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Teaching Portfolio: Unlocking the House of Wisdom
Appendix2
Table of Contents
I. Summary 3
II. Teaching Has Changed My Philosophy 4-7
III. Reflections on Chair and Student Feedback 8-14
Appendix
A: Year One Learning Improvement Project 15-16
B: Year Two Learning Improvement Project 16-18
C: Year Three Learning Improvement Project 18-20
D: Peer Partnership 20-22
E: Idea Survey Results (Graphed) 23-24
F: Grade Distribution Results (Graphed with Comments/Reflection) 25-28
G: Honors 28-31
H: Responsibilities 31-32
I: Professional Development 32-35
Appendix3
Summary
In the past three years, I’ve taught many different courses in the ENGL/WL Division and
taken on different college responsibilities as well. As a teacher, I have focused my energy on
ways of improving past projects that are already successful as well as trying to integrate more
technical media like CE6 and podcasts into my pedagogy. I’ve taught ENGL 097, 115, 121, 122,
203, 204, 205, 207, 210, and 215. Eager to take on a leadership role, I served as ENGL 121
Coordinator for my first year and a half. When the opportunity came to transition to a role that
allows me to use more of my strengths, I took on the position of Literature Coordinator, and
I’ve loved filling this role. As a colleague, I have mentored and observed several adjunct faculty
and currently mentor one new full-time faculty member. I collaborated with one of our
outstanding adjuncts to create a video that attempts to express the mission and values of our
division. I’ve also served on two search committees because I wanted to play a role in selecting
my future colleagues. In the service of students, I advised students for my first year and a half.
I returned to work in the Silas Craft Collegians Program, which I started in as an adjunct years
ago. Seeking new challenges, I joined the Advising Team of Phi Theta Kappa and became the
Assistant Director of the Schoenbrodt Honors Program during my second year. Honors has
been a good fit for me because of my background as an honors student. My background as a
member of a military family and experience with special learning communities has prepared me
well for the most recent endeavor, which is teaching at the Howard County Police Academy. I
think I’ve enjoyed my time and excelled at HCC because I continually find opportunities to use
my strengths and feed my interests.
Appendix4
Teaching Has Changed My Philosophy
"The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind." - Khalil Gibran
As a student, especially as a graduate student, I remember thinking that my professors
were brilliant – I felt like they knew everything. I remember one in particular: Dr. Orrin Wang.
He taught the Romantics course at the University of Maryland, College Park, and he’s probably
the most intelligent teacher I ever had. We spent plenty of time in “the house of his wisdom.”
But I am uncertain if he ever knew or cared much about what we thought as students and
emerging scholars. He loved to lecture, and he was good at it; I still learned from him, but that
was not the best experience of my academic career. I came out of his class in some ways less
knowledgeable than I was when I entered; I knew exactly what Dr. Wang thought of the
Romantics but not what I thought about them. As time has gone on, I have realized that while
Dr. Wang is a brilliant scholar, he probably is not the best template or example for me as an
instructor. Getting students to think, not just listen, has become my primary goal. I want
students to question how something challenges their preconceptions or how it resonates with
something they already know. For me, this is one of the greatest things about a humanities or
writing course: there’s little that is right and little that is wrong, but we all certainly have an
experience when we read a text or write about a subject, and what we do with that experience,
how we connect it, is what matters most.
I didn’t start out with these goals in mind. When I started teaching full-time, I wanted to
be like those graduate school instructors. I wanted to give students a lot of information and get
them from A to B, but I sometimes failed to ask them to contribute enough to our experience in
the classroom. That was a big mistake. The repercussion of that approach was that while I
Appendix5
could be certain that students would leave my class knowing more about Hamlet than when
they came in, they might still fear and dislike reading Shakespeare. It took me a little time to
realize how much I could learn from my students and how much students want to contribute to
the conversation. That was a key turning point for me: thinking of the classroom, whether it is
a writing class or a literature class, as a place where we have conversations. Learning more
about the First Year Experience helped me change my mindset. I adopted the philosophy that a
successful instructor is a successful communicator and facilitator within a classroom
“community.”In the beginning of the semester, I try very hard to establish some rapport with
my students. It has taken some time to find the balance between being in control of the class
and letting the class flow. My class works best once we settle in and talk to one another as a
community of scholars rather than have a static lecture.
My idea for how to foster this community of scholars is to design creative projects that
require students to work together. A good example is the “Contemporary Prologue” we do in
my English 203 course. Students have to create modern variations of Chaucer’s pilgrims who
travel together toward a common goal. The exercise explores class divisions along with
connections between ourselves and those literary ghosts. The assignment is valuable because
it requires students to work together closely early on in the semester, and that tends to make
students comfortable with one another. It’s the kind of assignment that lets me challenge
students intellectually while they also do something they like. The way this assignment has
changed for me is an indication of how my teaching philosophy has changed. I used to look at it
as a fun way of doing something with a text. But most recently, I have come to see this
assignment as a critical component of the course. I added a new aspect to the assignment that
Appendix6
asks students to not only do the creative work and oral presentation, but also to reflect in
writing about the process and how the process inspired them to think more critically about the
original text. The assignment puts the students in charge of the class session from start to
finish; they control what issues we raise, what we discuss, and what we learn. I always learn
from these kinds of sessions, for my students see connections where I never have. More
importantly, the students see how much they can learn from each other, and that gives them
the kind of confidence that a lecture can never inspire.
