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 Katherine Castle


This instructional portfolio is an inquiry into the a large, multi-section standardized course at the University of Nebraska-Lincoln. This course was recently flipped into a hybrid design in order to improve consistency in learning objectives across course sections, streamline assessment processes, provide a better student educational experience, and to manage continued growth in the course. This inquiry examines the effectiveness of the course in meeting stakeholder needs, reducing communication apprehension, improving student confidence to communicate effectively in professional environments, and in teaching professional communication competencies. It is a comprehensive evaluation of the effectiveness of the course to include student, GTA, and course director perspectives. Analysis includes professional reflection, evaluation of student performance across assessments, quantitative analysis of survey data collected from students, and qualitative analysis of open ended response data collected from students and GTAs. Results suggest both that the course is effective in meeting stakeholder needs and teaching communicative competencies across professional contexts and that there is room to improve the focus of the course. Results suggest a need to adjust learning objectives to de-emphasize interviewing skills and emphasize team communication skills in order to better meet the most pressing stakeholder needs in the current design of the course.