Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
UNL Faculty Course Portfolios
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Date of this Version
6-5-2026
Document Type
Portfolio
Citation
Course Por)olio: Elements of Physics PHYS 151
University of Nebraska-Lincoln, 2026
Abstract
This course portfolio documents the instructional design, teaching methods, and ongoing assessment efforts for PHYS 151: Elements of Physics, an algebra-based introductory physics course at the University of Nebraska-Lincoln. The course serves a broad undergraduate population, including architecture, construction management, and life science majors. The portfolio describes the teaching framework that integrates pre-lecture video preparation, active in-class engagement through iClicker questions, and collaborative weekly recitation sections, all unified around a structured six-step problem-solving approach. A central concern of the course is building students’ self-efficacy in physics, particularly among those with math anxiety or limited preparation. Two assessments are reported: a physics self-efficacy questionnaire administered at the start of the semester and after the third exam, and an analysis of an optional comprehensive exam. Self-efficacy scores showed modest correlations with exam performance. These findings are treated as preliminary due to limited sample size and assessment constraints.
Included in
Algebra Commons, Curriculum and Instruction Commons, Higher Education Commons, Higher Education and Teaching Commons, Physics Commons, Science and Mathematics Education Commons
Comments
Copyright 2026, Evan A. Rich. Used by permission