It’s great when a class relaxes because it raises the level of verbal interaction in the
class, but of course verbal expression is not the ultimate goal. At the end of any course, I want
students to meet the objectives of the course, to be able to express themselves in writing, and
to be critical thinkers. To come to know how the literature we read or the topics we cover
affect them – and why they should care about it. In this, writing is my most important
assessment tool. I believe it more accurately illustrates synthesis and application – it shows
critical thinking and mastery of knowledge. The way I teach writing has changed and continues
to change. I used to value the final product the most in any writing activity, but the more
experience I gain, the more I value every kind of writing, big or small. Students have formal
writing assignments and informal journal assignments that ask them to respond to what they’ve
just read. I see journaling as another form of participation that gives everyone an equal
opportunity to express a point of view. I know that the most outgoing student is not always the
best student, and that often the quiet student in the back who seems to glare at me while I talk
is the one who really gets it. I know this because I was that quiet student not that long ago.
And I know it because I see it in their writing. Writing, especially the informal writing like
Appendix7
journals and short surveys, is just one more way that I can communicate with students and
build connections.
As I teacher, I have evolved and my goals have evolved. When I first started, I wanted to
come in and challenge students and hold them to high standards and show them how much I
know. But sharing time with my students has changed that. I know that the most valuable
knowledge in the community doesn’t necessarily reside in me. My scholars have a lot to
contribute. I want to make sure I give students a chance to teach in our community using their
own knowledge and abilities. My best teachers have always been able to do this, to meet
students where they are. In addition to Dr. Wang, I also had many teachers who challenged
me but valued me and made me feel like a scholar. Over time, I’ve learned to appreciate what
those teachers, like Dr. Peter Mallios, taught me about teaching. I want to build a collaborative
relationship with students and I want to make it interesting and challenging. Those goals are
not exclusive. I can still have high standards, but I have tried hard to make everything we do in
class – from writing the first essay to reading Hamlet – less of a mystery. I want them to go
from dreading the process of writing an essay to owning the process of writing an essay. I want
them to believe in the merit of their own scholarship, to believe that they are scholars, and to
realize that the best way to get anywhere or “know” anything is by learning to think for
themselves. I want them to wander around in metaphor and express hyperbolic praise for the
journey of traveling from A to the mystical land of B where we reach, I hope, the threshold of
the mind. At the end, thinking begins.
Appendix8
Reflections on Chair and Student Feedback
"The ideal conditionWould be, I admit, that men should be right by instinct; But since we are all likely to go astray, The reasonable thing is to learn from those who can teach." - Sophocles
The process of reviewing, collecting, and synthesizing student feedback and feedback
from my formal observations is daunting, but in reflecting on everything students provided,
some common themes emerged for me to consider. Over the course of all the evaluations
there were some areas that appeared randomly in a single section, but the ones listed below
were the most consistent. Student handwritten comments and comments from the ENGL/WL
chair in the formal observation process also touch on these areas.
The most frequent responses to Strengths to Retain include:
“Stimulated students to intellectual effort beyond that required by most courses”
“Inspired students to set and achieve goals which really challenged them”
“Asked students to help each other understand ideas or concepts”
“Displayed a personal interest in students and their learning”
“Gave projects, tests, or assignments that required original or creative thinking”
Recurring responses to Increase Frequency of Use include:
“Demonstrated the importance and significance of the subject matter”
“Related course material to real life situations”
One of the strengths students commented on was my effort to challenge them to put
forth intellectual effort. My primary goal is to get students to think, and I hope to do this
through a variety of assignments. I feel like keeping the students interested is half the battle,
Appendix9
and to keep the students interested, I have to be invested as well. Dr. Hart noticed during one
of my evaluations that I was able to get students excited about a creative assignment, saying,
“Arousing such a high degree of enthusiasm for a 14th century text is impressive, and I was also
impressed with the quality of their couplets. Ryna embedded the fun activity within a
challenging learning process of evaluation and reflection.” Student comments to support this
evaluation include:
“Going into the course I thought it will be very difficult but the professor had made it so
interesting, exciting and beneficial for me.”
“Professor May really was interested in the course material and it shows. She is a laid-
back instructor and teaches us in a way that makes students want to learn.”
“I feel like I actually learned something. The teacher teaches the class in a way that
encourages students to think. This is by far the best class I’ve taken at HCC.”
