Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


Date of this Version


Document Type



Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2014 Shadi Othman


The course I am providing a portfolio for is BSEN/AGEN 344 which is a required course for all our undergraduate students. The Department provides an assessment for the course to align itself with the ABET's Accreditation Process. I taught the course in Spring 2012 adapting a new Team Based Learning Approach. I have three main objective from my portfolio: (1) refine my methods in documenting the linkage between my course goals and assessment measures, (2) document the efficacy of team based learning approach, (3) refine team based learning approach for the current course and adapt the approach to future courses, if applicable.

I chose to write my portfolio on BSEN/AGEN 344. Biological and Environmental Transport Process which is a required course for junior and senior students where the students already took considerable number of courses in their major. At an early stage of instructing the course, I should capture the students' interest in the course and have them critically think of how to link it to their discipline. I taught this course once (Spring 2013) and because of it is a large enrollment (80 students), I adapted a team based learning approach. The key idea of team-based learning is to divide a large class into small high performance learning teams that can dramatically enhance the quality of student learning. In this year, I assigned the students into smaller groups (6 or 7 students) and gave them assigned seating so they can work together for the entire semester. I conducted several surveys to assess how well the approach was viewed by the students.