Teacher Stories

Teacher Stories

UNL faculty use an array of effective instructional practices. In these articles, we take an in-depth look at a few of them. For more information or how you might use them in your course, contact us.

Entomology Department Uses Creativity and Humor to Enhance Learning

Finding new ways to inject creativity into education has been a persistent challenge in academia and subjects deemed as “drier” than others, may benefit from novel or even eccentric approaches to teaching in order to engage students.

Cross-Disciplinary Learning Assistant Seminar Creates Community, Better Teachers

In a cross-disciplinary seminar facilitated by Dr. Josh Brummer, an assistant professor of practice in the Mathematics department, the undergraduate learning assistants engaged in a semester-long course aimed at improving their understanding of effective teaching and learning techniques.

More Reps for Better Learning

In Psychology 350, Research Methods & Data Analysis, Professor Cal Garbin makes extensive use of large question banks to provide opportunities for his students to do enough "reps," or practice, that they develop the skills and knowledge needed to approach course assessments with confidence. Garbin’s approach combines many assignment exercises with strategic proctored testing.

Seeking to increase writing across the curriculum, Geppert puts Canvas Peer Review to the test

John Geppert, professor of finance and director of assessment for the College of Business Administration (CBA), believes peer review may offer a way to include more writing practice in more courses.

Rethinking your Syllabus: Specifications Grading

In specifications grading there are no points – just a two-level grading structure that would be categorized as pass/fail, satisfactory/unsatisfactory, or similar wording. The instructor creates a set of specifications for each assignment that define what satisfactory work looks like and then when work is handed in, the instructor uses the rubric to classify the work. There are no points, no partial credit, and no arguing. The student then takes the feedback and has the ability to revise the work based on the feedback provided.

An ingenious, low-tech approach to supporting verbal participation in large classes

When it comes to large classes, encouraging participation of all students is challenging. Aaron Bronfman uses a card-based system to keep track of student participation and ensure equal opportunity for being called upon in his large-enrollment PHIL218 Medical Ethics course.

Giving students new options: Using a blended mode and peer review in a large enrollment undergraduate writing course

Messersmith aimed to transition to a new course format and LMS (Canvas), have clear organization throughout course components, achieve consistency in the facilitation of 13 recitation sections, and develop students’ skills in writing and critical thinking.

From Lecture to Active Learning, Chad Brassil's Story

In 2016, Chad Brassil, Associate Professor in Biological Sciences, received a College Distinguished Teaching Award. 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.

To address student readiness and success, Mamo flips AGRO366

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.