Another successful aspect of my classroom approach students noted is that I “displayed
a personal interest in students and their learning.” I always want to project to my students that
I am available and willing to help. Accessibility is a key component of building a good
relationship with students. Student comments to support this belief include:
“She is like a mind reader. I learned the ability to organize writing in the correct
manner. Everything is falling into place for me. Professor May gives you just enough
information but then allows us to do the work ourselves! She is extremely supportive
and knows what each one of us needs to be successful.”
Appendix10
“It was very involved and I was interested in reading and coming to class. She cared
about us and made sure we read and understood the material.”
“Ms. May was/is very approachable. I enjoyed the readings and the discussions
afterwards. Ms. May always answered our questions and encouraged the same of us.
She is funny, down to earth, and very knowledgeable. She is an excellent teacher, and
I’d love to take another course taught by her.”
Being friendly with my students is important in establishing the kind of rapport and
creating the kind of community of scholars I hope for in my classes. Dr. Hart noticed this
rapport when she observed me, remarking, ““Ryna demonstrates a relaxed control of the
classroom, even during the debate of a controversial topic. She set up a positive learning
experience and the student showed trust and respect for each other, the subject, and her.”
That positive, comfortable learning environment is crucial to our success in the course. About
my relationship with them, students said:
“She’s a great teacher with being interactive with students. She keeps the class moving
and interesting. She is flexible towards the needs of the class and students. It’s been
wonderful.”
“The open-ended questions and how no answer was wrong. She is perfect. One of the
best instructors, if not the best I’ve had so far.”
That we all learn from each other is a central principle of my teaching philosophy. That
is reflected in the comment “Asked students to help each other understand ideas or concepts.”
Appendix11
I believe students recognize the value of shared insight when we model receptiveness.
Sometimes, students surprise themselves by how much they give to and get from a course.
“She helped me see another perspective to reading and how to interpret stories. I like
that she was pretty open-minded to other people’s point of view and opinions.”
“I liked how it was a group/class effort to think and share ideas. She was truly an
excellent teacher. She made the class more interesting than I had expected it to be.”
Taking time to give thorough feedback is important. Students appreciate knowing what
goes well and what does not. I also think it’s important for students to give feedback to each
other. This can happen formally (as in rating peer performance in a presentation) or informally
through open discussion:
“She allows everyone to share their opinions and provides a lot of feedback. I like the
assigned papers; I learn more from writing them than I would by taking tests.”
“The presentations required all students to synthesize the medieval material and create
contemporary characters and couplets. Students rated each other on four criteria, and
Ryna reminded them more than once of the Chaucer connections.” (from Dr. Hart’s
observation)
“Ryna demonstrates a relaxed control of the classroom, even during the debate of a
controversial topic. She set up a positive learning experience and the student showed
trust and respect for each other, the subject, and her. She paid attention to the
students’ level of participation and encouraged the more silent students to participate.”
(from Dr. Hart’s observation)
Appendix12
I try to think of creative but functional projects for students to work on as articulated in
the observation comment: “Gave projects, tests, or assignments that required original or
creative thinking.” I think the community runs most efficiently when students have ownership
of the direction. During an observation, Dr. Hart said, “It was clear that Ryna had carefully
prepared the students and designed the session so that the students could make full use of the
period for the debate; it was also designed to require full participation and engagement by all.”
Students also appreciate creativity and flexibility in their assignments.
“I liked the creative projects and interaction.”
“Ryna obviously prepared the students well for the presentations- they were ready to go
and had a lot of fun. They showed enthusiasm for the project, respect for each other,
and for Ryna.” (from Dr. Hart’s observation)
“Creative, inspires ideas.”
“Liked the wide variety of stories, the grading system where the lowest grades are
dropped. Also liked the way it was taught, not so much lecture as open
discussion/thoughts.”
“However, overall student showed a high degree of interest and motivation. Lesson was
perfectly timed within the period! Such attention to reasoned debate is especially
important for the “talk-show” generation.” (from Dr. Hart’s observation)
It’s difficult to always help every student see the value of everything we do. I need to
work harder in this area to help students see the “importance and significance of the subject
Appendix13
matter” and how the course “relates to real life situations.” I always struggle with how to cover
what is necessary in a manner that is relevant. Sometimes I come up short in this. The written
comments related to these areas to improve were:
“I think that our reading journals and quizzes should be worth more as a percentage of
our grade.”
“Don’t write too much about ourselves because most of the papers were about us.”
“Less Shakespeare. Less confusing papers.”
“Just less reading. I don’t enjoy reading but was interested in what I did read. It was a
very enjoyable course.”
“Less philosophy. Not everyone enjoys or gets philosophy.”
