Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2021
Document Type
Portfolio
Citation
Lu, Mei. "FDST205 Food Composition Analysis — A Peer Review of Teaching Project Benchmark Portfolio" (2021). UNL Faculty Portfolios, 196. https://digitalcommons.unl.edu/prtunl/196
Abstract
The purpose of this peer review of the teaching portfolio was to document and evaluate the course activities that are aimed at improving student learning in FDST205 Food Composition Analysis. This FDST205 is unique that it is offered exclusively to the students in the 3+1 International Food Science Dual Degrees Program established between the University of Nebraska-Lincoln (UNL) and Northwest Agricultural & Forestry University (NWAFU) in China. Students that enrolled in this course were a cohort of 55 sophomores in the 3+1 Food Science Dual Degrees Program. In spring 2021, the lecture part of FDST205 was offered online synchronously, while the laboratory part was offered in a hybrid model due to the international travel restriction of UNL faculty imposed by COVID-19. I worked with the NWAFU faculty and laboratory personnel remotely and collaboratively to deliver a hands-on in-person food compositional analysis laboratory on the NWAFU campus in China. This portfolio focused on the evaluation of the effectiveness of several active learning activities (i.e., case studies, in-class quizzes, questions & answers) used in the synchronous lectures, the hybrid laboratory course delivery, and the scientific writing activities embedded in the lab reports. The results show the new activities and the hybrid laboratory model introduced in Spring 2021 positively impacted students learning experience and improved their technical skills and scientific writing skills. This benchmark portfolio is an evaluation and reflection on my course goals, pedagogical practices, and student learning outcomes.