Formative Evaluation Fall 20091

Instructor
Course
What have you learned from the students?
What changes are needed to improve student learning?
Instructor
Course
Formative EvaluationData Collection Fall 2002

Instructor Acklin, Floria Course RDG081
Acklin, Rose
CRE101
What have you learned from the students? The data collected from the FORMATIVE EVALUATIONS (together with the daily reflective journals) provided a wealth of information in ascertaining the needs, concerns, strengths, weaknesses of the students in these classes. Using this information to address the educational needs of the students will greatly enhance the degree of student learning. Thirteen out of twenty-two students responded (6%). From their responses, I learned the following: After carefully studying the individual results of the formative evaluation, I surmised the following: Its important to the students that they ask questions with the assurance that the questions will be answered by the instructor in a clear and concise manner. Motivation is an important factor in their success in reading. Some students believe it is important that the instructor helps them in the pronunciation and understanding of words in the English language. Students stated that they were successful because of the way the class was taught. Students set goals for themselves which is a factor to their success in reading. The effective use of the textbook and the dictionary skills, students believed that having such skills makes them more successful in understanding and completing the assignments for this class. The data collected from the FORMATIVE EVALUATIONS (together with the daily reflective journals and verbal student process observation) provided a wealth of information in ascertaining the needs, concerns, strengths, and weaknesses of the students in these classes. Using this information to address the educational needs of the students will greatly enhance the degree of student learning. Twelve of our fifteen
What changes are needed to improve student learning? The clinical instructional approach to teach the lessons (small group participation, peer teaching, group sharing, and study partners), utilization of weekly assignment sheets, and the reflective journals will be continued. In addition, supplementary materials that align with the Arizona State Academic Standards will be used more in correlation to the textbook material. Students will continue to be encouraged to utilize their study groups as well as the tutoring services in the media center when they require extra help. Finally, this instructor will be more cognizant of student educational needs and will work to meet these needs. In so doing, more time will be expended on each new concept, the teaching pace will be slowed down somewhat, questions by students will be encouraged more, and before a new concept is taught, there will be a review with a question/answer session. Student presentations of skills reinforcement using the overhead projector will be reevaluated to assess its effectiveness. I will continue to be positive and energetic and will continue to motivate and encourage the students in this class. More time will be allocated for completing portions of homework in the classroom.
I will evaluate test formats and make the necessary adjustments based on student needs and suggestions. I will reevaluate the pace of class instruction. I will factor in more time for collaboration in student small groups. Before each class session begins, I will review facts covered in the previous class.
Instructor
Course
Adams, Jacqueline
PSY101
students responded (8%). From their responses, I learned the following: After carefully studying the individual results of the formative evaluation, I surmised the following: It is important to the students that they are respected and that questions asked, though seemingly trivial to some, be answered and not brushed off with the attitude that students should already know the answers by virtue that they are enrolled in a particular class. To them, this is insulting and disrespectful. Students want questions asked to be answered, by the instructor, in a clear and concise manner. Motivation is an important factor in their success. If the instructor is not motivated then they are not motivated. Students believe it is important that the instructor helps them in the pronunciation and understanding of words in the English language. Students stated that they were successful (or not) because of the way the class was taught as well as the patience and understanding of the instructor. Students like working in collaborative small groups. Before each class starts, students appreciate knowing exactly what the goals and objectives (purpose & intent) are for the class as well as what is expected to be turned in and when. Moreover, students appreciate knowing exactly what to prepare for the following class and exact assignment due dates. When students are absent, they appreciate and need the instructor to review concept and materials covered in the previous class before teaching new concepts. Without this they feel lost and frustrated. Students requested more hands-on-group activities, along with more videos and/or overheads, along with the instructors lectures.
The frequency as well as the amount of homework will be evaluated and adjusted based on student needs. I will encourage student to continue using the computer as a tool to access information (i.e., the internet web page that supplements the text book and word processing and spread sheets to store and present information for class).
I plan to honor their requests as best I can.
Instructor Akers, John
Course HIS106
Bagheri, Mandana
BPC110
Bagheri, Mandana
CIS105
Barrientos, George
MAT120
Students reported that the following are helping them to learn: Hands on projects like the map research/drawing exercise, the library research-skills tour and lecture, instructor teaching methods (lectures, storytelling, and use of visuals), and assignments like the museums visit and review-writing exercise. Several students commented that they had problems reading and comprehending the assigned textbook. Students reported that the following are helping them to learn: Step by step lectures, textbook and workbook are both easy to follow, working on assignments in class, and being able to finish homework most of the time. Students made such comment such as: They want to learn the shortcuts. Some students think the lectures are too detailed. Students reported that the following are helping them to learn: Reading textbook, lectures, attendance, teachers guidance, and working on assignments in class. Students made such comment such as: Memorizing all terms is difficult and there is too much homework. They requested teacher to outline the important parts to prepare for quizzes and more time to finish homework. What do you like most about this course? Working on the computer 19 Like the teacher 19 Go at your own pace 16 Ability to ask teacher questions 1 on 1 8 Work in a group 5 A lot of time to do work 1 Ability to retake test up to 3 times 1 Homework done in class 1 What do you like least about this course? Dont like every day classes 5
I will try to use more reading use more reading comprehension exercises to help the students to understand and retain the content of the readings. I also want to foster group discussions of the readings, so as to provide students another means to understand the readings while providing an opportunity for them to share their own reactions. I also plan to include additional visuals in my presentations.
Im planning to continue with my lectures. While some students may know some of the material specially Microsoft Word, many others are beginners and would benefit from the lectures.
I have started doing quiz reviews to highlight some of the important subjects they need to know. I may also consider slightly reducing their homework.
Instructor
Course
Calbow, Lorraine
BHS 151
Calbow, Lorraine
CPD160
Campoy, Antonia
YAQ100
Dislike doing work on computers 3 Dont like switching from lecture to lab 3 Students wrote the following Role plays Situation. Ms. Calbows explanation and experience in the field. The practical way in which the lectures are presented. Communication with other people. Basically listening more and trying to understand people better. Hands on exercises in class where I can see and feel what the textbook has explained. I enjoy examples Lorraine shares because it is showing me a different way to approach listening and assisting. Discussions in class, shared feedback with fellow students. Students made the following comments The core values expressed. All the people that came in and talked about their lives. My interest in the class. I like the way everyone has discussion. The say we interact and share with each other helps me. I learn more from hearing other people speak. Multiculturism is a class to take. I think everyone should take it. Group activity. No. No just myself. Sometimes stress does. The fact that I can not find much on FrenchCanadian history does not help me very much. All the students commented that they are learning a great deal from this class. My lectures and visual presentations are providing enormous knowledge about the Yaqui Culture and history. A statement was made that doing an oral history research project for this class was going to help that student learn more about their history and culture. All the students commented that they are learning and succeeding in this course. One student was concern about start and ending class
Students wrote the following comments Movies and mock counseling settings. No, I think that everything is being done to assist with preparation for counseling. Maybe have more activities to interact to have more experience with helping others. No.
Everything is fine. I am ok maybe, the days I do not pay attention or I am not there. No. Ms. Lorraine is a good an outgoing teacher. Findings from the Student Formative Evaluation: From the responses of the students, it does not appear that any course adjustments needed to be made so I continued to follow the plan.
I will try to adhere to the time of class. Some students want to continue the history of Guadalupe discussions after class is scheduled to end. We seem to lose track of time, but it is greater to have these dialogues.
Instructor
Course
time.
Chapman, Amanda
BIO202
Coder, George
PED101GW
Colby, Andrea
CFS194AB
Students reported that the following are helping them to learn: Detailed notes, homework problems, fixing homework answers & returning for credit, weekly quizzes and examples given by instructor. Students made the following suggestions: 2 out of 11 felt that there was too much information to learn it effectively. One student requested that I go over the answers to the laboratory questions before they turn them in. One student wanted a handout of the notes instead of having to write them out, and one student requested I slow down the lecture. Based on the evaluation sheets I should keep doing what I am doing. What I am doing relative to Learning. (But, I sayDo it better) Relative to what I learned from Good Input, I learned the following will improve the environment Name tags. Step list hand outs. Include Cha-Cha in dances being taught. Better and more variety in music. Helpful things: Green orientation handbook with useful forms. Preparing budgets for a day care center. Hand-outs and instructors clarity. Group activities. Materials provided. Importance of working as a team illustrated. Hands-on interactive assignments.
