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) 2013 Alahmad Mahmoud


I have been teaching this class for the last five years. As an introductory course to electrical engineering, there is a lot of material that needs to be covered. All the material is important and relevant, and I try to go in-depth in each topic area. This approach has resulted in overwhelming the students and made them struggle with the course content, application and utilization. As I consider this course for the peer review, I am evaluating the depth of each topic and the opportunity to adjust the approach and method used to introduce new concepts and at the same time to focus on what the students need from this course as a prerequisite for learning in the upper level courses and also to pass the electrical section in the Fundamental of Engineering (FE) exam. Furthermore, I focus on specific areas that will be needed as the foundation for the other courses they will study in this field area in Architectural Engineering that will focus on how to design the electrical system for the built environment. / So I have set the objective for this course to develop a snapshot of student learning and to focus on one area of the teaching material. Specifically focus on two chapters in the course and to evaluate methods to shorten the discussion in class in order to allow time spent on material needed for the upper courses. Furthermore, to streamline the knowledge delivery, in order to focus on and prioritize the material for the course. To do that, I will analyze student learning in general and focus on one area. Then the next time this course is offered I will develop and adopt an alternative method for delivery. At that time, I will also collect information on student learning and compare the data with data collected this year.