I employ several methods to assess my own teaching effectiveness and student learning in courses. In addition to reviewing teaching evaluations for trends toward revision of future course design, I routinely solicit mid-term assessments from students to use in formatively assessing learning and comfort level of students in the class. I use data from these assessments to revise course schedules, review materials, and strengthen student learning in areas of weakness. This data, along with continued training in teaching strategies and theory, has led me to redesign my approach to course instruction. The methods I currently use to create an inclusive, learner-centered community of learners resulting from this feedback and training include several strategies, including:
To inform teaching at my current institution, one of my first steps was to review the program level student learning outcomes and to align the course level outcomes to those. Further, I reviewed the program-level student feedback surveys for the previous year’s graduates to determine areas of strength and weakness. I found that, of the two students who graduated in the previous year, one was dissatisfied with her progress. Upon further investigation, I found that her expectations for courses in the program were misaligned with the program outcomes. To prevent confusion with my current cohort, I took some time to explicitly discuss the program and course level outcomes in relation to the students’ expectations and to clarify how we could revise our courses to meet both. In addition, I elicited feedback from students regarding their perceptions of the overall program to provide input for future planning. One of the requirements for the program was that students present at conference, a daunting task for many first year M.A. students. To prepare the students to meet this requirement, I incorporated a presentation of their draft thesis proposals to a student group, Endangered Language Circle, into the course schedule. As a low-stakes assignment, this activity gave the students an opportunity to practice presenting in a supportive environment and to gain feedback on their theses at a crucial stage in development. The handouts accompanying two of these presentation are provided in Appendices A and B.
Many of the more learner-centered and inclusive teaching strategies I employ, I learned through voluntary professional development. After early experiences teaching general education courses, I became interested not only in becoming a subject expert in my field, but also in developing an understanding of pedagogy toward creating learner centered, meaningful experiences for majors and non-majors alike. I began my study of adult teaching through participation in a year-long workshop series through the University of Oklahoma Graduate Teaching Academy, resulting in certification as a Graduate Teaching Fellow. I followed this up with training in creating classrooms inclusive of all genders and orientations, culminating with LGBTQ Ally certification. I then continued my training in education theory and practice through formal study within the University of Oklahoma’s College of Education, earning a Graduate Certificate in College Teaching in 2015.
In addition, I have continued my professional development toward continual improvement of my teaching by voluntarily attending trainings in creating an inclusive classroom through the University of Arizona Office for Diversity and Inclusive Excellence and in designing effective short courses, offered through the University of Arizona Office of Instruction and Assessment. A listing of these trainings and certificates follows:
Professional Development
2016 Diversity and Inclusion Certificate, Provost’s Office for Diversity and Inclusive Excellence, University of Arizona
2016 Mini-Course Development, Office of Instruction and Assessment, University of Arizona
2015 Graduate Certificate: College Teaching, University of Oklahoma
2013 Graduate Teaching Academy Fellow, University of Oklahoma
2013 Faculty LGBTQ Ally, University of Oklahoma