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


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Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2016 Aaron Duncan


This portfolio examines the large lecture basic survey course, Communication 101. This course uses a combination of large lecture sections led by one faculty member and small recitation sections led by three graduate assistants. The goal of this project is to enhance learning and create higher levels of student engagement. Student learning was measured through a pretest and posttest, as well as through self-evaluation of their knowledge and skills. Additionally, graduate teaching assistants completed an evaluation of the course by providing an assessment of the course’s learning objectives and of course activities. Results showed that student learning was taking place. Students scored significantly higher on the posttest compared to the pretest. Additionally, student self-reporting showed significant gains in students’ self-assessment of their communication skills and knowledge of communication theories and concepts. Analysis and reflection revealed that the course could be improved by a winnowing and refining of course learning objectives and by strengthening the relationship between the objectives, readings, and assignments.