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Dr. McFee also serves as the course coordinator for Animal Physiology I and II, a two-semester systemic physiology course for graduate and veterinary medicine students. As an instructor, Dr. McFee enjoys relating basic science concepts to clinical practice. She is also a proponent of evidence-based teaching, especially active learning and assessment strategies that enhance long-term knowledge retention.
- Ph.D. in Animal Science, University of Nebraska-Lincoln, 2015
- M.S. in Animal Science, Kansas State University, 2012
- D.V.M., Kansas State University, 2005
- B.S. in Animal Science, University of Nebraska-Lincoln, 2001
Abedal-Majed MA, Springman SA, Sutton CM, Snider AP, Bell BE, Hart M, Kurz SG, Bergman J, Summers AF, McFee RM, Davis JS, Wood JR, Cupp AS. VEGFA165 can rescue excess steroid secretion, inflammatory markers and follicle arrest in the ovarian cortex of high A4 cows. Biol Reprod. 2022 Jan; 106(1):118-131.
Snider AP, Romereim SM, McFee RM, Summers AF, Pohlmeier WE, Kurz SG, Davis JS, Wood JR, Cupp AS. Transcriptomes of bovine ovarian granulosa cells of control and high A4 cows. Data in Brief. 2021 Aug; 34:107217.
McFee RM, Romereim SM, Snider AP, Summers AF, Pohlmeier WE, Kurz S, Cushman RA, Davis JS, Wood JR, Cupp AS. A High-Androgen Microenvironment Inhibits Granulosa Cell Proliferation and Alters Cell Identity. Mol Cell Endocrinol. 2021 July; 531:111288.
McFee RM, Cupp AS, Wood JR. Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer casebased activities. Adv Physiol Educ. 2018 June; 42(2):182-191.
- McFee RM, Desaulniers AT. Lecture notes, online quizzes, in-class review sessions, and in-class assignments were perceived as more beneficial for student learning compared with lecture recordings for a flipped version of a veterinary physiology course. Veterinary Educator Collaborative; 2022; Manhattan, KS.
- McFee RM, Desaulniers AT. Lecture notes, assignments, and quizzes were perceived as being more beneficial for student learning than lecture recordings for in-person, online, and flipped versions of an animal physiology course. North American Colleges and Teachers of Agriculture Annual Conference; 2022; Wooster, OH.
- McFee RM, Powell L, Sayer E. Laboratory and Experiential Learning Community of Practice. University of Nebraska College of Agricultural Sciences and Natural Resources Teaching and Learning Improvement Council Interim Workshop; 2020; Lincoln, NE.
- McFee RM. Impact of frequency and relative point value of quizzes on student study time and knowledge retention in a veterinary physiology course. Veterinary Educator Collaborative; 2020; Manhattan, KS. (Conference cancelled due to COVID-19.)
- Bidne KL, McFee RM. Use of weekly quizzes in a graduate-level physiology course does not enhance student learning but may help regulate study time. American Society of Animal Society Midwest Sectional Meeting; 2020; Omaha, NE: PSV-22.
- Bidne KL, McFee RM. The time veterinary medicine students study each week is driven by exams, not quizzes. North American Colleges and Teachers of Agriculture Annual Conference; 2019; Twin Falls, ID: 63.1. (206)
- McFee RM, KL Bidne. Smaller, more frequent assessments may reduce students' long-term performance on lower-level questions but enhance long-term performance on higher-level questions. North American Colleges and Teachers of Agriculture Annual Conference; 2019; Twin Falls, ID: 63.1. (202)
- McFee RM, KL Bidne. Administration of weekly quizzes does not necessarily increase student study time but also does not enhance knowledge retention in a professional-level physiology course. University of Nebraska–Lincoln Peer Review of Teaching Retreat; 2019; Lincoln, NE.
- McFee RM, KL Bidne. Students in a Graduate-level Physiology Class Believe Participation in Group Assessments Improves Their Understanding of Course Concepts but Knowledge Retention is Reduced in Low-Performing Students. American Physiological Society Institute on Teaching and Learning; 2018; Madison, WI: 11.6.
- Bidne KL, McFee RM. Impact of Instructor-assisted and Non-assisted Case Study Completion on Student Understanding and Knowledge Retention in an Advanced Physiology Course. Society for the Study of Reproduction Annual Meeting; 2018; New Orleans, LA: P485.
- McFee RM, KL Bidne. Impact of Instructor-assisted and Non-assisted Case Study Completion on Student Understanding and Knowledge Retention in an Advanced Physiology Course. University of Nebraska–Lincoln Peer Review of Teaching Retreat; 2018; Lincoln, NE.
- McFee RM. Implementation of Group Assessments to Help Increase Student Understanding. University of Nebraska–Lincoln Spring Teaching and Learning Symposium; 2018; Lincoln, NE.
- McFee RM. The impact of group assessments on student performance in a graduate/professional level physiology course. UNL School of Veterinary Medicine and Biomedical Sciences; 2018. Lincoln, NE. McFee RM. Utilization and impact of recorded lectures as a supplemental resource to in-class lectures for a veterinary physiology course. Association of American Veterinary Medical Colleges Annual Conference; 2017; Washington, D.C.
Awards and Honors
- Gamma Sigma Delta Honor Society of Agriculture Teaching Award, UNL, 2022
- Holling Family Award Teaching Excellence - Junior Faculty Award , UNL, 2020
- CASNR Week Outstanding Teaching Award - nominee, UNL, 2020
- Professional Program in Veterinary Medicine - Faculty Altruism Award, UNL, 2019
- National Pork Board Innovation Award–Education, Amer. Soc. of Ani. Sci. Midwest, 2016
- Veterinary Medicine Class of 2017 Faculty of the Year Award, UNL, 2014
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