In reading these comments, I perceive that I need to find ways to make smaller
assignments, like the reading journals and quizzes, more valuable while staying within the
parameters of each course (some courses require at least 80% of the grade to be based on
writing). I also have to consider how framing assignments would help students see merit in
completing them, even if they don’t like writing essays, or reading Shakespeare, or talking
about philosophy. There are aspects of a course like Ethics in Literature that cannot be
changed, but I can change how I approach them and hopefully help students bridge the gaps
and make connections. My goal is to make them see how our course materials and/or
discussions are relevant in their lives. Sometimes I am successful. While observing my ENGL
121 course as the class engaged in a debate on the subject of gay marriage, Dr. Hart remarked,
“The topic is up-to-date and relevant. Ryna kept students reminded of debating protocol so
Appendix14
that they were learning rhetorical strategies while engaged in the debate’s content. A
challenging assignment and situation for students and they were highly accountable for
demonstrating their learning and preparation.” Of course this is an area where I can constantly
improve. Fortunately, I have some areas of strength to build on as I continue to try and find
creative ways to engage and inspire students.
Appendix15
Appendix
A: Year One Learning Improvement Project
Purpose of the Activity
The purpose of this activity is to try a different method of peer response; it is supplemental to
the in-class peer workshop we already use for essays in the 121 course. The idea is that
students can benefit from an additional peer review revision activity that is completed out of
class without the time constraints of an in-class session. I tried this out in one section (109) of
my English 121 class for fall 2006.
Activity Steps
Students will choose a peer partner within their peer group
Students will trade email drafts and feedback on specific portions of the essay following
the second in-class revision session
Students will Cc me with their correspondence so I can see the responses and ensure
that the activity has been completed
Feedback Method (required on at least one project)
Students will complete a brief survey to assess the usefulness of this additional (out of class),
more reflective revision activity.
Summary and Recommendation
Summary: Results were mixed, and students (19 total) reported the following:
Question ResponsesVery helpful to my revision process 3
Somewhat helpful to my revision process 4
Appendix16
No opinion 8
Not helpful to my revision process 4
Recommendation: I will not try this again in the immediate future as more students noted in
the “comment” section of the survey that it was an extra step they were not as disciplined in
doing outside the classroom environment. However, if students were more accustomed to
working in the online interactive medium or introduced to that from day one, it might produce
a different outcome. I am investigating new online writing labs that are paired with the Little
Brown Handbook and The Bedford Handbook in order to determine an effective way to
introduce this type of peer review to students in the future.
B: Year Two Learning Improvement Project
Purpose of the Activity
The purpose of this activity is to introduce media in the form of films and audio podcasts to
students in an effort to improve student understanding of ethical theories in ENGL 207; to
broaden their experience with text to include a live performance of a text we’ve read and a
guest speaker (expert) in theatre; to introduce CE6 as a supplement to the classroom to cut
down on use of paper and deliver content in a different format.
Activity Steps
1. Seek and review films and podcasts for use
2. Share film clips in class in concert with ethical theories
3. Post podcasts in CE6 that correspond with readings from our text
4. Arrange for students to attend a performance of a play we read and review it
Appendix17
5. Arrange a guest speaker: Rep Stage Dramaturg, Dr. Lisa Wilde
6. Survey the students to assess the effect of the media
Feedback Method (required on at least one project)
Students will complete a brief survey to assess the media elements, impact of seeing the
performance, and the usefulness of having a guest speaker.
Summary: Survey Results: 24 students responding5 – Strongly
agree4 – agree 3 – neutral 2 –
disagree1 – strongly disagree
CE 6 is a useful tool for this course 14 6 4 0 0
Podcasts were easy to access and listen to
10 5 6 2 1
Podcasts enhanced my understanding of subject matter
7 9 5 3 0
Films or other media helped me clarify my ideas about concepts
14 9 1 0 0
Seeing a live performance (play) helped me understand or evaluate ethical issues
14 9 1 0 0
Having a guest speaker/expert in theatre added to my understanding of the text I read
15 7 2 0 0
Recommendation: Overall, students reacted positively to the variety of ways the content was
delivered in this course. The one area where there seems to be an obvious need for
Appendix18
improvement is in how podcasts are used to enhance our understanding of subject matter. I
think this can be improved perhaps by giving students a prompt before they listen to the
podcasts so they listen more purposefully. This could also help me generate assessment in
class discussion on how much the students seem to get out of the podcast. Overall, I’m happy
with the variety of ways I deliver content and satisfied that students are happy with the way the
course is presented.
C: Year Three Learning Improvement Project
Purpose of the Activity
This activity is a written reflection evaluating the Contemporary Prologue assignment. It’s an
assignment I’ve done three times for this course, but I wanted to push harder for students to
make connections between the modern world and Chaucer’s world. The purpose of this
activity is to get students to truly reflect, in writing, on the experience of completing a group
project immediately after they completed the experience. I’m hoping that the active
engagement and reflection will demonstrate to the students how valuable the assignment is to
understanding Chaucer’s text in context. I tried this out in one section (101) of my English 203
class for fall 2008.