I will be more vigilant about checking to make sure students are keeping up with the lectures. Since 4 out of 11 students said it was helpful, I will spend more time going over the homework answers & continue to allow students to fix & return them for credit. I will also continue reviewing answers to the laboratories and allowing them to fix & return them for credit (but only after they have tried to answer the questions themselves). I intend to explain to the students that writing notes can be very helpful to the learning process, and I will suggest some strategies for more efficient note taking. All of the above.
Class presentations by students took a long time and were boring to the students. Perhaps we should present in smaller groups then report only highlights to the larger group. Also could eliminate presentations and assign as homework reading only.
Instructor
Course
Reading assignments.
Crary, Michelle Currence, Lorraine
BPC110 BPC100
1 Student said that I move a little slower than she would like. After reading through the Student Formative Evaluations, I learned that the majority of the students are very interested in learning how to operate a computer. I also have one student that speaks very little English and this will be a challenge. Several stated they know very little about computers and wonder if they will be able to complete the class. I will first present each module on the overhead computer and then work individually with those that need help. The class is interesting The instructor is excellent Meeting new people Teacher explains things Homework is helping More information on midterm Helps me communicate Handouts and review Not so hard on speeches Encourage and instructions Patient and understanding Upbeat personality Enthusiastic Grasp study sessions Explain well
This is a small class and I will be able to work one-onone with the students. Constant praise and encouragement will help with this class. Completing and seeing the finished project will also develop a sense of accomplishment. I will also suggest that they spend some time in the computer commons, working on the computer to become more familiar with the concepts that we have gone over. The surveys I received were favorable and encouraging. Only one student suggested a specific need for more information on the midterm, and another perhaps felt the grade on first speech was problematic. I will continue to preview and review for midterm, and make speech criteria clear to students. Otherwise, the feedback suggests that I should continue to do what Im currently doing in class.
Decker, Jodi
Com 100
Instructor Dhital, Alok
Course MAT091
Many students reported that working together in a group and the instructor walking around the classroom to help them solve problems are helping them to learn. Also, 60% of the students reported that the class is too fast and the instructor is covering the material faster than they can handle.
Duarte, Rose
ESL031
DuSell, Judy
BHS 105
Edmonds, Larry
ENG 210
Ferguson, Doug
HES100
After reading the evaluations, I decided to continue using the same strategies in the classroom. The students seem to be benefiting from the textbook, tapes, dialogues, and vocabulary exercises. They were appreciative of the one-onone help they receive on a regular basis. Most of the students felt that they should study more. Overall, their personal obligations sometimes appear to be obstacles to their academic success. Students appreciated the conversation sessions with Bill Mathis. They attended the class once a week. Also, two students expressed a desire to buy the tapes used in class. Students reported that the following are helping them learn: Enthusiasm of course material, maintain attention spans in two 1/2 hour class, balance material to learn & apply to the profession of counseling, individual & personal attention, the class size, encourages question and full participation, diversity in the classmates, instructor adapts to students learn and challenges students, instructors professional experience, Class materials is beyond student expectations, class environment is open and aware of self and others. I plan to maintain and increase the team interaction and the use of real world examples. I also will continue to use my Performance as Pedagogy styles to engage my students. Will continue to use appropriate, real world related handouts. Students reported that the following are helping them to learn: Discussions, group work activities, instructors teaching methods, and outside presenters as guest speakers. 3 out of 26 students indicated the following: More videos, instructor gives too many notes,
Actually, I am just going in the pace according to the syllabus. I was planning to cover everything in the syllabus. If the majority of the students think that the class is too fast, I am going to slow down. I think it is more important that the students understand clearly what I teach in class then just covering all the material even they are not catching up. One student stated that we should have a language lab. Two students want me to make the class easier. Most of them also asked me to slow down the tapes and also repeat them. Twelve students said there should be no changes at all. Finally, three students want me to speak more slowly.
I will adjust the following changes to continue improvement. Additional handouts increase group activities and encourage students to take more notes.
Will emphasize that the Shrink and White book Elements of Style is more for reference and less as a text. I will try to update the departments health video library so we have more updated and current videos dealing with the subject matter. I will look at the material to be covered and see if there is alternative to presentation.
Instructor Finley, David
Course ENH112
and too much material to cover. Almost all of my students reported that the following helped them learn: First doing the reading and attendance has been discovered as the key to success. Along with that all my students really find the daily review of readings and inclass discussion extremely helpful. A number also believe that my high expectations and the amount of reading have helped challenge them. Some also find that the organization of the syllabus helps them stay on track as does the quizzes which help develop their reading comprehension and motivate students to stay up with the material. In addition the use of the Chicano: History of the Mexican American Civil Rights Movement video series and movies help maintain interest as does extra credit and the relevance of the subject matter to the majority of my students life/culture. Students also find the instructors student interaction and energy maintain interest as does the instructors outside knowledge of history and literary styles, movements, etc. Students believe that class provides detailed and insightful explanations of texts. Some, in their opinion, are learning more than they have ever learned before.
Finley, David
ENH254
Most students reported that class discussion helped them learn by exposing them to different points of view/perspectives. Most students also feel that they are witnessing the development of their reading comprehension skills; at the same time, the feedback on writing assignments is improving their writing skills. A few even feel the organization of the syllabus is helping them succeed in the course by staying on track. Most students also felt that the instructors enthusiasm about
The biggest issue as always for students is time and their reading skills. I plan to continue to challenge them with their reading with the difficulty of some of the texts, but the overall amount of pages to read will decrease as the semester nears its end. This is worked into my syllabus as their writing requirements increase. Theyll have more reading time and continue to become better and more careful readers as the quizzes continue. Students wanted guest speakers and I do have Eufemia Amabisca scheduled as well as Robert Soza from Berkeleys Ethnic Studies Program speaking on his dissertation topic: Race Relations in America as well as on Victor Martinezs novel Parrot in the Oven: Mi Vida. I also have a loose commitment from Ricardo Provencio and am waiting to hear still from Belen Servin as potential guest speakers. Also some biographical videos on some authors were a suggestion that I believe I can accommodate. Students also find their lack of knowledge of Spanish a challenge and others believe more specifics on paper topics, and reading more out loud in class with small group work would help. I can try to provide more historical context, but my knowledge of Spanish is limited. Id like to take some classes some time and become more proficient. Would be of help. I can type up the rest of my paper topic assignments, and Ill continue reading some of the texts out loud in class to insure class exposure to material, repetition, and for dramatic effect. The biggest issue with students is time. It is a 13 week course; we do not have the time or the extra time they want. If they miss the first week of school, they get real behind in the first novel. The only thing is to put it off a week but that allows them one week less of free reading time for their own final project. It will have to be one or the other. They want me to slow down a bit. Giving 3 weeks instead of two for the first novel is my only option, which I may do in the spring.
Instructor
Course
Finley, David
ENG102
Finley, David
ENH241
material aided in their learning. Also the length of class helps for allowing time for in-depth discussions of the texts. Students also believe that the course provides a good choice of films and readings. As usual most students, after persistent prodding, are reading the textbook and its examples, and they report that it and attendance are playing the greatest role in their learning. Most of my students find the mini-lectures and going over chapters in the textbook in class help. In addition, most students also feel that the pre-paper writing assignments, instructors feedback, the repetition of important points of interest in-class, the group activities and in-class research and writing time are helping them succeed. Students also commented that the helpfulness and friendliness of the instructor and his ability to explain the workings of English and the usefulness of his helpful hints in writing greatly contributed to their success. Likewise, many students believe the instructors knowledge and enthusiasm for the subject matter as well as his honesty and high expectations has aided in their learning. Students reported that reading and class discussion helped them learn the most. Many believed that discussion allowed them to see readings from different perspectives and this created good class involvement. Quizzes also are promoting student learning by forcing them to keep up with the readings as well as further develop their reading comprehension skills. A few even find the subject matter interesting. In addition, many students find that the instructor gives good lectures and the videos and movies contribute to their learning. Many also find the instructors enthusiasm for material motivating and one student even states that the instructors youthful zest for teaching is a pleasant change.
One of the issues as always is time for the student. I believe the in-class research and writing time will help alleviate some of this, since it is used more in the second half of the semester. Also going to try giving more hands on help generating ideas, dealing with frustration, developing of research topics, trying to be more specific about writing improvements. Also would like to schedule more collaborative learning, possible extracredit. Review MLA format more, take a look at drafts in addition to the peer editing.
