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 Wayne A. Babchuck


In what follows, I provide an overview of the Benchmark Portfolio developed for the upper level undergraduate/graduate course ANTH 474/874: Applied and Development Anthropology taught in the Spring Semester, 2016 through the Department of Anthropology at the University of Nebraska-Lincoln. Topics include the objectives for the portfolio, description of the course including course goals, enrollment and demographic information, teaching methods, rationale, course materials and activities, analysis of student learning, planned changes based on this experience, and an overall assessment of the portfolio process. As an Assistant Professor of Practice in the Department of Educational Psychology and the Department of Anthropology, my participation in the Peer Review of Teaching (PRT) Project was geared toward the complementary goals of improving as an instructor in the classroom, further demonstrating my commitment to the position that underscores teaching as its primary focus, and continuing a research track on teaching applied and development anthropology that had begun prior to my enrollment in this project. I make the case that participation in the PRT Project was an extremely worthwhile and invaluable experience for me as I thought through, made explicit, and enacted specific practice-based links between course design, instructional delivery, and evaluation in ways that brought to light some of the ambiguity and elusive nature of past course designs and provided specific strategies for improving my teaching in the future.