Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
Spring 6-1-2025
Document Type
Portfolio
Abstract
This teaching portfolio evaluates the instructional redesign of MNGT 301 Introduction to Management at the University of Nebraska–Lincoln, focusing on improving student learning outcomes, addressing performance disparities across demographic groups, and enhancing assessment alignment with course goals. The redesign primarily involved modifying assessment types and implementing clearer structure and grading expectations. The analysis compares student performance data from Fall 2024 and Spring 2025, disaggregated by demographic indicators including gender, race/ethnicity, parent education, neighborhood opportunity index, and rural/urban background. In addition, student perceptions were assessed through a midsemester Keep-Stop-Start survey. Findings suggest that redesign elements enhanced student engagement and equity by reducing performance gaps, particularly through the use of application assignments. Applications showed strong performance metrics and positive student feedback, confirming their effectiveness. However, other assessments, such as discussion boards and the semester project, revealed opportunities for further refinement due to mixed feedback and remaining performance disparities. Planned changes include replacing discussion boards with a simulation, increasing scaffolding within the semester project, and leveraging applications as formative learning tools.
Included in
Business Administration, Management, and Operations Commons, Curriculum and Instruction Commons, Higher Education Commons, Higher Education and Teaching Commons
Comments
Copyright 2025 Pedro J. Agüero Arroyo