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) 2017 Benjamin S. Terry


There are two purposes of this portfolio. The first purpose is to outline and explain my approach to teaching this classic and fundamental course. I highlight in detail the purpose and curricula, the desired outcomes, and the goals and objectives. I also describe how the course activities and my teaching methodology support the course objectives. The second purpose of this portfolio is to describe a simple course modification—the introduction of a recitation session—and to test in a preliminary way the effect of this change on students’ attitudes towards the examples worked out in class. The results show that in the Spring 2017 semester, the students expressed higher favorable opinions (19.3%) regarding the examples worked out in class and during the recitation session than any other semester. On the other hand, students expressed the second highest unfavorable opinion (12.3%) regarding examples. No improvement is seen in students’ attitudes of how well new concepts and examples are explained.