Teaching Dossier

Course Evaluations:

Sessional Instructor

Academic Reading and Writing (January – April 2017)

  • Institution: University of Victoria
  • Academic Writing Director: Dr. Erin E. Kelly
  • Class size: 31 students

Statistical analysis: using a rating scale ranging from 1-5 (1 = very poor; 2 = poor; 3 = adequate; 4 = good; 5 = excellent) students answered the following questions. The numerical values reported below indicate the average rating based on the completed evaluations of 23 students. None of the results have been excluded.

  1. The instructor was prepared for course sessions: 4.87
  2. The instructor’s explanations of concepts were clear: 4.57
  3. The instructor motivated you to learn in his course: 4.3
  4. The instructor was available to answer your questions or provide extra assistance as required: 4.7
  5. The instructor ensured that your assignments and tests were returned within a reasonable time: 4.65
  6. The instructor was helpful in providing feedback to you to improve your learning in the course: 4.65
  7. The instructor demonstrated respect for students and their ideas: 4.83
  8. Overall, the instructor was effective in this course: 4.74
  9. The course structure, goals and requirements were clear: 4.65
  10. The materials provided for learning the course content were clear: 4.61
  11. The assigned work helped your understanding of the course content: 4.3
  12. The course provided opportunities for you to become engaged with the course material: 4.57
  13. The methods of assessment used to evaluate your learning in the course were fair: 4.35
  14. The course provided relevant skills and information: 4.48
  15. Overall, the course offered an effective teaching experience: 4.48

Selected student comments: below are selections from written comments provided on these evaluations in answer to this question, “What strengths did your instructor demonstrate that helped you to learn in this course?”

  • “Very in depth succinct explanations of materials. Allowed for a lot of discussion and work on projects. Very helpful”
  • “She was exceptionally clear with her assignment requirements, and was able to explain course concepts exceptionally well. She was clearly passionate about the course material. Overall, an excellent instructor”
  • “Lindsey was extremely positive, respectful, and knowledgable. Her classes were consistently organized and structure well, her expectations were clear, and she marked fairly. She was excellent when it came to providing extra help or clarifying explanations. Lindsey was upbeat and made the class enjoyable. She used relevant and interesting readings and encouraged class participation”

Academic Reading and Writing (September – December 2016)

  • Institution: University of Victoria
  • Academic Writing Director: Dr. Erin E. Kelly
  • Class size: 34 students

Statistical analysis: using a rating scale ranging from 1-5 (1 = very poor; 2 = poor; 3 = adequate; 4 = good; 5 = excellent) students answered the following questions. The numerical values reported below indicate the average rating based on the completed evaluations of 28 students. None of the results have been excluded.

  1. The instructor was prepared for course sessions: 4.79
  2. The instructor’s explanations of concepts were clear: 4.36
  3. The instructor motivated you to learn in his course: 3.75
  4. The instructor was available to answer your questions or provide extra assistance as required: 4.79
  5. The instructor ensured that your assignments and tests were returned within a reasonable time: 4.54
  6. The instructor was helpful in providing feedback to you to improve your learning in the course: 4.54
  7. The instructor demonstrated respect for students and their ideas: 4.75
  8. Overall, the instructor was effective in this course: 4.5
  9. The course structure, goals and requirements were clear: 4.14
  10. The materials provided for learning the course content were clear: 4.29
  11. The assigned work helped your understanding of the course content: 4
  12. The course provided opportunities for you to become engaged with the course material: 4.39
  13. The methods of assessment used to evaluate your learning in the course were fair: 4
  14. The course provided relevant skills and information: 4.14
  15. Overall, the course offered an effective teaching experience: 4.18

Selected student comments: below are selections from written comments provided on these evaluations in answer to this question, “What strengths did your instructor demonstrate that helped you to learn in this course?”

  • “Professor Seatter is great at facilitating conversation in class, and she gives very clear and constructive feedback”
  • “She goods [sic] at changing her teaching so it fits around what the student need to learn”
  • “She was versed in all aspects of the course and I appreciated that she taught using all aspects to cover all the students learning styles. She was very pleasant and prepared for the class”
  • “Her class was a welcoming environment”
  • “Lindsey Seatter had faith in every single one of her students and was always encouraging and acknowledged improvements”

Teaching Assistant

Great Moments in English Literature (January – April 2016)

  • Institution: University of Victoria
  • Instructor: Dr. G. Kim Blank
  • Class size: 10 students

Statistical analysis: using a rating scale ranging from 1-5 (1 = very poor; 2 = poor; 3 = adequate; 4 = good; 5 = excellent) students answered the following questions. The numerical values reported below indicate the average rating based on the completed evaluations of 16 students. None of the results have been excluded.

