Student Evaluations

Below you will find three charts. The first compares my students' grade point averages to those of the Department of Communication as a whole and to those of the College of Arts and Sciences. The second chart compares the average student response to Question #8 (overall rating of instructor) to the average grade point average of my students in the corresponding semester. The third chart compares my average overall student evaluations to the average of the Department of Communication as a whole and to the average student rating for the College of Arts and Sciences. I include student commentary for emphasis.

Chart One

You will see students' average GPA in my class runs higher than in the Department of Communication and the College of Arts and Sciences. There are two reasons for the slightly higher grade point averages.

The first reason is that I outline in great detail my expectations which makes it difficult to fall behind. Beginning with the syllabus, I strive to be clear as to what is due and when it is due. Throughout the semester, I follow up with in-class and Canvas reminders and announcements. I arrive early to class and stay late to make myself available to answer questions. And, I respond to emails quickly. My efforts invite their efforts and make it easier for students to meet expectations:

“Ms. Spinazola was a superb professor. She knew exactly what she was doing and had a very flowing curriculum laid out at the beginning of the semester.”

“Professor Spinazola did an excellent job with depicting exactly what she expected from us.”

“She was very active with emails and canvas which helped greatly and also provided a great atmosphere to the classroom.”

“Lisa made sure she was very clear and concise about her expectations for assignments and the semester. She was always available for questions and showed true concern for the success of each student.”

"Very nice and responds to emails surprisingly quick."

“Showed genuine interest and concern for student well-being and education.”

“She is always willing to help her students in any way possible and puts so much effort and time into her students and work.”

The second reason I believe my students' grades run higher that department and college averages is because I do not ignore the slip-ups and slow-downs of those who sometimes fall through the cracks. If a student misses two classes in a row without touching base, I reach out to make sure they are okay. If I see a change in behavior or attitude, I ask if there's something I can do to help. I am invested in my students and they respond:

"Incredibly supportive and compassionate."

"Genuinely cares and is concerned with each and every student."

"...empathetic towards those students who need help and reaches out to support and assist at all times."

"She made everyone feel included and comfortable in any situation."

"Lisa is open and willing to listen to students. She embodies 'interpersonal communication'."

Chart two

This chart compares the average GPA of my students to their overall evaluation of me as their teacher. I expected these to correlate and align. While they do for the most part, there are some semesters where the differences are stark. My second semester, Spring 2014, I clarified fuzzy syllabus expectations mid-semester. While my students' grades rose slightly from Fall 2013 to Spring 2014, the clarification of class expectations halfway through the semester left students feeling insecure and they believed it impacted their grades negatively. I learned a valuable lesson and continually strive to be clear and specific in writing and in person. My third semester, Summer 2014, the overall GPA of the class went down but my overall rating soared. This is a direct reflection of my change in practices. I made sure there were no misunderstandings and that my expectations were clear from day one of the semester:

“Excellent professor, clearly-communicated requirements on paper/syllabus."

As the chart shows, there are fluctuations between my overall ratings, semester to semester. For the most part there is an upward trend with a few dips along the way. As I teach new subjects and try out new methods, I adjust and tweak when I find something does not work. Finding a sense of balance is the key to being successful. The classroom rules and guidelines are important, but not at the expense of the students’ health and well-being. Measurable achievements help gauge success but so does student engagement and learning that goes beyond classroom material:

"She has a teaching approach that is organic and cannot be taught."

"It was evident from day one that she was invested in developing the course."

I believe the numbers reflect my growth and the trial and error of finding my way to feeling accomplished and confident as a teacher.

Chart three

The final chart shows my average overall rating compared to my department and to the College of Arts and Sciences. I've experienced semesters where my rating was higher than both the department and college and some where my average was lower than both. Again, my overall trend is a climb, but there were some tough semesters along the way:

"I believe the class was great; unfortunately we had a group of students in the back who constantly disrupted and misbehaved like children, but the professor did an excellent job of doing everything possible to handle them and still teach the class efficiently."

"I think that you did a really great job attempting to teach a bunch of students who clearly did not want to learn."

In the almost five years I've been a Graduate Teaching Associate, I have taught four different classes. While I am pleased and eager to take on new challenges, it does make it difficult to find my groove regarding the subject matter. It takes time to become familiar with the reading material and develop new activities and lesson plans that fit who I am as teacher. Another reason some of my evaluations were not as high as I expected or worked toward is that Interpersonal Communication uses a "portfolio method" of grading which confuses students. Because they are used to being graded based on a points or percentage method but instead receive ü's or X's for the work they submit, there is dissension:

“Let students earn the "A" the work for and stop creating busy work to fill the syllabus. That being said, I think Professor Spinazola did the best she could with this course, despite the ridiculous sanctions on it.”

“The grading scale needs to be changed significantly to a more traditional and less discouraging scale.”

“The grading system is very strange and is a massive downgrade from a traditional grading system.”

“I did not enjoy the grading scale in this class. I did however enjoy the acting and skit activities.”

Something I bring to every class I teach regardless of subject or content is heart and commitment to fostering growth in my students. I believe each of them comes to class with unique capabilities, potential, and attributes. I employ a wide range of activities in an effort to help each student develop skills that may be unfamiliar and allows them to flourish in the familiar:

"She gave us room for our own creativity and to show our true colors. She gave me a great sense of purpose in the class."

"...she is able to relate to her students. She is understanding, passionate, and resourceful."

“She is very respectful and caring regardless what day it is. If something is wrong, she makes you feel comfortable and helps you until it is right.”

“She is a great teacher and I can tell she cares about her job and loves what she does.”

“Lisa makes the class fun and enjoyable. Even though the class is long, but it passes fast with her.”