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) 2015 Ming Wang


I decided to join the Peer Review of Teaching program to achieve the following three objectives: to better align course objectives with course content, to improve ways of documenting and assessing student learning, and to fit the course into the broader curriculum.

Participation in the Peer Review of Teaching program has been most illuminating and beneficial. I got to focus on tackling three tangible objectives for my ADPR 450/850 Public Relations Theory and Strategy class. Then I got to apply many ideas introduced in this program, such as backward design principle and assessment methods, in my teaching. I had the opportunities to discuss what I observed and learned with my small group and with my small group leader. This program provided a variety of flexible modes of learning for me, which is what I would like to implement in my own classes as well.

Overall, the Peer Review of Teaching program has not only helped me improve the target course under investigation here but also provided me with life-long pedagogical principles that I can employ in other instructional settings.