Time and less reading again is an issue for students, but the readings taper off the second half of the semester, which should naturally address this issue. The dullness of the readings and time period, especially the Puritans create difficulty for a number of students; the Romantics will be fun reading, I imagine. Next time I may try to shorten the earlier readings and relate them more too present religious rhetoric, so it has a more relative importance to their lives. Students believe cutting down on quiz time to add more lecture time would be helpful. Some also believe extra credit to be of use, I have encouraged them to watch Amistad or to find American Romantic painting at the Phoenix Art Museum and write a 1-2 page reaction paper for extra credit. A study or reading guide was also a suggestion, which could be an option next time since I will be more familiar with the material before the semester starts. They do get a study review guide for their midterm and final exams though.
Instructor Foster, Mary
Course RDG040
Foster, Stacey
BPC111
Gaither, IreneS.
MAT 121
Students reported that the following are helping them to learn: Good textbook, vocabulary words, reading aloud with pronunciation corrections by instructor, the homework, and a lot of practice in English speaking. Some problems reported were jobs, not doing homework, would like more class participation. Repetition and practice, I have made additional lessons available and arrive early so that students may have additional time on the computer. Clear instruction from he instructor Lots of practice exercises in class Teacher shows us a lot of examples and interacts with us constantly The teacher provides extra help if needed during other times Free tutoring Coming to class every day The teacher is very patient, understanding and willing to stay after class to help and on the week end (then Saturday morning). The teacher gives then chance to ask questions Instructors positive attitudes Instructor explains problem solving step-bystep. Instructor is encouraging and helpful in explaining problems. The book is very informative The notes and one-on-one tutoring with the teacher. Going over any homework questions Doing lots of examples in class and feeling success Tutoring on Saturday!
More opportunities for oral exercises in English are needed. Lots of practice speaking English outside of class could be achieved by some creative assignments. I plan to continue and expand on some role playing to help with communication of ideas.
I am receptive to the idea of meeting 2 times a week for a shorter class period. No change need at this time A bit slower for the need attention person to person
Instructor Gaither, Irene S.
Course MAT 082
Gaither, Irene
MAT151
The time the teacher takes to help and explain this subject Working in a group and reviewing on the white board The teacher shows how to solve problems step by step Practice problems on the board that students can get up on the board and solve (experiencing the success!) The notes and practice problems The Book The practice in class and working together as a group The teacher explain in very easy way to understand When the teacher writes out the problem on the board and do it together step-by-step it helps a lot The instructor will take her time and explain problems that students dont understand The instructor helps students build selfconfidence Homework, quizzes and tests How the textbook is written Going over problems in class. Chapter Warm-Ups Going over each chapter exercise thoroughly and going over home on application and problem solving. Tutoring on Saturday morning with the teacher Group work and open book test and quiz Group Quizzes Practice test on the Blackboard really helps Working in groups Friendly environment- not intimidating Open book exams and group approach Stress free Reviewing the lesson from the day before Group approach, instead of individual approach Instructor is very helpful Guidance of the teacher to experience problem
No changing at this time Keep monitoring slow students to provide help on the side (the bashful one!) A class a bit too crowed for a small size of classroom
No changes at this time, but willing to improve any approach that lead to students success and achievement. Offer help during the week late afternoon (if I am not teaching other class), instead of Saturday
Instructor
Course
solving achievement Feeling success in this class
Gaither, Irene
MAT 091
Garatea, Paquita
HIS140
The homework gives me a lot of practice The teacher willingness to work one on one and tutoring us on Saturday The teachers positive affirmations about getting over anxiety of Math The teachers shows us different ways how to do things Going over homework and answering questions Working out problems on the board and students assisting each other There is plenty of assistance The teachers positive attitude and willingness to make sure students stay positive We do problems together on the board and the teachers go through it slowly and carefully Class group The math teacher is great Reading the chapter and doing examples on board Free tutoring help a lot! Reading from the books and doing some of the examples The notes and the books Being on time and ask questions The teacher makes the class work and figure out the problem The teacher makes us think and study Doing homework and tutoring Students have been extremely engaged in this class and find the readings and handouts very informative. They do well working in groups and on projects relating to the course. Students surprisingly ask for more lectures from me which I willingly obliged. The series How the West Was Lost was an extremely useful teaching tool for this course.
No change A class a bit too crowed for small class a bit too crowed for a small classroom Keep monitoring a shy who doesnt ask questions
I would add an historical novel or other writings by American Indians to the assigned text. This would give students a first-hand view of life among Indians and critical thinking and writing skills.
Instructor Garatea, Paquita
Course HIS104
Garatea, Paquita
HIS145
Students stated that they learned from a variety of teaching methods such as lectures, group projects (i.e. map exercise) and videos about this period in U.S. history. I wish students would he more critical of my teaching so that I can make changes to enhance their learning. I feel they are too timid or unsure of evaluating their instructors. I learned that students work well in group projects, like learning from an interdisciplinary approach (ex: map exercise, historical novel), and were able to absorb more valuable information than with lectures only. Even though the students expressed positive feedback regarding my instructional style, I feel that I need to take each students academic request(s) in consideration. I learned that each student is an individual and from time to time requires one-on-one tutoring. In my Voice Class, students indicated that the knowledge, enthusiasm, support of the instructor, breathing exercises, and warm-up techniques were helping them succeed in the class. One student suggested we do more vocalizing and less talking. Students reported that the following are helping them to learn: Clearly written syllabus, lots of different types of writing assignments, the instructors thoroughness when explaining the lesson, handouts on grammar and correcting all their grammatical errors in their writing, teaching sentence structure, illustrations written on the board, and being able to do most of the assignments in class. Out of 32 students, only one student is confused and does not understand the assignments and has to count on fellow students for help. Only one student reported that he has not learned anything. Ten students participated and described the following that helps them learn: Exact and comprehensive instructions for the required work, discussions, the teacher, going over the
More group projects, assign a novel to supplement text book that reflects this period in history. This is to get the students used to reading more and critiquing what they think of the novel.
Garcia, Mario
SPA101
Garrison, Jerome
MUP134, 133, 233, 234
Halloway, Katie
ENG101
Students were very supportive of my teaching methods although I believe they do not understand that they have the right to be more critical in their evaluations of instructors. I would like to know from the students what they want to do to improve their learning. I intend to continue being available for extra assistance whenever they request it. This will be implemented by applying our technological resources such as (but not limited to) giving assistance through the use of e-mail, fax machine, and telephone. To be sure I'm consist in warm-up exercises and help students learn to read music. To be organize conferences for students to be held before and after class. Generate more discussion from students. Recommend that struggling students go to the Learning Assistance Center to seek help. Continue to help students by having them work on grammar and sentence structure handouts which should improve their essay writing.
Hauptman, Carol
PHI101
I have more take-home worksheets. I will try to go over why it is important to take notes during class time. I will try to bring in a video. I try to show maps. I will try to think of some visual activities.
Instructor
Course
Hawdon, Madeline
ECH287
Hawn, Shelle
ENG071, ENG101, ENG102
readings, worksheets, examples, explanations, the students feel their ideas are valuable, knowledge of the subject and learning more, and the syllabus. Most of the students expressed that they are doing fine with the learning. Two students requested visual representations (e.g., audio/video, visual assignments.) Another student requested take-home notes besides the classroom notes. Three students felt that if anything is holding them back from learning, it is themselves. I learned that most of the students in class are respectful and appreciative of each other and my teaching, and most like learning in the class. I learned that they are happy with the way I I will give more feedback after my present information through lecture, dialogue, film & individual classroom observations. handouts. All are eager to learn & it is a joy for me to share my experience. 19 students responded (of 19). There were no negative comments. When I administered the evaluation, I asked students to The majority of the responses I received indicated think about the two things: that assignments and explanations were clear and helpful; however, there were a couple students that What do you like and want to continue doing? wanted more clarification. What could be improved, changed or done differently to These are my plans to address those inputs: help you be successful? Repeat instructions during more than one The responses from each of my classes were virtually class period for the benefit of students who may identical. These are the things my classes liked and wanted to have been absent or need further reinforcement. continue: Place some MLA format explanations Having the writing assignments divided into earlier in the course (ENG102). segments (introduction, support, and conclusions). Provide more explanation on writing Participation in peer reviews. expectations and grading criteria for each paper. Receiving individual instructor attention both Dedicated some class time each week to during and outside class time. assignment questions and/or clarification. Seeing examples through my personal stories. Provide practice handouts for grammar Receiving clear examples and explanations of exercises (ENG101). writing assignments and grammar exercises. Participating in class exercises. Having some class time dedicated to working on papers. Having class participation in lectures. Receiving written feedback on papers.
