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) 2015 Xiaoshan Xu


In this portfolio, I employed a backward design teaching approach on the course PHY231 (Electric and Electronic circuit). I first decide the course objectives and choose the teaching strategies and activities emphasizing student engagement and feedbacks. The effectiveness of the teaching strategies and activities are assessed throughout the course; the adjustments are made accordingly. The results are analyzed at the end of the semester. The assessments indicate that the course objectives are fundamentally achieved and the teaching strategies are effective.

The objectives of the course are:

  1. Students will reinforce their understanding in electricity and magnetism.
  2. Students will learn theory of digital logical and feedback control.
  3. Students will be able to apply the principles to design and build simple analog and digital circuits.
  4. Students will be able to analyze problems involving electric and electronic circuits (e.g. power supply, amplifier, and etc).
  5. Students will be able to utilize basic programming techniques and useful software.