Mass Media Law, JOMC 486, is a required course for all majors in the College of Journalism and Mass Communications. This includes majors in journalism (traditional print journalism and online journalism), broadcasting and advertising-public relations. The purpose of this portfolio is to assess whether the learning objectives of the course are achieved. The evidence compiled for this portfolio suggests that the students are learning basic information about mass media law. Further, analysis of the tests shows that they are also learning how to apply the principles of media law to situations they have not encountered, thus preparing them for dealing as professionals with situations that raise legal questions. The outside papers, however, seem ...
Because I am teaching HIST 340: U.S. Legal History for the first time and plan to make it a signatur...
In the pursuit of teaching the art of acting, and specifically acting for the camera, how do we meas...
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CR...
The term multimedia journalism, as used in the field, is vague and can describe a wide-ranging set o...
This benchmark portfolio analyzes a collaborative elective course offered by the University of Nebra...
This inquiry portfolio measures the success of revisions made to HIST 340: American Legal History af...
I decided to join the Peer Review of Teaching program to achieve the following three objectives: to ...
This portfolio documents the teaching objectives, strategies, and assessments for a capstone course ...
A course portfolio investigating student learning in ADPR 357, complete with case studies of student...
(Excerpt) In 2007, two very influential institutes published reports that challenged legal educators...
Students will use this course to collaborate with community members, faculty, and other students in ...
With higher education’s refocus over the last three decades on bringing greater recognition and rewa...
This paper will report on an action research project that introduced a Flipped Classroom (FC) approa...
This benchmark portfolio presents my work in reworking the goals, objectives, course design, teachin...
This benchmark portfolio is the final product of a Peer Review of Teaching Project in which a requir...
Because I am teaching HIST 340: U.S. Legal History for the first time and plan to make it a signatur...
In the pursuit of teaching the art of acting, and specifically acting for the camera, how do we meas...
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CR...
The term multimedia journalism, as used in the field, is vague and can describe a wide-ranging set o...
This benchmark portfolio analyzes a collaborative elective course offered by the University of Nebra...
This inquiry portfolio measures the success of revisions made to HIST 340: American Legal History af...
I decided to join the Peer Review of Teaching program to achieve the following three objectives: to ...
This portfolio documents the teaching objectives, strategies, and assessments for a capstone course ...
A course portfolio investigating student learning in ADPR 357, complete with case studies of student...
(Excerpt) In 2007, two very influential institutes published reports that challenged legal educators...
Students will use this course to collaborate with community members, faculty, and other students in ...
With higher education’s refocus over the last three decades on bringing greater recognition and rewa...
This paper will report on an action research project that introduced a Flipped Classroom (FC) approa...
This benchmark portfolio presents my work in reworking the goals, objectives, course design, teachin...
This benchmark portfolio is the final product of a Peer Review of Teaching Project in which a requir...
Because I am teaching HIST 340: U.S. Legal History for the first time and plan to make it a signatur...
In the pursuit of teaching the art of acting, and specifically acting for the camera, how do we meas...
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CR...