Instructor Heimann, Dick
Course EDU222
Feedback indicates that the class enjoys the discussion/small group interactions. I will continue to vary delivery methods, mini lecture to emphasize important/critical elements from the text, group discussion to analyze concepts with reporting back to the total group and using a Socratic method to review reading assignments.
Heimann, Dick
EDU230
Feedback indicates that the class enjoys the discussion/small group interactions. I will continue to vary delivery methods, mini lecture to emphasize important/critical elements from the text, small group discussion to analyze concepts with reporting back to the total group and using a Socratic model to review reading assignments and the case studies.
Henderson, Charity
ENG101
Students seem to be generally satisfied with the course and feel that they are learning. Students in this section had a number of good comments about what is helping them learn, and it seems nearly every aspect of instruction is mentioned.
Based on the feedback I clarified my policy of reminding student about assignments. All due dates are specified in the syllabus and we reviewed this again. An observation. Many students lack a basic knowledge of education theory, learning theory, school organization, etc. (the content of EDU221). I would recommend we consider EDU221 as a pre-requisite to EDU 222. One student stated I feel that the lack of discussion about people of Caucasian ethnicity prevents me from openly expressing my feelings and experiences in discussion. Eye opening feedback for me and I am now encouraging her (and All students) to participate in discussions. Based on the feedback I clarified my policy of reminding student about assignments. All due dates are specified in the syllabus and we reviewed this again. Many of the student suggestions were contradicted by a positive remark on the same aspect of the course. The suggestions which do seem to need attention are that more students should participate and that students like large group activities. Students do seem to be loosening up and participating more freely in the past few weeks, but I have also begun to try some of the techniques I use in quiet classes, such as giving each group a set of questions they have to answer together, for everyone in the class. As far as large group activities, when I think they are appropriate, I work them in- I may do an additional debate for the Problem Solving essay like we did for the Argument essay, since they seemed to enjoy that particularly.
Instructor Henderson, Charity
Course ENG102 2163
Students also seem to be generally satisfied in this course, although we do have noticeable attendance problems. Most students seem to like the overall structure of the course, with provided in class for independent work on research papers, but some would like it done differently.
Henderson, Charity
ENG102 1915
Students overall seem quite happy with this class. A few want more time/individual help, and Im giving it to them as best I can- but some students are simply not up to the level of 102 work no matter how much we have tried to prepare them through classes here. I dont know what to do about that. One-on-one interaction. Very small group makes it easy to get more from the instructor. Instructor is enthusiastic about what she is teaching. Ideas come across very strongly. More one-on-one interaction is made possible by the small group. The kinds of ways the teacher teaches us like in exercises and she does them along with us. I am learning more new techniques. Ms. Holston is definitely helping me get through this course. My disposition to learn how to act is also helpful hints. The warm-up exercises. Taking time to believe you are the character. Knowing how to do different approaches to all kinds of pieces. Teaching us how to do things. The openness for exploring different opinions. Willingness to explain when there are questions. Hands-on type of activities. Feedback/suggestions. Forcing me to perform whether I want to or not.
Students have ample time for one-on-one instruction if they will only take advantage of it. However, I could be more assertive and proactive in offering assistance. I have begun to routinely write detailed instructions on the board, as I have done in classes in the past. The past few weeks have been research and writing time, but we will be beginning the second research paper and doing more in-class activities for a while, as we did for the first four solid weeks of the semester, so that selftaught impression may abate somewhat- and attendance may improve. As mentioned previously, I have worked with one or two student needing it when possible and appropriate. As in my other 102 section, we will be starting more group activities soon. Move the critiques back for our plays to the end of October. No. Shes terrific. An excellent instructor. No, shes doing a great job at teaching what we need to know. More time. Field trips to plays! Stretching me as much as possible to tell the students that dont want to participate to either do so or take a different class.
Holston, Julie
THP112
Instructor
Course
Hunt, Barbara
BIO100
Hustedde, Stephen
CIS 105
That we have to perform in front of people. I have very little time to commit myself to this class, but I will still try hard. Other course interferes with my time to study things such as my monologue. Another is going out to see a play is due in October and my time is running out for that. Trying to study to be a Certified Hospice Volunteer, taking a graded test in MGT253 and a big son who makes a big mess. Other than that I believe I need to learn to concentrate and focus. No. Not at all. Thats the beauty of theatre. You learn to block things out to figure out whats important. Time. We dont have enough time to learn the skit and I didnt have time to get enough feedback from you. No, not really. Maybe more time for the class. Other students that dont want to participate. Students reported that the following are helping them to learn: Being grouped in lab sessions. Lab interaction with team members. Hands on activities that are varied. Discussions with team members. The textbook. There were 40 forms returned out of 80 distributed. 10 reported that the lecture material does not correlate in timing with the lab exercises. Three students commented about the fact that team members do not always come to class prepared and that affects the effectiveness of the team. I am quite please with how the self-paced, online course has gone the first five weeks. Most students are doing well and seem to be quite comfortable. I reworked the syllabus/class packet from last year to provide clearer direction with regards to summiting work, due dates, expectations, etc. With a new edition of the Concert textbook, the online lectures were reorganized and reduced from 15 to 10. The class flows better now and the Concept module homework is more manageable.
I will have the teams do a team building exercise at the first meeting to help them develop more cohesiveness, ownership and responsibility to the group. I will use some of the knowledge about being a facilitator of learning that I am learning from my class through the district. I was pleased to hear comments about how the lab is not being spoon fed and that the instructor makes you think, hypothesize and question. This is the goal of such a lab experience.
As with any online, self-pace course, Communication with the students is a big challenge, since there is little interaction outside of the student taking advantage of my office hours. Blackboard has been essential in this area and the students seem to greatly appreciate this tool. I will continue to provide more optional information (external links, supplemental articles, etc.) for those who desire to go beyond the class competencies and expectations.
Instructor Hustedde, Stephen
Course CIS120DF
Hustedde, Stephen
CIS105
This is a highly hands-on course. Lectures are focused on demonstrating techniques in using Photoshop to manipulate and create bitmapped images and photographs. The software has a steep learning curve. One problem encountered was that since there are no prerequisites for the course, several students did not possess basic computing skills. Second problem was that the software was not available in the classroom until the third week. These two issues have forced us to move at a slower pace than I had scheduled, but I foresee no problem in getting through the competencies. The small class size has allowed me to focus on individual students who have needed extra attention and remedial instruction with basic computer functions (saving a file to disk, finding files, using the Internet, etc.). This semester, I incorporated a jigsaw cooperative learning approach to replace the majority of lectures that I normally give. I was finding that students did not pay attention in class, did poorly on quizzes, and failed to read the course materials. The group work forces them to read the book, do external research (internet) and teach each other the areas of expertise they develop in each module. As a result I have found the inclass time-on-task to be much greater, and I believe the test scores are improved over past semesters. 76% of the students responded that they liked this approach over the traditional lecture. Some students have complained, preferring to work alone. But I believe this approach also forces the students to interact and build personal and social skills that will benefit them in life, as well as form ready-made study groups for preparation of the quiz. I am concerned that some many students (48%) said that they did not feel they were succeeding in the class, and actually rather surprised by this. This is much higher than past semesters, there had not been a lot of graded assessments made before this survey, which may contribute to that view. From my viewpoint, I believe students are performing better than past semesters and there has been greater retention as of the fifth week.
I am in the process of providing supplemental tutorials and web sites for the couple students who are bored and need a greater challenge than the rest of the class.
A change that has been made to the class as a result of this survey was to provide a clearer table of due dates for concept modules within Blackboard. I will also continue to experiment with the jigsaw/group work for the remainder of the semester.
Instructor Hustedde, Stephen
Course CIS159
Jaap,Jackie Facciola,Pete
Jones, Dij
Dynamic Learning COM100, EDU230, ENH255 ENH255 EDU105AA