Activity Steps
Students will prepare a group project over the course of a week
Students will present their projects orally in class in full costume
Students will write a 10-minute reflection at the end of the presentation session
Appendix19
Feedback Method (required on at least one project)
Students will answer 3 questions with the second being the most important:
In what ways and to what extent did the presentations engage your interest and
imagination?
To what extent did the presentations help you think more critically about the assigned
reading?
To what extend did the presentations help you appreciate and/or enjoy the readings
more, in terms of aesthetic value?
Summary and Recommendation
Summary: On question 2, students gave consistently positive comments. Beyond enjoying the
activity, here are some sample comments from students on the critical thinking piece:
“I was able to see whether the original character was really represented in the verse.”
“Thinking about modern versions helped me pick out the individual’s qualities. When
reading, it’s easy to float by and gather what you can, but this helped me pay more
attention to specific details.”
“The presentations helped me think about the assigned reading because it is hard to
relate to the people of several centuries ago. When reading Chaucer’s piece, it does not
seem that unusual to have a knight, a friar, and the Wife of Bath traveling together.
When these roles are translated into modern people, however, it becomes much easier
to see the great variety of the people.”
“The modern characters helped me realize that Chaucer’s work was actually funny.”
Appendix20
“I could see that such an old tale is still relevant.”
“The presentations helped me realize that [Chaucer’s work] may not be so far off from
our world today. It is interesting how these characters are able to be construed as
having an existence in our world today as an evolved form.”
“Comparing the pilgrims to contemporary people allows us to look at what people really
value despite their title. Recreating these characters let me feel what I can only hope
was something similar to Chaucer and how he must have created the characters.”
Recommendation: This project worked extremely well in terms of discovering the connections
students made. I thought it was incredibly valuable and will continue to use it as the final
reflection/capstone piece of the presentation. I think it might be a valuable piece to include in
all presentation assignments.
D: Peer Partnership
Peer Partnership for Year-2 Faculty between new faculty Ryna May and Dr. Lisa Wilde
The Peer Partnership is one of the options for second year faculty. It is a collaboration between
a new faculty member and an experienced (non-probationary) faculty member in another
discipline. The overall goal of the project is to share teaching ideas with someone in a different
area of the college and integrate what we learn into our approach to teaching.
What is the main emphasis of the project? What do you want to work on?
Appendix21
Teaching is the main emphasis of the project. I want to work on teaching drama from different
perspectives and teaching drama more interactively. I also hope to work on becoming a more
dynamic teacher.
How often do you plan to meet?
We plan to meet informally 1-2 times per month in addition to emailing regularly to exchange
ideas and feedback.
What activities have you planned?
We plan to swap classes for a day.
Follow-up: I facilitated her modern drama class 2/12 on ethical issues in Mrs. Warren’s
Profession. She facilitated my ethics in literature class 2/25 on theatrical elements/ways of
approaching drama for Mrs. Warren’s Profession.
List several goals you wish to accomplish in this project including what your partner plans to
gain from the experience.
Teaching drama from a writer’s perspective
Teaching drama from a director’s perspective
Teaching drama from a performer’s perspective
Engaging students in kinesthetic activities to encounter the text in new ways
Creating activities that foster a greater comfort level in the classroom
Approach teaching as a performance I must prepare for and deliver that performance
effectively
Teach a session for Lisa that incorporates philosophy with literature for her course
Appendix22
Was able to incorporate things I learned from Lisa’s lecture in my 207 course for my
210 course
Foster a love of theatre in my students – several expressed great pleasure in seeing
their first play and suggested that another theatre assignment be incorporated into
this semester
Reflection: Overall, the peer partnership was kind of a murky experiment for me. I wish I had
gotten more out of the process by being more proactive in seeking out ways that the
partnership could benefit Lisa and me. However, I did learn a great deal through my informal
email interactions with Lisa. Beyond Mrs. Warren’s Profession, I sought her advice on teaching
other plays: Othello and Thom Pain; I was particularly pleased that my students requested to
see another play (Thom Pain) and do an assignment based on that because they had such a
positive experience with Mrs. Warren’s Profession. I sought her advice on using an experiential
learning activity such as a tableau. This is an activity I’d used in the past, but I wanted to learn
more about it and more about what my students should get from the exercise. Lisa was also
helpful in giving me some performance ideas for my creative writing students in advance of
their end of the semester reading/performance, and that was an outcome I hadn’t previously
anticipated. Finally, Lisa gave me some good ideas for group presentations to make the
students’ presentations on Othello more reflective, theoretical, contextual, and meaningful.
