Teaching Effectiveness

 

ANALYSIS OF SETS 2009-2019

LEGEND

MONTGOMERY: BLUE
DEPARTMENT AVERAGE: ORANGE
MONTGOMERY AVERAGE: PURPLE

My student evaluations of teaching show a clear achievement and track record of teaching effectiveness over my ten years at City Tech. I consistently achieved a higher level of scores than the department average. While there are a some lower scores visible, they are limited to either my early years, when I was coming to an understanding of how to teach the students at this institution compare to my previous teaching experience. The more recent low scores are in a section of ARCH 1230 in 2014 that stands as an outlier to the other scores and the inagural section of ARCH/LIB 2205ID in 2016, a new interdisciplinary courses being co-taught for the first time. My adjustments and refinements to my syllabi and teaching techniques in the last three years co-relates to consistent higher scores, with the lowest scores in the ID course over this timeframe.

ID courses are particularly challenging, with students across the college required to take one ID course prior to graduation. This often results in students less enthusiastic about the course content in comparison to discipline courses I teach.

OVERALL SCORE (10 YEAR AVERAGE: 4.73)

 OVERALL TEACHING EFFECTIVENESS

 COMMUNICATION

HELD STUDENTS’ INTEREST

TOOK TIME TO EXPLAIN MATERIAL

ENCOURAGED TO ASK QUESTIONS

EXPRESS IDEAS + PARTICIPATE

COURTESY & RESPECT

AVAILABLE TO STUDENTS

CLASS ON TIME AND TO END

SPOKE CLEARLY

CLEAR GRADING SYSTEM

I explore further my teaching effectiveness and factors impacting it in the two reports below as part of my two fellowships in the Living Lab grant.

Student Comments on SET forms:

Living Lab Third Year Report_Final_post_review_revisions_20150427 Living Lab Grant Report

Student Performance Analysis_line chart Fifth Year Fellow Course Update

Recent Posts