Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


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Document Type



Wilson, Judith. "SPED 415/415A Reading and Writing Disabilities: A Peer Review of Teaching Project Benchmark Portfolio" (2018). UNL Faculty Portfolios. 106. https://digitalcommons.unl.edu/prtunl/106/


This portfolio explores four aspects of the lecture and practicum that comprise the coursework for students learning to tutor children with reading and writing disabilities. The first aspect is the alignment of the course objectives, teaching methods, assessments and scores. The second aspect is innovation in curricula for tutoring, explored through student response to surveys at the end of the tutoring session. The third aspect is student experience of participating in the course at mid-point and suggestions for improvement of course delivery, gathered by a mid-semester survey. The fourth aspect is topics and content students would like to see added to the course to help them become the kind of teachers who change the world. This was gathered through an end-of course final reflection on their evolving teacher identity. Student testimony, complaints, praise and suggestions feed into the planned changes for the course.