Appendix23
E: Idea Survey Results
Benchmark: Middle 40% (45-55)
Spring 2006-2007ENGL-122 (T 2:00pm)
ENGL-121(MW 9:30am)
ENGL-207(MW 11:00am)
ENGL-210(TU 3:30pm)
Progress on Relevant Objectives 56 47 57 55
Excellence of Teacher 59 43 56 46Excellence of Course 58 38 52 44
Summary 58 44 56 50
ENGL-122 (T 2:00pm)
ENGL-121(MW 9:30am)
ENGL-207(MW 11:00am)
ENGL-210(TU 3:30pm)
0
10
20
30
40
50
60
70Spring 2006-2007
Progress on Relevant ObjectivesExcellence of TeacherExcellence of CourseSummary
Fall 2006-2007ENGL-097 (TU 7:30pm)
ENGL-121 (MWF 2:00pm)
ENGL-121 (MWF 1:00pm)
ENGL-097 (TU 9:00am)
Progress on Relevant Objectives 62 59 53 52Excellence of Teacher 57 56 52 50Excellence of Course 58 60 50 38
Summary 60 59 52 48
ENGL-097 (TU 7:30pm)
ENGL-121 (MWF 2:00pm)
ENGL-121 (MWF 1:00pm)
ENGL-097 (TU 9:00am)
0
10
20
30
40
50
60
70
Fall 2006-2007
Progress on Relevant Ob-jectives
Excellence of Teacher
Excellence of Course
Summary
Fall 2007-2008 ENGL-097 ENGL-203 ENGL-205
Appendix24
(MW 12:00pm) (TU 2:00pm) (TU 6:00pm)Progress on Relevant Objectives 55 50 55
Excellence of Teacher 52 48 57Excellence of Course 44 48 59
Summary 52 49 57
ENGL-097 (MW 12:00pm)
ENGL-203 (TU 2:00pm)
ENGL-205 (TU 6:00pm)
0
10
20
30
40
50
60
70
Fall 2007-2008
Progress on Relevant ObjectivesExcellence of TeacherExcellence of CourseSummary
Spring 2008ENGL-207 (M 7:30pm)
ENGL-115 (TH 7:30pm)
ENGL-121 (MW 3:30pm)
ENGL-210 (TU 3:30pm)
Progress on Relevant Objectives 56 42 46 54
Excellence of Teacher 53 45 47 56Excellence of Course 49 37 48 59
Summary 54 42 47 56
ENGL-207 (M 7:30pm)
ENGL-115 (TH 7:30pm)
ENGL-121 (MW 3:30pm)
ENGL-210 (TU 3:30pm)
0
10
20
30
40
50
60
70
Spring 2008
Progress on Relevant ObjectivesExcellence of TeacherExcellence of CourseSummary
Appendix25
F: Grade Distribution
Fall 2006Course My Students’ Pass % BenchmarkENGL-097-111 81.3% 73.16%ENGL-097-154 75.0% 73.16%
ENGL-121-109 61.9% 71.73%ENGL-121-112 94.4% 71.73%
ENGL-097-111
ENGL-097-154
ENGL-121-109
ENGL-121-112
0%
20%
40%
60%
80%
100%
Fall 2006
My Students' Pass %Benchmark
Spring 2007Course My Students’ Pass % BenchmarkENGL-121-A118 50% 70.47%
ENGL-122-130 75% 79.87%
ENGL-207-102 91.3% 88.40%ENGL-210-104 100% 88.40%
ENGL-121-A118
ENGL-122-130
ENGL-207-102
ENGL-210-104
0%10%20%30%40%50%60%70%80%90%
100%
Spring 2007
My Students' Pass %Benchmark
Appendix26
Fall 2007Course My Students’ Pass % BenchmarkENGL-097-105 76% 73.99%
ENGL-121-A105 50% 72.52%
ENGL-203-101 95.7% 84.63%ENGL-205-150 94.7% 84.63%
ENGL-097-105
ENGL-121-A105
ENGL-203-101
ENGL-205-150
0%
20%
40%
60%
80%
100%
Fall 2007
My Students' Pass %Benchmark
Spring 2008Course My Students’ Pass % BenchmarkENGL-121-117 61.1% 68.62%
ENGL-115-150 80% 84.63%ENGL-207-151 95.5% 84.63%ENGL-210-104 100% 84.63%
ENGL-121-117
ENGL-115-150
ENGL-207-151
ENGL-210-104
0%20%40%60%80%
100%120%
Spring 2008
My Students' Pass %Benchmark
Appendix27
Course Pass Total # of Students My Students’ Pass %Developmental 41 53 77.4%Composition 64 95 67.4%Literature 132 139 95.0%
Developmental Composition Literature0%
20%
40%
60%
80%
100%
Overall Pass % by Course Type
My Students' Pass %
Reflection on Grade Distribution Statistics
For developmental courses, my students’ pass rate is perhaps a little higher than
average, but not outrageously higher. I encourage students to keep coming to class in the
developmental sections and work hard to vary the kinds of activities we do so that the course
does not get too dull for them, which is a frequent complaint of developmental writing. As
long as I am successful at getting them to consistently attend the class, the students have an
excellent chance for success.
