Renee McFee

SELECT PRESENTATIONS:

• 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.