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 Angela L. Palmer-Wackerly


The current portfolio examines the second iteration of a new course in the Department of Communication Studies, Comm 454: Communication and Health Disparities. The primary goal of the course is for students to understand what health disparities are and how communication (on micro, meso, and macro levels) helps to create, reinforce, and improve these health disparities. Student learning was measured through the evaluation of the above course objective through four assignments: a short reflection paper, 2 teaching lessons, a research paper, and a health disparities communication campaign/intervention. The short reflection paper was examined through thematic analysis, while the latter three assignments were examined through rubric section point totals. Results of the current portfolio indicated that three of the four assignments improved student learning in the primary course objective while the teaching lessons did not, and sometimes resulted in a decrease in student learning over time. Planned changes to the course curriculum include removal of one teaching lesson, additional assignment options provided within the research paper and health disparities campaign/intervention, and additional reading/podcast materials assigned to more deeply engage student learning.