Teaching

Criteria for Satisfactory Evaluation

Criteria for Excellent Evaluation

  • Strongly positive student response to teaching (same narrative as for student evaluations above)
  • Peer recognition of teaching ability and commitment to teaching
  • Evidence of instructional vitality
  • Leadership in non-traditional learning experiences and activities
  • Quality teaching in a variety of learning contexts
    • Routinely teach programming lab courses
    • Ran discussion section of ISAT 131 in Spring 2011
    • Taught study abroad program in Japan in Summer 2010
    • Run weekly open “hacking sessions”
  • Breadth in teaching expertise–courses taught: GISAT 131, GISAT 160, ISAT 252, ISAT 340, ISAT 348, ISAT 440, ISAT 640 (SERM Data Mining), GHUM 252 (Cross-Cultural Perspectives Japan), JAPN 111/231/232 (Beginner/Intermediate Japanese language)
  • Publication of book chapters, textbooks, or teaching materials
  • Presentations and publications on innovations in course content and teaching methodology.
  • Professional development through such efforts as participation in workshops, conferences or similar activities devoted primarily to improving teaching methods and course content, or participating in regional and national pedagogical organizations.
  • Leadership in teamwork, e.g. generating a spirit of teaming, building team consensus or capabilities, initiating teams that effectively address ISAT curriculum needs.
    • Chaired the ISAT Integration Team that produced BSISAT Program Goal K during the Spring 2008 semester
  • Instructional leadership: Language that I proposed in Spring 2010 for section III.A.2.b.(15) of the JMU Faculty Handbook was accepted, setting a standard for faculty for the delivery of “useful feedback on the performance of course-related tasks in a timely manner and on a regular basis during the semester in order to allow students the opportunity to take full advantage of the learning experience.”