Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2019
Document Type
Portfolio
Citation
Natarajan, Sathish Kumar. "NUTR455: Advanced Nutrition and Human Metabolism- A Peer Review of Teaching Project Benchmark Portfolio" (2019). UNL Faculty Portfolios, 144. https://digitalcommons.unl.edu/prtunl/144
Abstract
NUTR455, Advanced Nutrition and Human Metabolism is a capstone, ACE 10 course for undergraduate seniors in nutrition and health sciences that I teach in spring semesters since 2017. Among the 3 classes that I taught, spring 2019 class did awesome job in their overall performance, in-class participation, and in-class exams and in their final poster assignment. We analyzed three questions to as part of this teaching benchmark portfolio. 1) The role of in-class iClicker questions in improving student students understanding the key concepts and test whether it motivates the students to study course materials; 2) Tested whether review session impacted/improve student learning experience and 3) we also examined whether draft poster peer review of poster helped them improve final poster project. We found solid evidence from student response for in-class clicker questions motivates students to prepare and aids in understanding course materials. Further, review session prior to each exam facilitated and improved student preparation to obtain higher grades. Also students who attended review session significantly improved and obtained higher grades compared to students compared to students who did not attend the review session. We also found evidence that draft poster peer review significantly impacted and helped improved final poster assignment and helped improved final poster grades. In conclusion, in-class clicker questions, review session and draft peer review of poster profoundly impacts student learning experience and improved their overall grades in the exams and final poster assignments.