I am moving at a slower pace in teaching this class than past, A module developed through some grant dictated largely by the needs of the students. The slower pace money this summer will help in supplementing the (and small class size) has allowed me to tutor students textbook and teaching students how to design programs individually in the class during expanded lab times. aesthetically and functionally for the users ease. With the exception of a student (who missed a couple classes and fell behind early), the class is doing well and seem to be grasping the concepts. I believe the slower pace and increased in-class projects and hands-on solutions have helped bring this about. Considering the transition from Visual Basic 6 to the more complicated Visual Basic.NET version of the software, I am pleased with the progress of the class thus far. Some students mentioned they need for Many students lone substantial out of class instructors to communicate with each other because they felt obligation. While we are understood the necessity and value they were doing too many different things at once. Although of real life concerns, we need to help students understand we believe we believe our courses are tightly integrated, we the value they receive by placing school high on their list of will make every effort to make sure our class activities mesh. priorities. The feedback I continue to receive is very positive, and encouraging. I have learned: Students remain motivated and enthusiastic. Class organization and materials are considered informative, and useful. Hands-On Learning is touted as the best approach Comfortable, open classroom atmosphere encourages student participation. Learning to change negative reactions to positive was appreciated. Writing actual lesson plans was meaningful. Oral presentations were viewed as interesting, informative, and helpful. Students think five (5) classes are not adequate. The feedback I continue to receive is very positive, and encouraging. I have learned: Students appreciate the wealth of knowledge provided. Materials are considered references for future use as Substitute teachers. When I surveyed the class members to see what content they thought was irrelevant, they had no suggestions. They did think the number of class sessions could be extended. I will continue to teach following the same format because the written and verbal feedback is so reinforcing. Throughout the course, any additional suggestions are implemented as soon as they are requested.
Jones, Dij
EDU105AA 7055
Future Saturday classes have been scheduled for 4 hour 30 minutes each. Although the class time remains the same, perhaps adding one more session will provide more time to process course information. I will continue to teach following the same format because the written and verbal feedback is so reinforcing. Throughout the course, any additional
Instructor
Course
Khare, Swati
BIO100
Koehler, Jon
MST140CIS190
Koehler, Jon
CIS150
Writing actual lesson plans was meaningful. Presenting lessons provided the opportunities to gain confidence. Students think 5 hour 30 minute classes are too lengthy. Saturdays brought complaints of being too sleepy; lack of time to study. Students reported that the following are helping them to learn. Reading. Taking notes during the lecture. Visual aids. Projections. Working in group. Hand on experiences. Reading the book. Listening to lectures. Hands on projects. The instructor. Handouts. Visual aids. The tests. Studying. No (several). Not at this time. Maybe if I slack or dont [read the book and listen to lectures]. Uses examples and takes time to explain. Reading, listening, doing assignments. Examples and lectures. Interested in class and instructor explains everything very well. In class labs, hands-on training. Reading then doing in class. Instructor uses real-life examples. Speaks clearly and at an easy to follow pace. Weekly quizzes.
suggestions are implemented as soon as they are requested.
Some students emphasized on giving more time for each topic. Thus, I will reduce my teaching speed to spend more time over each topic than usual. I will be giving the students more hand on activities. Make the use of the online resources and activities related the class. Nothing that I can think of. Everything is good so far. No. No, I think he is doing a great job. No changes. Last year I introduced Powerpoint as the students indicated it was a great help to them. This year the feedback is on the use of the handouts, that these have been a help in focusing on the content rather than note taking.
No. Give more explanation, use real life examples. More hands-on stuff. No, he is doing a good job. Hands-on work is critical to the students grasping the concepts. Relating what they are learning to how it is applied in industry- need to expand and improve this element of the class.
Instructor
Course
No. More hands-on. Falling behind on work. Work from other classes.
LeCato, Meekness
ENG071 ENG101
Learners claimed that the following are assisting them to learn: Group discussions Friendly classroom environment Videos Writing workshops (grammar and punctuation) Peer editing Motivation lectures Feedback Instructor teaching style
Logvin, Marshall
BIO181, BIO100
Students wanted class time to work on assignments & have the instructor assist them as needed. Students also wanted study sessions before quizzes & exams.
Long, Mary
REL243
I felt the feedback was very informative. I learned that there was a disparity among those who wanted more structure, more traditional experiences, those who were fine with the course, and those who knew there were not studying enough. Student responses fell into these broad categories of responses. The students thought the discussions, study guides, Blackboard and web site, book, and instructor were helpful. Some students thought that what was keeping them from
The overall formative evaluation was positive. The retention rate in my classes is high and my students have shown tremendous improvement. Education is about change; therefore, I still seek stimuli to keep students attention. There are three short-term goals I have set for myself. Motivate student by helping them connect the topic to be learned to their past, present, and future. Assess students level of knowledge and skills and adjust instruction carefully, so students are ready to learn the material at the next level. Help students use devices to learn quickly and easily through learning aids. On the M-W-F class, students are given a weekend assignment to read & a learning activity to write. Monday students use class time to work on their assignment & I assist them as needed. Each Friday, we review the weeks work before a Friday Quiz. Additionally every two weeks we hold a 2 hour study session Friday, to review for exams. The responses this semester were unlike previous ones. I usually do not have so many items that they felt were keeping them from learning nor have I had them indicate that it was something to do with their study habits. I have never had students ask for more homework! In response to the students, I added more discussion but made it specific to a task with a clearly defined outcome. We have done more group work. I have also provided them with more notes to study. But I have also
Instructor
Course
Lopez, Miranda
PSY101
Mardeusz, Virginia
ESL 040
Martinez, Dan
RDG081
learning was: not having the book and getting behind, having to take tests, themselves, not enough discussion, need more and more detailed homework assignments, and not studying enough. Most said that nothing was keeping them from learning, a simple no, or no everything is fine so far. Most responded no or that nothing needed changing. Other responses were: easy tests, maybe outlines, allow notes to be used during tests, more discussion. Students reported that the following contribute to their learning: Chapter outlines of key terms and concepts (12 students) Ability to ask questions of instructor (2 students) One student requested that a computer be placed in the classroom to allow instructor to present notes via computer. Ten students reported enjoying a multi-media approach (videos, texts, slides, handouts) as adding to the class. Most students listed everything we do in class as being helpful. We use a workbook but in addition I put notes on the board, pass out ditto pg. with Grammar in formation, and assign paragraph-editing homework for the first half of the semester. I recommend books and movies and discuss current events; on all accounts I feel very successful because of complimentary comments students made on the Evaluation Form. Four students indicated that reading orally, completing the vocabulary workbook and working with a partner or in small groups were helping them learn. Also, the high energy and positive attitude of the instructor were well received by 10 students.
been I have also been persistent in asking for feedback from individuals about how they are doing and based on their responses recommended one strategy or another that might help. I am more sensitive for their need for study skills and guided study tools and have tried to provide them both for the class and the student. I have expanded the selection of ways to participate in the class. Continue to provide chapter synopsis to support understanding of complex material. Integrate continuous discussions of complex theoretical material. Continue multi-media usage.
I was surprise at the number of students at the numbers of students who felt too much Spanish was being used in class. Since I dont speak Spanish fluently enough to explain an assignment. I would allow some class discussion. Several students felt this was an opportunity to speak Spanish on any topic. This is a level IV ESL class and I have often insisted on English only in class so I will. I plan to utilize partner/group activities more. Greater emphasis will be placed on oral reading in class and completion and review of vocabulary workbooks. I will provide more direct one-on-one help with specific problems using definitions and examples.
Instructor Martinez, Dan
Course RDG091 2527
Nine students indicated that the use of the textbook and vocabulary workbook was helpful to their learning. Working with partners was deemed helpful by four students. The variety of methods and techniques used by the instructor was pointed out by eleven students. Three students wanted more training on Blackboard in order to more successfully use it.
Blackboard, specifically to check grades. Partner and group work will be increased. A greater variety of ways to use the textbook and workbook will be explored.
Martinez, Dan
RDG091 2507
Seven students felt that oral reading was helpful. Five students felt the vocabulary workbook exercises were helpful. Four students mentioned that the review of practice tests at the end of chapters was useful as well as the organization and use of the textbook and homework.
With this group I plan to incorporate more oral reading with the review of practice tests and homework in the vocabulary workbook and textbook.
Martinez, Dan
RDG091 2513
Several students commented that assignments/homework was helping them learn. Also, the pace, pattern, methods and discussion were helping to their learning. Eight students expressed that the instructor relates well to students and makes the class fun and interesting.
Results and correct answers to exams will be reviewed in more detail. Greater specificity and details will be provided about assignments and homework in writing and in advance because of the shorter length of the course. Book reports will be evaluated with more emphasis on comprehension of most important parts of the story. Based on feedback, more activities with partners and/or small groups will be used. More emphasis will be placed on in-class oral reading and review of home work. Book reports will be continued with more emphasis on comprehension of the major parts of the story.
Martinez, Dan
RDG081 2229
Eight and five students said that the textbook and vocabulary workbook/partner/group work, respectively, were helping them learn. Nine said the methods and desire of the instructor were also helping them learn.
Mathes, David
COM225
Strengths: Triads (9), Style, Handouts, Videos, PPTS. Opportunities: Nervous (2), Speech Length, Student Concentration. Environment: Too Hot (3). Learnings: Student Value: Triad group work and seek
Continue and expand Triad experience. Create more opportunity through triads to Drive out fear through practice and rehearsal. More emphasis on student Visuals development, Continuous improvement strategy.
Instructor
Course
Mathes, David
COM100
Matuz, Gloria
YAQ110

