Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
ORCID IDs
Date of this Version
2013
Document Type
Portfolio
Abstract
This document is a follow-up document to the Benchmark Portfolio for this course, created in 2012. It details the changes made to the course following the observations from the Benchmark Portfolio and demonstrates that discussion of the metacognitive issues surrounding critical thinking does have some effect on increasing student learning. The document concludes with changes which will be made to the 2014 iteration of the class, to continue this inquiry and improvement process.
Included in
Geology Commons, Higher Education Commons, Higher Education and Teaching Commons, Tectonics and Structure Commons
Comments
Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)
Copyright (c) 2013 Caroline Burberry