  1. The instructor was prepared for tutorial meetings: 4.88
  2. The instructor’s explanations of course materials & assignments were clear: 4.88
  3. The instructor motivated you to learn in the course: 4.63
  4. The instructor was available to answer questions & provide assistance: 4.80
  5. The instructor’s feedback on assignments was helpful: 4.50
  6. The instructor demonstrated respect for students & their ideas: 5
  7. The instructor provided opportunities to engage with the course material & readings: 4.88
  8. The instructor assisted you with acquiring course-relevant skills & information: 4.80
  9. Overall, the instructor was effective: 4.88
  10. Overall, the tutorial meetings offered an effective learning experience: 4.80

Selected student comments: below are selections from written comments provided on these evaluations in answer to this question, “What strengths did this instructor demonstrate that helped you to learn in this course?”

  • “Lindsey did a lot of group work which was very helpful in this particular course. She was always prepared and her passion on the works was noteable [sic]”
  • “The instructor was clearly passionate about literature and she offered guidance and was never discouraged if no one had an answer in class discussion. This created an open environment to share”
  • “Lindsey demonstrated a kean [sic] knowledge and understand of the symbolism and theme presented within the texts and was skilled at leading class discussions around those areas”
  • “The instructor’s marking was able to point out flaws in my writing and put suggestions on how to improve areas of weakness through her own tips”

Great Moments in English Literature (September – December 2015)

  • Institution: University of Victoria
  • Instructor: Dr. Nicholas Bradley
  • Class size: 16 students

Statistical analysis: using a rating scale ranging from 1-5 (1 = very poor; 2 = poor; 3 = adequate; 4 = good; 5 = excellent) students answered the following questions. The numerical values reported below indicate the average rating based on the completed evaluations of 16 students. None of the results have been excluded.

  1. The instructor was prepared for tutorial meetings: 4.87
  2. The instructor’s explanations of course materials & assignments were clear: 4.69
  3. The instructor motivated you to learn in the course: 4.38
  4. The instructor was available to answer questions & provide assistance: 4.69
  5. The instructor’s feedback on assignments was helpful: 4.13
  6. The instructor demonstrated respect for students & their ideas: 4.62
  7. The instructor provided opportunities to engage with the course material & readings: 4.75
  8. The instructor assisted you with acquiring course-relevant skills & information: 4.38
  9. Overall, the instructor was effective: 4.75
  10. Overall, the tutorial meetings offered an effective learning experience: 4.56

Selected student comments: below are selections from written comments provided on these evaluations in answer to this question, “What strengths did this instructor demonstrate that helped you to learn in this course?”

  • “Her knowledge of the the [sic] course work and ability to respond to aa wide variety of comments/questions was very helpful”
  • “Enthusiasm and love for what she was teaching”
  • “She was engaged, helpful, and open to discussion – very well prepared”
  • “She brought a variety of ways to learn to the class”
  • “She kept the environment very open and encouraged participation”

Great Moments in English Literature (January – April 2015)

  • Institution: University of Victoria
  • Instructor: Dr. G. Kim Blank
  • Class size: 12 students

Statistical analysis: using a rating scale ranging from 1-5 (1 = very poor; 2 = poor; 3 = adequate; 4 = good; 5 = excellent) students answered the following questions. The numerical values reported below indicate the average rating based on the completed evaluations of 8 students. None of the results have been excluded.

  1. The instructor was prepared for tutorial meetings: 4.63
  2. The instructor’s explanations of course materials & assignments were clear: 4.5
  3. The instructor motivated you to learn in the course: 4
  4. The instructor was available to answer questions & provide assistance: 4.5
  5. The instructor’s feedback on assignments was helpful: 3.88
  6. The instructor demonstrated respect for students & their ideas: 4.5
  7. The instructor provided opportunities to engage with the course material & readings: 4.5
  8. The instructor assisted you with acquiring course-relevant skills & information: 4.13
  9. Overall, the instructor was effective: 4.38
  10. Overall, the tutorial meetings offered an effective learning experience: 4.25

Selected student comments: below are selections from written comments provided on these evaluations in answer to this question, “What strengths did this instructor demonstrate that helped you to learn in this course?”