Mazzeo, Vincent ENG102
more group opportunity, style of class focus on continuous improvement Students Seek: More examples & demonstrations; focus on Fear issue; and more visuals. Strengths: PPTS & Videos (13), instructor method (10), triads, friends in class, and instructor notes. Opportunity: Not understanding assignments fully (2). Environment: Students study habits, student lack of time. Learnings: Students value PPT & video approach, instructor method of Continuous Improvement, and use of triads. Students seek: More time on assignments, more group work, and more examples. Absence is what is keeping them from learning. Recordings. Materials with proper lectures. The students are smart and learn quickly. Except the pronunciation; I am sure with time they will manage to conquer the problem. This group is also the best I have had so far. Students reported that the following contributed to their learning: Finding out how to do research paper; a detailed course outline in keeping track of assignments (laid out well); reasonable workload; the teachers way of teaching; supportive parents; plenty of time allotted by instructor to complete papers; teachers lecture, notes, and assignments; methods of presenting new material in class and giving feedback from assignments- keeping lines of communication open; course textbook; teachers summaries of text chapters contribute to greater understanding of material as well as teacher encouragement of questions/discussion of subject matter by the students; instructor explains exercises/assignments and makes certain that students understand before continuing with lessons; teachers use of blackboard for lectures, assignments and homework;
Continue and expand triads use to improve comfort level. Develop more perception check opportunities in assignments. Give access to my web site for PPT review. (Blackboard to this point has not been PPT friendly) Show students examples from other student experiences recorded on tape. Make time for students having difficulty pronunciation, which is their main problem. Also to help them how to form correct sentences. in
I shall provide more individual assistance and tutoring to students for papers and assignments; explain and give examples of forthcoming homework assignments; be more helpful to students in selecting topics for essay assignments.
Instructor
Course
McVeigh, Joe
PHI243
teachers eccentric, explanatory way of teaching; detailed course syllabus enables students to work ahead on upcoming assignments; like teaching style. Student concerns include: too much lecture; classes boring/instructor could be more enthusiastic; instructor digressions; early Saturday morning classes; the weekly interval between classes too long; too many classes during the week at high school; homework not explained. Yes, I did receive feedback from students that, once addressed, may improve student learning. I deduce from the student evaluations that they are indeed disposed to learn even more perhaps than I have provided thus far. I am compelled by the students to perhaps intensify my efforts to teach even more profoundly the magnificence of theology-philosophy. Yes, I did receive feedback from students that, once addressed, may improve student learning. One student out of thirty-one who participated answered Q2 by stating that he/she was not sure if the test comes directly from notes or books. One student out of thirty-one who participated answered Q3 by suggesting that the teacher should try to get the whole class involved in discussions, as well as other activities. One student out of thirty-one who participated answered Q3 by noting that I do not like the room we are in. A student mentioned that perhaps a book with more illustrations would help. A student mentioned that the vocabulary was difficult. A student mentioned that we should have more of an enrollment, to make things more interesting, like discussions. A student mentioned that is shy about asking other students for help.
I plan to make the following adjustments in benefit of student-learning improvement as follows: I will address in conference with the students how we might fulfill further their learning expectations as implied in Section One, and submit results to Dr. Garrison in writing, with agreed-upon adjustments. Such will be submitted by 10-11-02. I plan to make the following adjustments in benefit of student-learning improvement as follows: I will address in conference with the students their concerns as noted in Section One, and submit results to Dr. Garrison in writing, with agreedupon adjustments. Such will be submitted by 1011-02.
McVeigh, Joe
REL243
Mendez, Al
CRE101
More technology. More power point presentations. More web sites and URL locations!
Instructor Moore, Karen
Course RDG030
Morales, Richard
HIS103
Newhouse, Ilisha
GBS151
Newhouse, Ilisha
SOC101
Students reported that the following are helping them to learn: Teacher explanations, textbook, group work and handouts. Several students indicated that their job responsibilities hinder them from doing their homework assignments. Four students made comments such as the following: Material is covered quickly over. Would like instructor to supply more supplementary material. Good lectures are key to their learning- they are informative; in depth details; good examples; relates past to current times. Study guide is helpful- gives them a focus. Emphasis on note-taking prepares them. Students reported that the following are helping them to learn: Use of white board to outline the current agenda as well as future agenda before each class begins. Open and honest answers from the instructor as well as use of humor are helpful and inspire the student to learn as well as return to the next class. Use of lecture, visual aids, speakers, and group work keep students involved and attentive. Real life application of the materials in class and challenging homework questions which apply materials to the students individual life. Finally, students stated that they were not very satisfied with the text book and recommended that a new text be proposed. Students reported that the following are helping them learn: Open and honest answers from the instructor as well as use of humor are helpful and inspire the student to learn as well as return to the next class. Use of lecture, visual aids, speakers and group work keep students involved and attentive. Real life application of the materials in class and challenging homework questions which apply materials to the students individual life. Several students gave conflicting comments such as class should be divided in two sessions while others stated the one night a week is what is making the course compatible
I will provide supplementary material covering the same content, but at various levels to insure comprehension. I will carefully review assignments, classroom methods and test according to how well they match up with the way students learn.
Improve hand outs- some want them early, some want me lead study session. Less personal stories; stay on track with topics. I will review various materials to supplement the current text book being utilized.
I will check for clarity more often as well as make myself available after class for students who are having difficulty comprehending the materials. Additional, I will recommend the course be offered in the evening in two sessions; once a week and twice a week. Finally, I will compose a brief lecture on study and organize your time for a successful college experience.
Instructor
Course
with their lives Finally, a small amount of students stated that the homework and reading materials are an issue because they have difficulty reading and writing or it interferes with quality family time.
Nielsen, Mark
CNT140
Comments from students included: Working together as a class on assignments/labs (from two different students). We move fast. Its hard to keep up with the reading. Class meeting more times each week. Provide an acronym chart. How I can address these concerns: The point of many of our assignments is to have the students investigate the subject further. Its been my experience that when we do labs/assignments as a class most students just wait for someone else (often the instructor) to say the answer. Then they just simply copy it down. I try to have each student work out the answers themselves. Then I will check their work either independently during the lab, or as a class at the end of the assignment. Unfortunately, we have to cover a lot of material quickly in an 8-week class. CNT140 has 15 chapters in it and we cover them in eight week. This doesnt give us much time to spare. We did spend twice as much time on Chapter 10 (subnetting) than I had originally planned. In addition, it is a subject that I will continue to review through the CNT150, 160 and 170 courses. (NOTE: we do have a Saturday class that is 16-weeks long.) Most evening students only want to meet twice each week so thats the way weve scheduled our evening classes. Our day classes do meet four times per week however. An acronym chart isnt a bad idea although all the
There is no simple answer to the comments above. I have created a number of assignments/labs that are very user friendly. Students can complete these assignments with little or no intervention on my part. I believe that most students prefer to do these labs independently and at their own pace. Based on current enrollment, we cannot offer more classes. If we could be might be able to offer more 16-week class that could meet more often throughout the week. Unfortunately, most of our students want 8-week class where they only have to come to class a couple times each week. Our evening students with jobs want to get CCNA certified this year and the only way they can do that is taking the four eight week courses through one school year. An acronym chart may be useful for students although Im inclined to have them complete it themselves. If I do all the work to put it together they can only look at my work, then memorize it. Perhaps as a final exam review I could put together a list of acronyms with my students defining them.
Instructor
Course
acronyms are in the glossary in the back of the book.
ONeill, Kevin
ENG102
According to a few students I am mean or too demanding, yet other students find that my demanding the best from them pushes them to make a greater effort in my class than if I wasnt demanding. Other students complained that I am too strict when it comes to tardiness, and that I should be more understanding when they come late to the class. A few students believe that I occasionally get off track. My using collaborative learning, one-on-one conferencing, and stressing the availability of student resources are useful.
Insofar as my being mean is concerned, I worked very hard to dispel the notion that I am mean during the last class session, and I will continue to do so (this is the first time I have ever been called a mean teacher, and it bothered me greatly). Unfortunately, between my voices being very rough and not at all melodious and my tendency to be heard when I teach, I might sound gruff. Moreover, I know I am empathetic about class requirements, e.g., I expect students to come to class, to be there on time, and to be prepared. However, expecting students to perform is not being mean. I also suspect that the reason a few wrote that I was mean was because the class session in which I handed out the Formative Evaluation questions was the same class that students wandered in as late as 20 minutes, which is unacceptable and I let them know it. I informed them that excessive tardiness counted as an absence as per my syllabus (I read the syllabus to them on the first day and stressed my policy on tardiness- if students come to class after the sign up sheet hits my desk, then they are counted as absent), and I subsequently told them that I expect them to come to class on time. As far as occasionally getting off track is concerned, I will strive to make clear the relation to my examples and stories to the assignments at hand. However, since I encourage open and free discussion in my class, we will always get off track occasionally.
Instructor
Course
Phillipson, Tammy
PED101YJ
The following six items were reported by students as issues that may be keeping them from learning. Time restraints. Would like a shorter class (1). My own inflexibility (2). I need to practice more at home (6) Focus more on leg strength. List of poses. What to bring. (1) Would like the class to be twice a week instead of only once (1).
Revie, Jean
BIO160
Students like going through notes in several different ways: visual, written, verbal, examples and practice with the laptops, and CD that accompanies the text. They appreciate the notes on blackboard that accompany lectures and outlines. They also enjoy working together as a group in the class/lab situation that we have with real world examples of concepts they are learning.
Overall, I believe that I am doing a good job. Most students seemed pleased with my class; however I am constantly trying to improve, so I do take students comments to heart. As a part of this goal, I always solicit student feedback after each assignment is completed. I had them list what was easy about the assignment; what was difficult about the assignment; what did they learn, if anything; I ask them if they will change their strategy for the next assignment; and what would they like me to focus on. The following are my plans or comments on their suggestions. They are welcome to come late or leave early but I would rather not shorter the class, only suggested this and the majority liked the length. I will formally ask students to practice and study at home. Same as above (maybe have at least one assignment for them to focus on and comment about each week). I can teach more standing postures although I think there is a good balance already for the majority of the students. Again only one comment on this topic. I have put together handouts and I discuss all of this in the first right. Will think about having it online or something. I think this would be great but I do not know that would work because I think it would be more credits? Some students are adjusting to the technology of using laptops and having quizzes and test on blackboard. This is an unusual class in that some want me to slow down and cover less material, while others want me to cover in more depth material and be on a higher level. They would like review sheets before the tests, which I will try to provide. This is more a challenge than previously as the tests come from a randomized pool of questions.
Instructor Revie, Jean
Course BIO201
Revie, Jean
BIO205
Roach, Donna
BPC110
Rousseau, Dennis
CNT 140 Cisco Networking
