Course Evaluations
Following is a representative sample of course evaluations from what have been my three primary areas of teaching responsibility: ESL, Developmental Reading, and Developmental Writing. The evaluations cover the period from 2012 to 2015 and include spring, summer, and fall semesters. For each of the academic periods I provide a brief overview and personal reflection of some noteworthy evaluation scores and/or comments and how they pertain to my teaching goals. I look forward to adding feedback and reflections from the current academic year especially considering my move to the ESL department and the challenges and opportunities associated with teaching new ESL courses.
Fall 2015
This was one of the most challenging semesters I have experienced, mostly because I took on two new courses that I had never taught before: English 1010 and ESL 1030. While I have taught ESL grammar before, this was the first time teaching it at SLCC; English 1010 was completely new; nevertheless, I realized that I had sufficient experience to draw on thanks to my time teaching Writing 990 courses. Although I was very much focused on the two new courses, I was conscious not to let my other classes be neglected this semester. Considering the circumstances I am pleased with the results of this semester's evaluations.
This was one of the most challenging semesters I have experienced, mostly because I took on two new courses that I had never taught before: English 1010 and ESL 1030. While I have taught ESL grammar before, this was the first time teaching it at SLCC; English 1010 was completely new; nevertheless, I realized that I had sufficient experience to draw on thanks to my time teaching Writing 990 courses. Although I was very much focused on the two new courses, I was conscious not to let my other classes be neglected this semester. Considering the circumstances I am pleased with the results of this semester's evaluations.
Fall 2015 Evaluations
course_evaluation_w900_f_15.pdf | |
File Size: | 185 kb |
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2014 - 2015
In this academic year I would like to highlight high overall evaluation scores of 4.9 and 5.0 and encouraging comments from students, including the following statements: "This class motivated us to write. I loved this teacher and this class." "For someone who has a severe learning disability, I felt I gained so much from this class and it will be beneficial when I move up into other classes." "Gordon took time to meet with me when I needed his assistance the most." I feel that these scores and comments reflect my ongoing commitment to providing quality instruction and meeting the needs of all my students to the best of my ability.
Summer 2015 Evaluations
course_evaluation_su15_rdg.pdf | |
File Size: | 180 kb |
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Spring 2015 Evaluations
course_evaluation_sp15_esl.pdf | |
File Size: | 189 kb |
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Fall 2014 Evaluations
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writing_0990_fa.pdf | |
File Size: | 153 kb |
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2013 - 2014
Critical thinking is always a goal I make for my students and this year I made it a special focus of my approach to teaching. In other words, I tried to integrate more critical thinking activities into the coursework. Here is one comment that I found encouraging from my summer reading class: "Some conversations were deep and made you think...the teacher is very helpful and he would give us knowledge about everything and let us talk about the subjects too." I believe these comments reflect my efforts to really engage my students with the course material, allowing them space to express their opinions, ask important questions, and to reflect on what they are learning. In line with the College mission I continue to encourage critical thinking in my students.
Critical thinking is always a goal I make for my students and this year I made it a special focus of my approach to teaching. In other words, I tried to integrate more critical thinking activities into the coursework. Here is one comment that I found encouraging from my summer reading class: "Some conversations were deep and made you think...the teacher is very helpful and he would give us knowledge about everything and let us talk about the subjects too." I believe these comments reflect my efforts to really engage my students with the course material, allowing them space to express their opinions, ask important questions, and to reflect on what they are learning. In line with the College mission I continue to encourage critical thinking in my students.
Summer 2014 Evaluations
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writing_0990_su.pdf | |
File Size: | 157 kb |
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Spring 2014 Evaluations
course_evaluation_sp14_rdg_.pdf | |
File Size: | 192 kb |
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Fall 2013 Evaluations
course_evaluations_fall13.pdf | |
File Size: | 295 kb |
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2012 -2013
For this academic year I was conscious of the need for more clarity and responsiveness especially in my writing classes. Teaching developmental students is challenging in many ways and one of the pitfalls in teaching these courses is to move too fast and assume too much. With this in mind, I made a point of structuring my lectures carefully so as to ensure the clearest and most effective way of teaching the material. Also, I gave more time to provide more thorough feedback on essays. Although at the end of the year I still felt I had much to improve in this area I did recognize improvements in student drafts. I was also encouraged by the following feedback from one of my Writing 0990 classes: "He was able to give us good information on how to write paper, and he always repeat it, and that was helpful. We also had one on one talk on our papers." "There was a lot of good explanation and I learned a lot. The teacher was focused on the students. And asked the students if we understood." "How interactive Mr. Dunne was with us students." I was happy to receive similar feedback from my Writing 0900 class: "Instructor was very helpful and would give feedback so we could improve on things." "Everyone in the class participated and gave opinions the instructor was never off topic and would explain things very clearly."
For this academic year I was conscious of the need for more clarity and responsiveness especially in my writing classes. Teaching developmental students is challenging in many ways and one of the pitfalls in teaching these courses is to move too fast and assume too much. With this in mind, I made a point of structuring my lectures carefully so as to ensure the clearest and most effective way of teaching the material. Also, I gave more time to provide more thorough feedback on essays. Although at the end of the year I still felt I had much to improve in this area I did recognize improvements in student drafts. I was also encouraged by the following feedback from one of my Writing 0990 classes: "He was able to give us good information on how to write paper, and he always repeat it, and that was helpful. We also had one on one talk on our papers." "There was a lot of good explanation and I learned a lot. The teacher was focused on the students. And asked the students if we understood." "How interactive Mr. Dunne was with us students." I was happy to receive similar feedback from my Writing 0900 class: "Instructor was very helpful and would give feedback so we could improve on things." "Everyone in the class participated and gave opinions the instructor was never off topic and would explain things very clearly."
Summer 2013 Evaluations
course_evaluation_su13_wrtg_0990.pdf | |
File Size: | 193 kb |
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Spring 2013 Evaluations
course_evaluation_sp13_wrtg_0900.pdf | |
File Size: | 197 kb |
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Fall 2012 Evaluations
course_evaluations_fall12.pdf | |
File Size: | 301 kb |
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