Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2019
Document Type
Portfolio
Citation
Holland, Kathryn. "PSYC/WMNS 421/821: Psychology of Gender" (2019). UNL Faculty Portfolios, 124. https://digitalcommons.unl.edu/prtunl/124
Abstract
This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and assessments I used in this course, and how these teaching activities connect to my course objectives. I then provide a detailed analysis of student learning in this course, illustrating how my teaching activitues were successful in helping students obtain course objectives. In the conclusion of my portfolio, I reflect on the strengths of this class and identify changes that would improve the course based on my analysis.