systems Engineering -- Reports

Peer Review of Teaching Project: TIAA-CREF Hesburgh Award Application

Paul Savory et al. — Sun, 28 Feb 2010 19:13:23 PST

The TIAA-CREF Hesburgh Award recognizes exceptional faculty development programs designed to enhance undergraduate teaching and learning. This award is given each year to a program judged to have best met the three award criteria: significance of the program to higher education; appropriate program rationale; and successful results and impact on undergraduate teaching and student learning. in 2005, the Peer Review of Teaching Project at the University of Nebraska-Lincoln was awarded a TIAA-CREF Theodore M. Hesburgh Award Certificate of Excellence in recognition of it being an exceptional faculty development program designed to enhance undergraduate student achievement.

Peer Review of Teaching Project: Survey of Project Participants

Paul Savory et al. — Sun, 28 Feb 2010 19:13:23 PST

In planning for the future of the Peer Review of Teaching project, we performed a survey of to collect faculty participant feedback on their experience in the project (i.e., writing a course portfolio, possibly having it externally reviewed) and the impact that the experience has had on their teaching. While each of the partner campuses (University of Nebraska-Lincoln, University of Michigan, Kansas State, Texas A&M, Indiana – Bloomington, and University of Kansas) have shaped the project experience differently for campus participants, we sought feedback from participants of all the project partners to get an overall assessment of the project.

Peer Review of Teaching Project: Overview Newsletter

Paul Savory et al. — Sun, 28 Feb 2010 19:13:22 PST

The Peer Review of Teaching Project (PRTP) is a UNL campus program that supports teams of faculty in making visible the serious intellectual work of teaching. Begun in 1994, the project uses the same process one would use to explore a research question by having faculty inquire, analyze, and document their teaching practices and the resulting student learning and then make these results accessible for use, review, and assessment by one’s peers. The project consists of a first-year fellowship program and an advanced scholar program. Specific faculty outcomes from participating in the project include: (1) Reflecting upon, developing, and writing a course portfolio about one of their courses, (2) Identifying common teaching and curricular issues across academic disciplines, (3) Becoming skilled as a reviewer of a course portfolio (and other teaching materials), (4) Discussing the challenges in teaching and addressing the needs of diverse student learners, (5) Developing a common vocabulary for assessing the intellectual work of teaching, (6) Being nurtured to become a leader in creating and advocating campus teaching policies.

Peer Review of Teaching Project - CASTL: Expanding the SOTL Commons Cluster Final Report

Jennifer Meta Robinson et al. — Mon, 22 Feb 2010 14:56:05 PST

In 2006, the Peer Review of Teaching Project at the University of Nebraska-Lincoln was selected to join the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Institutional Leadership Program. Our participation in this national leadership program (“Expanding the Teaching Commons: A social and technical infrastructure to promote and support effective learning & student success, through teacher community collaborations to develop, adapt, share and mobilize pedagogical content knowledge, exemplary practices, and shared resources.”) allowed us to engage a broad audience to help define, develop, refine, and share the models and approaches of our project. The combined group effort for the schools in our program has been the development of a prototype online archive of SOTL research work for which we have shared exemplars of UNL’s campus work. The project concluded in October 2009 at the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference in Bloomington, Indiana. This report is our cluster's final report summarizing our activities.

Details and Description of Operations Research

Paul Savory — Sat, 20 Feb 2010 17:18:46 PST

The ambiguous term operations research was coined during World War II. A frequent substitute is management science. Operations research is a scientific approach to analyzing problems and making decisions. It uses mathematics and mathematical modeling on computers to forecast the implications of various choices and zero in on the best alternatives. This content paper provides an overview of operations research. It highlights operations research problems, methods for solving problems, different areas of operations research, and example problems.

College of Engineering and Technology Bylaws 1989

Paul Savory — Wed, 10 Feb 2010 13:27:53 PST

Attached are the Bylaw for the College of Engineering as approved April 21, 1989.

Strategic Plan For Industrial and Management Systems Engineering

Paul Savory — Wed, 10 Feb 2010 13:27:52 PST

The role of this strategic plan is to map out a range of department goals, offer objectives for achieving each goal, and list potential strategies for meeting an objective. It also lists performance metrics for measuring progress for each goal. Each year, a subset of goals and objectives will be identified by the IMSE department as a priority for the coming year. Detailed metrics for measuring improvement for the department’s priorities areas will then be defined. The department committee to develop the plan consisted of Dr. Paul Savory (committee chair), Dr. Susan Hallbeck, and Dr. Erick Jones.

Review of Academy Of Distinguished Teachers

Paul Savory — Wed, 10 Feb 2010 13:27:51 PST

The University of Nebraska–Lincoln established the Academy of Distinguished Teachers in 1994. Academy members are to engage in activities to support teaching at UNL. Such activities may include (but were not limited to), speaking about teaching and pedagogy at department, college, campus, state, regional, and national meetings, allowing other faculty to observe one's teaching, and serving in an advisory capacity to the Office of the Senior Vice Chancellor for Academic Affairs on matters related to teaching at UNL. Following my selection into the UNL Academy of Distinguished Teachers in 2004, I explored ideas for how the structure of our campus organization could be changed and how we compared to those of other schools. The report was provided to the Office of Academic Affairs. In Fall 2008, enrollment of new members into the academy was suspended as the university introduced several chairs professorships for honoring and rewarding successful teachers.