Copyright (c) 2013 University of Nebraska - Lincoln All rights reserved. http://digitalcommons.unl.edu/prtunl Recent documents in UNL Faculty Course Portfolios en-us Thu, 24 Jan 2013 21:11:44 PST 3600 http://digitalcommons.unl.edu/prtunl/3 http://digitalcommons.unl.edu/prtunl/3 Sun, 25 Mar 2012 17:12:52 PDT This Course Portfolio focuses on my drawing unit- one of the four components in the Visual Literacy curriculum. (These units are Perceptual Drawing, Speculative Drawing, Color and Composition & Analysis. They make up the studio component of UNL's interdisciplinary drawing and design foundation program.) While taken by students in differing sequences, each unit can serve as an introduction to studio art and design that will be built upon by the other units. The units are designed to complement one another and to reinforce basic skills and awareness of issues in art and design. Although the Visual Literacy program has been in place since fall 1998, the current units have only been taught in this form since fall 2001. This Course Portfolio represents the current iteration of my course and reflects the evolution of my course since 2001 and the changes I have made as a result of my involvement with the Peer Review of Teaching program. I completed a Benchmark Portfolio for the course in 2002 and Inquiry Portfolios in 2003 and 2005.

]]> Dana Fritz http://digitalcommons.unl.edu/prtunl/2 http://digitalcommons.unl.edu/prtunl/2 Sun, 25 Mar 2012 17:05:20 PDT The main objectives of this portfolio are to: (1) continue to refine the course through the required documentation of connections between course goals and course activities, (2) document the efficacy of teaching techniques, and (3) serve as a preliminary step to publishing some of the case studies being used in the course.

]]> Larkin Powell http://digitalcommons.unl.edu/prtunl/1 http://digitalcommons.unl.edu/prtunl/1 Sun, 25 Mar 2012 17:05:19 PDT Due to the critical nature of team-based learning in this course, I propose to study the learning aspects of team-based learning, as I envision it in this course. Not having formally investigated this issue previously, I am left with a sense that some teams perform much better than other teams. I am looking for those criteria that separate the good teams from underperforming teams. Some of the issues that occur to me as I start this process include the following: - Team size - Academic diversity - Discipline diversity - Gender diversity - Geographic diversity How students best learn in a team format is of great importance for a variety of reasons. From an academic standpoint, institutions are moving towards larger and larger classes in response to a reduction in funding and fewer professors available to teach. One way to overcome some of the problems inherent in large class instruction is to break the class down into smaller groups. Developing a methodology that allows for larger classes and still increases student learning would be of tremendous benefit to universities across the country.

]]> Tim Wentz