Student Evaluations

Below are student evaluations from some of my teaching experiences.

 

The evaluations from my teaching at Syracuse University are in a format required by my department.  The forms were administered on the final day of classes for each semester. For the courses where I acted as the On-Site Supervisor, I have removed the questions that do not pertain to me in order to protect the privacy of the instructor. For the course where I served as the instructor of record, I have included all aspects of the evaluation except the elements that focus on the other On-Site Supervisor.

These are the results of student evaluations of my work as an SAT course instructor for New Haven Reads in the summer of 2013. The results were summarized by New Haven Reads staff and emailed to me.
Alvina MB SAT Course Evals.pdf
Adobe Acrobat Document 100.7 KB
These are the student evaluations from the Spring 2014 section of RED 326/625, for which I served as On-Site Supervisor. I have removed the elements of the evaluation which do not speak to my work (for example, the evaluations of the instructor) for privacy reasons.

In reflecting on this set of evaluations, I noticed that some of my students were asking for more consistent feedback on their lesson plans throughout the course and for us to spend more time on one particular concept – that of language functions – at the beginning of the course. Based on these concerns, I began the next semester with a series of mini-lessons on the language functions and then continued the semester by discussing specific areas within students’ work that had historically been confusing to them in order to help them improve. This was in addition to the feedback that I provided to them at the beginning, the midpoint, and the end of the semester. I also tried to make it clearer to students that I was ab
Alvina MB Spring 2014 TA Evals.pdf
Adobe Acrobat Document 81.4 KB
These are the student evaluations from the Fall 2014 section of RED 326/625, for which I served as On-Site Supervisor. I have removed the elements of the evaluations which do not speak to my work (for example, the evaluations of the instructor) for privacy reasons.

These evaluations demonstrated that while some students appreciated the examination of particular areas of lesson plans, they really desired overall feedback throughout the course. In order to address this, I built upon the feedback pattern that I had established and added time for students to give each other feedback on their work, with me there in case they had questions or needed clarification. I used this approach in order to build capacity amongst my students while also demonstrating that they were fully supported.
Alvina MB Fall 2014 TA Eval.pdf
Adobe Acrobat Document 95.5 KB
These are the student evaluations from the Spring 2015 section of RED 326/625, for which I was the instructor of record and, for half of the class, the On-Site Supervisor. I have removed the elements of evaluations which are focused on the other On-Site Supervisor, for her privacy.

This set of evaluations showed me that some of my students felt overwhelmed by the different parts of the course. If I were to teach this class again, I would use this feedback to remind myself that this really is a very difficult course, and that I could scaffold things more for students in order to support them. For example, I spent some time on having students work on their final projects in class, but I think it would be beneficial to provide class time for work on each of the assignments. Also, in keeping with a UDL perspective, I would try to incorporate more texts in a variety of modes (such as videos) rather than relying as much on written materials.
Alvina MB Spring 2015 Teaching Eval.pdf
Adobe Acrobat Document 116.4 KB