For composition courses, my pass rate is, I believe, pretty close to average. The anomaly
is Silas Craft. The sections denoted as Silas Craft sections (ENGL 121-A105 and ENGL 121-A118)
had a demonstrably lower pass rate than the average. In each section, only 50% of the
students passed the course. In these sections, many students did not complete the course and
failed due to issues with attendance. As a part of the Silas Craft Collegians Committee, I
attended regular sessions where instructors from all disciplines came together to discuss
Appendix28
student progress and other issues. I know that my courses were not the exception with many
of the Silas Craft students, and these students struggled with all of their courses.
To give a different perspective, if Silas Craft sections are excluded from my composition
pass rate, the pass percentage of my composition students is 73.1%, which is very close to the
average. In addition, if fall 2008 grades are included (which weren’t on my report from the
division), my composition students’ overall pass rate is 78.48%, which exceeds the average in
most semesters.
In my literature courses, my grade distribution report reflects that students pass my
literature courses at an above average rate. This does not surprise me. I feel more creative and
more energized by these courses, and I believe that translates into the classroom. I think the
data shows that my literature students tend to stick with the course for the entire semester.
Student comments on evaluations often remark upon my enthusiasm for the subject as
something they particularly enjoy about the course, and I believe that keeps them interested.
In literature courses, students also often comment that the course is challenging, and that
keeps them engaged. I believe every student wants to be challenged, and that combination of
challenging students and my energy in the classroom is what makes this success rate so high.
G: Honors
Honors has been a good fit for me, and I have really enjoyed exploring these opportunities. I
did not include this in the main narrative of my portfolio because overall I think the work I have
done with honors has less to do with teaching and more to do with service to the college.
Appendix29
Phi Theta Kappa – Faculty Advisor
As a former honors student, I have worked hard for Phi Theta Kappa as an advisor to help the
students meet their goals as a chapter and, I hope, to become student leaders. My duties with
Phi Theta Kappa include:
- Serve as communication intermediary to the students on behalf of the chapter
- Work with Steve Horvath and the advising committee to work on recruitment
and retention of students and events for the year
- Advise students
- Created the PTK blog and manage PTK Facebook Group
- Attend and participate in PTK service events and fellowship events
- Attend regular PTK chapter meetings, officer meetings, and advisor meetings
- Facilitate meetings in the absence of Steve Horvath and chapter president
Frederick K. Schoenbrodt Honors – Assistant Director
When I was a student at HCC, the Rouse Scholars Program was never really an option for me
because I could not be immersed in the cohort experience that Rouse demands. I could do
honors-caliber work but was not even aware of an alternative program. This is why the
Schoenbrodt Honors Program appealed to me in the first place. I know that HCC has a lot of
returning students who schedule classes around their busy lives but still crave a more
challenging and meaningful exploration of their courses. I think Schoenbrodt is the perfect
program for these students, and I am proud to work on their behalf. My duties as the Assistant
Director of the Frederick K. Schoenbrodt Honors Program include:
- Process acceptance letters to new students in the program
Appendix30
- Developed forms to improve seminar enrollment and reporting processes
- Developed a standard honors contract
- Wrote the new Student Handbook for FSH
- Created Schoenbrodt Scholars Facebook Group
- Created Schoenbrodt Scholars blog
- Organize and facilitate faculty development sessions with FSH faculty
- Work with Steve Horvath and PR office to redesign the program brochure; write
text for redesigned brochure
- Serve as communication intermediary to the students on behalf of the program
through email and meeting with students
- Meet regularly with Steve Horvath to determine action items
- Work with Steve Horvath and the steering committee to work on recruitment
and retention of students
- Work with honors faculty to create enrollment options
- Work with Christy Thompson and Sandy Adkins to advise students and clear
them for graduation with honors distinction
- Regularly attend functions to promote the program and help students fulfill
requirements
- Work on on-campus recruiting of current eligible HCC students
- Plan, promote, and execute the first annual Honors Conference
Appendix31
Reflection on Honors
Overall, working in honors has been a rich experience for me. Besides working with the
students to find the right opportunities for some of our brightest scholars, it has engaged me in
a new area of professional scholarship. I’ve been able to attend conferences to learn more
about the culture of honors across different institutions, and I’ve read some of the literature on
honors. I was particularly impressed with the Phi Theta Kappa Leadership Studies conference I
attended. The conference was an intense experience, but the value is immeasurable. I’m
excited to bring back the curriculum for the leadership studies course; I helped write the
proposal for the C&I committee to review and look forward to facilitating that course for the
first time in fall 2009.
