Evidence of Impact

My teaching across undergraduate, graduate, and doctoral programs reflects a consistent commitment to rigorous, inclusive, and student-centered instruction. Over the past several years at Xavier University of Louisiana, student evaluations provide clear evidence of my effectiveness. Across more than twenty courses taught since 2019, my instructor evaluation averages have generally ranged between 4.6 and 5.0, with course evaluations consistently in the 4.5–4.8 range. While a few semesters reflected modest dips related to course structure or delivery modality, the overall pattern is one of strong performance. These results, reinforced by student comments, highlight my enthusiasm, deep knowledge of subject matter, and respect for learners. Collectively, the evidence demonstrates that my teaching prepares students at all levels to succeed as educators, researchers, and leaders.

Across undergraduate, graduate, and doctoral programs, student evaluations affirm my effectiveness as an instructor. Quantitative trends show consistently strong averages, and qualitative feedback highlights enthusiasm, expertise, respect for students, and tangible preparation for professional practice and advanced scholarship. Importantly, I use student feedback to refine my courses so that my teaching remains rigorous, responsive, and equity-centered. In sum, my evaluations confirm that I am a consistently effective teacher whose students leave prepared to engage the profession with skill, purpose, and a commitment to justice-centered, equity-driven education.

Teaching Effectiveness

This section presents evidence of my instructional effectiveness across Xavier University’s undergraduate, graduate, and doctoral programs. Drawing from course evaluations, student reflections, and comparative performance data, I demonstrate a record of effective, responsive, and mission-aligned teaching.

My course evaluations consistently reflect high levels of student satisfaction. Instructor ratings typically range from 4.85 to 5.00, with strong performance in knowledge of subject, preparation, clarity, and responsiveness. These averages consistently exceed departmental, college, and university-wide benchmarks. 

These ratings provide a foundation, but I view student feedback as a critical tool for ongoing improvement. When students requested clearer assignment scaffolding, I implemented step-by-step rubrics and model submissions. To meet calls for greater real-world application, I expanded the use of simulations, guest speakers, and field-based tasks. I also introduced midterm check-ins and informal surveys to surface feedback in real time. These adjustments reflect a broader pedagogical commitment to access, equity, and continuous refinement.

Looking ahead, I will deepen formative feedback loops through anonymous pulse checks and co-constructed rubrics. These strategies will support my ongoing goal of helping adult learners connect their professional identities to socially impactful instructional practice.

Quantitative Trends Across Courses

Student evaluations show sustained excellence across levels and modalities. In undergraduate courses, students consistently rated my effectiveness highly, noting enthusiasm, preparation, and the formative value of field practicums. At the graduate level, ratings were equally strong, reflecting appreciation for my ability to connect theory with practice, integrate culturally responsive pedagogy, and design engaging learning environments. At the doctoral level, students affirmed my expertise and mentorship, particularly in scaffolding dissertation-related writing and connecting leadership concepts to practice. Even when individual semesters reflected lower scores, averages remained aligned with or above institutional norms, and student comments continued to emphasize my strengths in expertise, enthusiasm, and impact.

Qualitative Themes from Student Feedback

Student comments reveal a consistent set of themes across courses:

• Knowledge and Enthusiasm: Students described me as “very knowledgeable,” “exciting about teaching,” and “passionate and thorough.” They consistently recognized my subject matter expertise and enthusiasm for teaching.

• Respect and Climate: Feedback emphasized the welcoming and supportive classroom climate I create. One undergraduate wrote, “This was my first education class, and it set the precedent for the rest of my program.”

• Organization and Clarity: Students valued structured course design, clear expectations, and the scaffolding of major projects. A doctoral student noted, “He guided me to write the literature review which will eventually form a major aspect of my dissertation.”

• Professional Preparation: Students credited my courses with preparing them for practice and scholarship. One graduate student shared, “The assignments came together to create a solid foundation for understanding special education law and practice.”

Responsiveness and Growth

Students’ constructive feedback has directly shaped my teaching practice. Requests for timelier feedback prompted changes to grading timelines and more formative assessments. Concerns about balancing facilitation and direct instruction led me to incorporate more guided lectures alongside student-led discussions. Undergraduate requests for greater assignment variety influenced the inclusion of case studies and applied projects in place of repetitive tasks. Feedback on communication and availability resulted in expanded office hours and clearer communication protocols. These adjustments demonstrate my commitment to treating evaluations as a dialogue with students and refining my teaching accordingly.

Supporting Evidence: Student Evaluations

Below are links to individual course evaluation reports. Each button will open the original PDF evaluation for that course and semester.