  • “Good mix of group work + individual”
  • “Was open to students’ interpretations of the materials”
  • “Her personality lifted the atmosphere in the room, which made learning very gratifying”
  • “Lindsey was really good at explaining the course content and giving extra help when asked”

Great Moments in English Literature (September – December 2014)

  • Institution: University of Victoria
  • Instructor: Dr. Erin Ellerbeck
  • Class size: 18 students

Statistical analysis: using a rating scale ranging from 1-5 (1 = very poor; 2 = poor; 3 = adequate; 4 = good; 5 = excellent) students answered the following questions. The numerical values reported below indicate the average rating based on the completed evaluations of 17 students. None of the results have been excluded.

  1. The instructor was prepared for tutorial meetings: 5
  2. The instructor’s explanations of course materials & assignments were clear: 4.65
  3. The instructor motivated you to learn in the course: 4.65
  4. The instructor was available to answer questions & provide assistance: 4.89
  5. The instructor’s feedback on assignments was helpful: 4.94
  6. The instructor demonstrated respect for students & their ideas: 5
  7. The instructor provided opportunities to engage with the course material & readings: 4.82
  8. The instructor assisted you with acquiring course-relevant skills & information: 4.59
  9. Overall, the instructor was effective: 4.82
  10. Overall, the tutorial meetings offered an effective learning experience: 4.71

Selected student comments: below are selections from written comments provided on these evaluations in answer to this question, “What strengths did this instructor demonstrate that helped you to learn in this course?”

  • “She was passionate about the material. She had thorough knowledge of the material. She answered all emails/questions quickly and with helpful answers”
  • “She respected all of my ideas and was able to help me elaborate on them, which resulted in my improvement in the course”
  • “Always willing to spend time to help students understand”
  • “Very well-organized and efficient class structure”
  • “Diversity in the teaching method”

Introduction to Fiction (May – August 2014)

  • Institution: Simon Fraser University
  • Instructor: Dr. Niall McKenzie
  • Class size: 16 students; 16 students

Introduction to Fiction (January – April 2014)

  • Institution: Simon Fraser University
  • Instructor: Dr. Colette Colligan
  • Class size: 17 students; 17 students; 16 students

Nineteenth-Century Literature (September – December 2013)

  • Institution: Simon Fraser University
  • Instructor: Dr. Michelle Levy
  • Class size: 8 students; 15 students; 13 students

Guest Instructor

British Fiction and Non-Fiction of the Early 19th Century (October 2018)

  • Institution: University of Victoria
  • Instructor: Caroline Winter
  • Class size: 15 students

Topics in the Romantic Period (July 2015)

  • Institution: Simon Fraser University
  • Instructor: Dr. Michelle Levy
  • Class size: 12 students

Course Syllabi:

English 135: Academic Reading and Writing

English 115: Introduction to Canadian Fiction (proposed, not taught)

Exemplary Course Content:

Narrative Gaze in The Great Gatsby: this two-part tutorial incorporates close reading, critical writing reflections, and visual media to explore the complex narrative gaze at work in F. Scott Fitzgerald’s The Great Gatsby.

Class #1: lesson plan & PowerPoint | Class #2: lesson plan & PowerPoint

Peer Editing Workshop: this tutorial was built around the peer editing of an essay’s introductory paragraph. The activity combines rapid reviews, oral criticism, and group discussion on the revising/editing process.

Workshop: lesson plan & student worksheet

Examination Review: this tutorial was built to help student’s prepare from the final examination for English 147 (January – April 2015). Designed as a game, this activity motivates students through healthy and jovial competition. The tutorial incorporates traditional testing of content mastery with writing exercises, both of which help prepare students for the final examination.

Review Game: lesson plan & PowerPoint

Claims & Warrants: this handout was part of a series of lessons on strategic argumentation. Specifically, this handout helps students identify claims and warrants by having them evaluate and identify. The activity was designed to be completed by pairs/small groups.

Activity: student worksheet & answer key

Following Research Leads: this activity was introduced mid-semester to help students learn how to engage with academic articles. The students first worked individually (10-15 minutes) and then in groups (35-40 minutes). Each group was assigned an article that had previously been read and discussed in class, so they were familiar with the material ahead of this activity.

Activity: student worksheet

Strong Verbs: this worksheet was developed to combat an ongoing issue of weak verbiage in the student essays. Students were allowed to work alone or in pairs.

Activity: student worksheet

Teaching Observations (upon request)

Academic Reading and Writing (Dr. Erin E. Kelly)

Great Moments in English Literature (Dr. Nicholas Bradley)

Teaching Literature and Composition (Dr. Erin E. Kelly)

Great Moments in English Literature (Dr. G. Kim Blank)

Great Moments in English Literature (Dr. Erin Ellerbeck)

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