H: Responsibilities
Teaching Responsibilities: Actual CoursesFall 2006 ENGL 097, ENGL 097, ENGL 121, ENGL 121Spring 2007 ENGL 121 (Silas Craft), ENGL 122, ENGL 207, ENGL 210Fall 2007 097, ENGL 121 (Silas Craft), ENGL 203, ENGL 205Winter 2008 ENGL 207Spring 2008 ENGL 115/215, ENGL 121, ENGL 207, ENGL 210Fall 2008 ENGL 097 Lab, ENGL 097 Lab, ENGL 121 (Police Acad), ENGL 203, ENGL 207Spring 2009 ENGL 121ESL Lab, ENGL 097 Lab, ENGL 115, ENGL 121 (Police Acad), ENGL
204, ENGL 210
Special Committees/ProgramsAssistant Director of the Frederick K. Schoenbrodt Honors Program (Fall 2007-Present)
Appendix32
Phi Theta Kappa Advisor: Fall 2007-Present Faculty Search Committee: Fall 2006Faculty Search Committee: Spring 2008The Muse Committee: Spring 2007-Spring 2009The Muse Co-Editor: Spring 2008Instructor in the Silas Craft Collegians Program (Spring 2007-Spring 2008)
Faculty MentoringFall 2006 Anne Marie Guirretaz Fall 2008 Mahbub Jamal Fall 2008 Nikky Makhija Fall 2008-Spring 2009 Stacy Korbelak
Observations of Adjunct FacultyFall 2006 Robert Panazari Fall 2006 Anne Marie Guirretaz Fall 2007 Dave Goodwin Spring 2008 Truth ThomasFall 2008 Mahbub Jamal Fall 2008 Nikky Makhija
Other College Duties/ProjectsAcademic AdvisingAlumni Scholarship Selection Committee and Distinguished Alumni Selection CommitteeEnglish/World Languages Division Adjunct VideoFriendly CampusRep Stage VolunteerVJC Articulation WorkshopTechnology Focus Group for Student PortalDisciplinary Committee
Division DutiesENGL 121 Coordinator (Fall 2006-Spring 2008)Literature Coordinator (Fall 2008-Present)
Appendix33
Conferences:
Composition Conference @ HCC (statewide), October 2007: attended general sessions
and facilitated one norming session for instructors
PTK International Convention in Philadelphia, PA, April 2008: attended general sessions,
volunteered at the event, supervised students attending the convention
PTK Leadership Through the Humanities Development Conference in Denver, CO, May
2008: complete pre-seminar assignments, attend seminar sessions, become certified
instructor for the course
Geraldine R. Dodge Poetry Festival, September 2008
NCHC Conference, October, 2008
HCC Faculty Development Programs:
FACD-109: Great Ideas from ENGL/WL Faculty
FACD-125: 6+1 Model of Writing
FACD-306: Returning Faculty Advisor Training
CE6 Training (Summer 2007)
FACD-108: WebCT for English Faculty
FACD-115: Online Library Resources
FACD-116: Faculty Information Literacy
Faculty Advisor Training (No HCC Express ID)
FACD-306: Returning Faculty Advising Training
FACD-308: Silas Craft Collegians Reporting System
Appendix34
WHAB-IS102: CMS Site Executive Training
COMN-PS101-201: Agree & Build: Pres/Communication Styles
IPER-CM-103: Emergency Operations
ORGK-MV-101: Vision, Mission, Values/Beliefs
ORGK-PP-102: Sexual Harassment Avoidance
ORGK-PP-105: Access and Responsibility
ORGK-pp-107: Benefits
SFTY-SF-110: General Safety
WHAB-IS-101: Navigating the HCC Website
WHAB-IS-103: Voice Mail/Phone Basics
WHAB-SW-110: Email Software Basics
WHAB-SW-141: HCC Express
FACD-200-P1-101: Learning Improvement Projects
FACD-200-P1-102: Outcome Assessment Projects
FACD-116-CD102: Faculty Information Literacy
FACD-108: WebCT in the Classroom
FACD-115: Online Library Resources
FACD-308: Continuing Education Overview
FACD-308: Multimedia Development Center
FACD-200 FL101 Faculty Leadership
FACD-200 PI103 Understanding IDEA Reports
IPER-SF102-N101 (3567) Student & Stakeholder Focus
Appendix35
IPER-SM103-N101 (6292) Stress Management
IPER-WS102-N101 (5774) Workstyles/Kiersey Temperament
LSHP ORGK-BA101-N101 (1459) Baldrige Approach to Improvement
SFTY-SF103-N101 (6271) Ergonomics Training
WHAB-TM103-N101 (5180) Time Management/Org. Skills
WHAB-WL102-N101 (6293) HCC PC Operating System & LAN
New Faculty Mentors
FACD-304 101 Threat Assessment
FACD-200 101 This Year I’ll Be Organized
FACD-104 126 Introducing Wimba Voice Tools
FACD-104 129 Online Grading
FACD-125 101 Teaching Writing/ADHD
Additional Education:
Graduate School, MFA Program at the University of Baltimore PBDS 620: Creativity
Audited Shakespeare: Love, Myth, and Metamorphosis at the University of Baltimore