The students liked the outlines that accompany the A few students wanted to use the CD that lecture notes on blackboard and the use of extra credit review accompanies the text more or choose a text that has a sheets and online quizzes. Those that used them also liked better CD. I often use another they can only access in making up 15 multiple choice questions and answering them class. I need to demonstrate the use of theirs more. Some for extra credit before tests. They like the use of technology felt the lab reports should be worth more points as they in the classroom with all that is available on our laptop are time consuming. Again, I may need to look at other computers They like relating new information to something lab manuals to find one with less work for students. This familiar with examples. Those that stayed liked the review class would also like to have a review sheet for the tests. session before the test. Again, the tests are from a randomized pool of questions, so this will take me some time to write. A few students would like to have the option of taking the tests on paper instead of on the computer. It would take quite a bit of time, but I could put a version in print if a student requested it in advance of the test. The students like the outlines that accompany the lecture This class would also like to have a review sheet notes on blackboard and the use of reviews and online for the tests. Again, the tests are from a randomized pool quizzes. They like the use of technology in the classroom of questions, so this will take me some time to write. A with all that is available on our laptop computers. They like few students would like to have the option of taking the relating new information to something familiar with tests on paper instead of on the computer. It would take examples. Those that came liked the review session before quite a bit of time, but I could put a version in print if a the test. Many of the students felt the lab experiences helped student requested it in advance of the test. them to master concepts from the text. The pacing of the labs is better this semester. One of the things I tried with this class is to change their For the most part, I felt that changing the students seating positions every 2-3 weeks. I explained to the students seating arrangements help them to become more that I wanted them to learn to work with different people. At sociable in and out of class. I have noticed that some of each table, I placed more advanced students with those the altitudes at the beginning of the semester have students with less computer skills and encouraged that they dropped as they are learning to work and help each other help each other with the material being taught (not on in class. I have made phone calls to students to make quizzes). The pace of the class was dependent on the sure that there is a reason they are not in class and if not instruction of material and supported help of students. There I need an e-mail message or phone call or advance complaints of the computers freezing up, software not noticed that they will not be in class. I feel that this has working correctly and lack of comfort sitting at the desks. put more responsibility on their shoulders. Monitors were far away. This is an accelerated course (8 weeks), so the pace is I would like to introduce more hands on labs into very fast. I have been concerned about covering so much the CNT 140 curriculum. The students seem to have a material in such a short time. A student responded that the positive response to that kind of learning environment. flow of the class is at a steady level so one does not feel overwhelmed with the materials. This very reassuring. The students report that the visual aids (PowerPoint),
Instructor
Course
Santellan, Johnny
MAT120
Servin, Belen
ESL030
lectures, hands on labs, pre- quiz reviews, and on-line curriculum were helping them to learn. Many students reported that the instructor does a good job in making difficult material seem easy to learn and understand. They reported that the instructor is very patient, understanding, and willing to help all the students in class. Students also reported that the instructor takes the time to review many of the problems in class, as well as answer questions in class. Some stated that the instructor provided a non-threatening environment for learning. Students also reported that the book used in class was easy to learn from, and that the homework problems helped to prepare them for the quizzes and tests. Finally, some students reported that the weekly quizzes helped to get them to study more frequently, which in turn caused them to keep up with the material being covered. In the area of course improvement, students reported that they would like to have the class cover all the chapter tests at the end of each chapter before taking each chapter exam. One student reported that the class should be much smaller. Two students reported that the class is located too far from where they live, but that they drive the extra miles to take this instructor. Their wish is that the class be more conveniently located. Finally, one student stated that we should provide more calculators training. Students listed the following as positive factors: The grammar exercises in the book. The instructors explanations of grammar. Discussions of grammar among students and instructor. Practice of grammar using software in the computer lab. Going over the grammar charts in the book. Students listed the following as negative factors: Difficult grammar concepts that are hard to understand. Questions that some students ask about grammar, causing the instructor to waste time explaining
I plan to give more calculators training in the future. I also plan to implement class assignments that promote more group interaction. This way students can learn more from each other as well as from the instructor. Finally, I plan to assign the book chapter tests in class so that they can work on them in groups. This way they can help each other with the problems and I can help those that need additional help.
Based on the data collected, I need to do the following: Encourage students to see me or a tutor after class if they have questions that were not answered during class (or not answered to their satisfaction). Since I do not have a class following this one, it is not a problem for me to stay extra time. Promote the use of Internet resources that provide grammar practice. Spend equal amounts of class time on the two main class activities: discussion of problems with homework and presentation of the new lesson. Otherwise, there is a tendency to spend too much time on the former, leaving too little time to go over the new lesson, which makes the homework for next
Instructor
Course
Serving, Joseph
ESL011
Shapiro, Marvin
MGT253
Shigley, Anna
CPD150
Sholin, David
PSY101
something that is not difficult to understand. Going too fast through the book. The class period is too short, and there is not enough time to cover all the questions that students have. Students reported that the following things help them to learn: Going over the definitions of vocabulary words in each chapter before getting into the chapter Repeating the vocabulary words several times until they get the pronunciation right. Practicing the conversation exercises with the instructors help. The instructor telling the class to encourage each other and not to laugh at each other when a classmate makes a mistake. This has increased class participation. Students reported that the following things do not help them to learn: 1) A tendency to compare oneself with others in the class who has better English skills. 2) A fear of being laughed at if a mistake is made in pronunciation, word usage, or grammar. After reading through the Student Formative Evaluations, I learned that the majority of the 22 students in this class are very interested in learning the techniques and procedures for successfully operating a small business. After completing the different chapters, there is time to discuss any problems one might be having with their own small business. We brainstorm and discuss different options. This procedure seems to be very popular with the class. I learned the majority of the students prefer a variety of learning methods which I try to use. Keep teaching real life situations. Students appreciated the quiz (take home) structure. Making the questions with examples as comprehensive as possible. Should improve discussion and material insight even more. Students reported that the lectures were informative and hands on technology were helpful. Students desire greater use of blackboard documents and assignments.
time more difficult.
I plan to do more to encourage each student to participate in the class activities, especially the oral part. For example, more small-group interaction and partnering with another classmate for dialogue practice should help to put students at ease. I will also challenge the students to encourage each other and not to laugh at a classmate who doesnt give an appropriate response. Finally, I will provide more positive feedback to encourage participation by all students.
I am in the process of setting up several guest speakers toward the end of the semester. These guest speakers have a successful small business and can give the students the perspective of what worked and did not work for them in operating their business. This will help the students relate the techniques in the text to a real business. Those in the class that have business, hopefully this will give them some new ideas. Keep students on task. Make them more accountable for time. I plan to stress in the GLC. MWF class the value of regular class attendance and assignment completion for the good of individual students as well as class cohesion. Student learning can be improved the use of blackboard. Simple things such as posting assignments and due dates will prove helpful in facilitating students knowledge. I will enhance student learning by increasing use of
Stevens, June
ENG061
Instructor
Course
blackboard activities and online learning links.
Stevens, June
ENG101
T. Heinl
MAT 082
Timothy, Diane
RDG091
Timothy, Diane
ENG101
Students reported that the readings, hands-on technology, and Instructor teaching methods, particularly the lectures were especially helpful. Some students would like to see more individual attention as well as a greater amount of time for in class assignments. Twenty- five students returned formation evaluations. Feedback attributed success. The instructor Reading the chapter in advance of scheduled class work. The students like the vocabulary component of this course; they feel that knowing more words will help them in their jobs and other school work. Pronouncing the words aloud helps them become more comfortable using them. They like reviewing in class the answers to the homework assignments. They benefit from group work in class. Coming to class and doing the assignments helps they are successful. They like detailed instructions for assignments, and in-class review for tests. Some students say the homework is different from what they have done before. Others are struggling with English, especially pronunciation. Some say that there is too much homework (many of them work during the day and attend this evening class). A couple of students are distracted by some other students, friends before enrolling in the class, who sometimes talk during class. The students like writing: in class and homework, short and longer assignments. The grammar worksheets help those correct common problems. Studying the textbook helps they understand the concepts being taught. They enjoy working together in groups in class. They like clear instructions. They like the handouts of essays that are not in our textbook. Some students have difficulty keeping up with homework from this class and their other classes. Coming to class late
I will enhance student learning by increasing use of blackboard activities and online links.
NONE at this time.
I will try to give students more opportunity to read aloud in class, to give them practice pronouncing English words. The biggest challenge for me is to keep them coming to class. When they miss class or get behind in their work some want to drop the class. This is an excellent class, with great rapport among the students and between the teacher and the students.
I will try to talk less and have more class discussion and group work. I will try to find more ways to help students be accountable for their assignments, and be clearer in my instructions. I need to encourage students to continue to come to class and turn in their assignments on time. My greatest challenge is to help students see this class as not just a requirement, but also to enjoy writing as much as I do.
Instructor
Course
and turning in assignments late prevents them from learning. Some would like more time in class to work on assignments. Other students, being unprepared, say they are sometimes bored in class. Some students are struggling the homework load in this class, in combination with their other classes.
Velez-Graham, Clara
SPA102
Students reported what is helping them learn: Repetition Handouts Extensive review Oral exercises Reading and pair work.
Give more short tests. Insist that they work with a tutor. I am always available before and after class. Using a different textbook for 102 has created difficulties with grammar and vocabulary not learned in 101.
Viquesney, Mark
ENG071, ENG101, ENG210
To me, this question is a validation of what is working in the class. Many of the students liked the fact that I went over major work with them one on one. The attention they received made them feel important and they would want to try harder, knowing that I would be talking with them face to face instead of just only by written words. Other students liked the fact that I went over the material in different ways so they could understand, as well as the different examples and stories I told. No one complained that I lectured too long and this I was happy about (compared to a few last year). The 071 class said they really liked all the writing assignments (homework and in class).
Watters, Maureen
RDG081
Students responded in a positive way. Improvement of reading skills and vocabulary use is given high priority. Review process and clear instruction are important to students.
Many of my students in the ENG071 were able to come away with the understanding that writing is important because it does affect their everyday life. I am not sure I communicated that lesson to my ENG101 students. Though I tried to make the writing assignments more enjoyable, I still think I can improve on that. I had changed how much rough drafts were worth (less points) and have found that students were more willing to not do the work on the rough drafts. Next semester I will go back to my old point system on rough drafts because I did not have the problem of people not doing rough drafts. I still need to find a place to incorporate tips on writing styles. These responses have helped me see where I have been successful and where I need to improve, and next semester I look forward to seeing how I have improved. Although students are quite positive in their assessment, I would like to reduce the rate of absenteeism and tardiness to this early morning class. This poor habit transfers into the timeliness of assignment required- that non-compliance can have negative consequences. Students need to be responsible for
Instructor
Course
They report that instructors teaching style is an asset. Flexibility in accepting a late assignment is much appreciated.
attendance/assignments and preparation for future job opportunities. I will continue to stress the importance of punctuality. A little more classroom time on group activities and more classroom time to complete assignments. Continue along with the same procedures that have been working for me for the past ten years. I do a semi-formal feedback session with each class and adjust my teaching skills to that specific class.
Wauters, Bruce
ENG101
Students perceive that the support of the instructor in explaining, answering questions, instruction in class, and in examples used for instruction is most helpful. They indicate that the time allowed for in class assignments and writing is extremely helpful.
Wauters, Bruce
ENG071
Summary: Students perceive that the support of the instructor in explaining, answering questions, instruction in class, and in examples used for instruction is most helpful. They indicate that the time allowed for in class assignments and writing is extremely helpful. A little more patience is needed as they are teenagers and have other commitments.
A little more patience as these students are teenagers and require more classroom time to complete assignments. Continue along with the same procedures that have been working for me for the past ten years. I do a semi-formal feedback session with each class and adjust my teaching skills to that specific class. I try to give them self evaluating quizzes in preparation to their upcoming exam so they know where they stand and how much they need to study. I try to talk to them individually before and after class to see what is happening in their lives. The tape listening which I have incorporated should help in the drill category. I will also increase the groups activities. Songs and poems will be incorporated. Perhaps I will invite a speaker a two towards the end of the semester.
Yoder, Francisca
SPA101
Students like the smaller class size. They like the individual attention. They enjoy the variety of teaching techniques used in the class.
Zepeda, Guillermo
ESL
Out of 27 students. 2- Wanted more repetition drills. 1 expressed a dense for more groups work. 1 wanted to be taught how to study. 1 wanted songs & poems to be incorporated. 1 wanted working speakers. 21 students were satisfied as things are & expressed ways in which they were being helped.

