In Dr. Richard Sutton's HORT212 course, horticulture and landscape architecture students learn to use geo-location, shared Google spreadsheets, and Box to map a database of plants. This fall, the plants were distributed among several groups of students in two different sections. Each group located, photographed, and captured the latitude and longitude coordinates of their designated plants. The spreadsheets are then combined and a tool called AwesomeTable was used to make this searchable plant database available for browsing.
If you are looking for a specific plant, use the search and filter tools at the top of the display frame. To browse by location, click on the place markers displayed on the map below. If part of the plant information is hidden, drag the map to pull the window into view.
Jeyam Subbiah increases student engagement with flipped course design, active learning strategies, and screen capture technology
One evening while helping his son with homework, Jeyam Subbiah marveled at how well the narrated screen recordings from Kahn’s Academy helped his son understand how to work problems and thought there should be such a thing for his students. Shortly thereafter, Subbiah, Morrison Distinguished Professor of Food Engineering in the departments of biological systems engineering and food science & technology, made his first videos using the capabilities of his Microsoft Surface Pro 3, putting them on YouTube to maximize ease of access.
Active learning strategies combined with an online homework system lead to an 80% success rate in Mathematics
Since 2012, the UNL Mathematics department has been working to radically redesign its first-year mathematics courses. Current efforts have yielded an 80% success rate, up from a 62-67% rate previously. To achieve this, the department did a wholesale redesign (PDF) encompassing leadership, formative assessment, coordination among sections and courses, use of top undergraduate students, GTA education and training, classroom spaces designed for teamwork, and an online homework system called WeBWorK.
Giving students new options: Using a blended mode and peer review in a large enrollment undergraduate writing course
by Sydney Brown, Assistant Director, Innovative Instructional Design
Lead instructor Amber Messersmith delivers lectures, plans assignments and coordinates a cadre of recitation instructors for BSAD 220 Business Writing, a large enrollment course with 400-500 sophomore students. The course, launched in Fall, 2016, is the foundation for writing across the College of Business Administration curriculum.
Messersmith had several goals for the initial semester of BSAD220. These included: transitioning to a new course format and LMS (Canvas), having clear organization throughout course components, achieving consistency in the facilitation of 13 recitation sections, and developing students’ skills in writing and critical thinking.
John Geppert, professor of finance and director of assessment for the College of Business Administration (CBA), has a keen interest in student peer assessment of writing. Not only because the literature finds improved learning and critical thinking when students engage in the practice, but also because peer review may offer a way to include more writing practice in more courses.
However, he had three primary concerns:
The challenge we face is gaining data-driven insight into the impact of our efforts, the needs and interests of our faculty, and how our work in changing over time. To understand these areas, we need to move beyond faculty attendance counts at events and the number of courses supported in different modes. It was a clear need for some sort of relational database. In fact, it seemed like a customer relationship management (CRM) database might be what we needed, but we were unable to locate a product that matched our needs, or what we knew of our needs, and that’s where Airtable has been fantastic.