Brian
L. Burke, PhD
Professor
of Psychology
Fort
Lewis College, Durango, CO 81301
(970)
247-7088 burke_b[at]fortlewis.edu
Teaching Effectiveness: Direct Observations
One
important source of evidence for my teaching effectiveness comes from 3 separate
observations that I requested from the University Teaching Center (UTC) and
from my department head at Fort Lewis College in order to enhance my
instructional awareness and improve my teaching. In two cases, an instructional
support specialist (Kyla Macario or Dr. Julie Feldman) came to watch my class and subsequently
provided me with evaluative feedback on my teaching. In another case, my
department head, Dr. Michael Anziano, came to observe my class for his annual
report.
As you can see from Kyla’s
comments, she found my teaching dynamic and delightful, full of humorous
stories and effective teaching strategies. In her observation of my Abnormal
Psychology course (October 1999), Kyla indicated that I successfully
engaged both traditional and non-traditional students and that I facilitated
student learning via problem-solving, video clips, and small group activities
while maintaining a high degree of student involvement and discussion. Moreover,
Kyla noted that I showed both tact and professional competence in dealing with
students who would have dominated class time. She further pointed out that I
role-modelled being sensitive to the perceived world of the patient, that I
knew my students by name, and that I had an even mix of males and females
answering questions. In Kyla’s observation of my
Introductory Psychology course (April 2000), she again noted the high
degree of student engagement and participation throughout the class as well as
my effective use of technology and incorporation of multiple learning styles.
Kyla also pointed out that I self-disclosed to my students in a helpful manner
and that my frequent use of pertinent examples made the material come alive. Finally,
Kyla commented on my overall organization and dedication to my craft.
Julie observed my Personality class in November
2001. Her letter notes my responsiveness to student questions and comments
(e.g., calling each student by name, repeating their questions before replying)
and my ability to clearly convey my interest in each of the students. Julie
further stated that I am an excellent classroom speaker, extremely well
organized and clear, and that my voice quality, inflection, pace, expertise,
infectious enthusiasm, and energy are all highly effective in engaging student
interest and attention. Julie observed that I made a highly complex subject
matter accessible to all students, regardless of learning style or ability
level, by using novel and innovative teaching methods (e.g., interweaving the
reading of a relevant story into the class). Finally, Julie pointed out how
impressed she was with my teaching overall, and how active I am in many venues
other than hours spent strictly in the classroom, continually venturing above
and beyond the call of duty as an educator.
Dr.
Michael Anziano observed my Personality class in November 2003, my first
year at