General term grouping instructional techniques wherein students engage in activities, such as reading, writing, discussion, or problem-solving that promote higher-order thinking skills such analysis, synthesis, and evaluation
The Interactive Teaching Goals Inventory tool provides instructors with a valuable resource to align their learning goals with various assessment techniques. Developed using Angelo & Cross's (1993) paper-based inventory, the tool encourages instructors to identify and rank specific course and learning goals and analyzes those rankings to identify pedagogically sound, relevant assessment techniques for use in their classes. An article in the Distance Education Report (2016) describes the use and benefits of the tool.
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.
By Sydney Brown, Asst. Dir. Innovative Instructional Design
In 2016, Chad Brassil, Associate Professor in Biological Sciences, received a College Distinguished Teaching Award in “recognition of consistent excellence in teaching” at the University of Nebraska-Lincoln. But ten years ago, like many other faculty members, he was prepping 8-12 hours for every one hour of class to prepare lecture material for his course.
by Sydney Brown, Assistant Director, Innovative Instructional Design
Faced with an enrollment that had jumped from 30 to 95 and seeking a way to address the increased variability in student readiness to take “Soil Nutrient Relationships,” Weaver Professor of Agronomy and Horticulture Martha Mamo launched a redesign of her course.