Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2019
Document Type
Portfolio
Citation
Harvey, Judy. "SLPA 985: A Peer Review of Teaching Benchmark Portfolio" (2019). UNL Faculty Portfolios, 136. https://digitalcommons.unl.edu/prtunl/136
Abstract
My target course for the Peer Review of Teaching (PRT) Project was SLPA 985 Traumatic Brain Injury (TBI). It is offered each spring in the Department of Special Education and Communication Disorders at the University of Nebraska – Lincoln. This course is intended for graduate level speech language pathology (SLP) students. I have over twenty years of experience as a practicing speech language pathologist in a rehabilitation hospital. Now, as an assistant Professor of Practice, my role is to integrate academic learning with practical experience. I am confident in my skills as a practitioner and motivated to share my knowledge, however, expertise in performance does not automatically translate into expertise in teaching. To that end, my personal objectives for participating in PRT was to focus on methods to enhance and improve my classroom teaching. Specifically, I was eager to use evidence from the classroom to inform my teaching practices. In my portfolio I describe the SLPA 985 Spring 2019 course plan, enrollment, methods, and outcomes. I reflect on teaching successes, challenges, and future plans.