Formative Evaluation Fall 20091

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Formative Evaluation Fall 20091

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Instructor

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

Formative EvaluationData Collection Fall 2002

What have you learned from the students?

What changes are needed to improve student learning?

I plan to honor their requests as best I can.

Instructor Akers, John

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

Crary, Michelle Currence, Lorraine

Instructor Dhital, Alok

What have you learned from the students?

What changes are needed to improve student learning?

Instructor Finley, David

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

Instructor Foster, Mary

What have you learned from the students?

What changes are needed to improve student learning?

Instructor Gaither, Irene S.

Course MAT 082

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

solving achievement Feeling success in this class

Instructor Garatea, Paquita

What have you learned from the students?

What changes are needed to improve student learning?

MUP134, 133, 233, 234

What have you learned from the students?

What changes are needed to improve student learning?

ENG071, ENG101, ENG102

Instructor Heimann, Dick

What have you learned from the students?

What changes are needed to improve student learning?

Instructor Henderson, Charity

Course ENG102 2163

What have you learned from the students?

What changes are needed to improve student learning?

What have you learned from the students?

What changes are needed to improve student learning?

Instructor Hustedde, Stephen

What have you learned from the students?

What changes are needed to improve student learning?

Instructor Hustedde, Stephen

What have you learned from the students?

What changes are needed to improve student learning?

Dynamic Learning COM100, EDU230, ENH255 ENH255 EDU105AA

What have you learned from the students?

What changes are needed to improve student learning?

suggestions are implemented as soon as they are requested.