Evaluation of Teaching and Future Plans for Teaching

I start teaching behind the curve: statistically speaking, there are several standard deviations between teachers like me, and students who are satisfied with their teachers' effectiveness. Students consistently rate ethnic minority faculty as less effective than Caucasian faculty (Anderson & Smith, 2005; DiPietro & Faye, 2005; Hamermesh & Parker, 2005; Smith, 2007; Smith & Anderson, 2005). Difficulty of assigned work and of course subjects (e.g., statistics or research methods classes) both adversely correlate with student ratings (Burdsal & Bardo, 1986; Jackson et al., 1999; Marsh, 1982; Mason, Steagall, & Fabritius, 1995). As student and faculty cultural backgrounds diverge, student rating of teacher effectiveness tends to decline (Amin, 2000).
Prospective students should understand I am an international instructor with a strong foreign accent and indefinite tangible and intangible cultural barriers (some statisticians build careers studying the differences between Korean and American psyches). If you are taking one of my classes, it will be a “difficult” course that many students avoid taking, and I will have high expectations that you may think to be beyond your ability. You will work hard. I will work hard, too, to assure my teaching continues to beat the odds. By the time in the semester when you give your evaluation- statistically speaking- you will report I taught you effectively. My students consistently rate me as an effective teacher. EMU students selected me as an Exemplary Faculty Mentor both in 2007 and 2008. My students at EMU also nominated me for the 2007 Outstanding Faculty In Classroom Instruction Award, and I won the 2008 Outstanding Faculty Award—the Beyond the Call of Duty Faculty Award.
I came to W&M in the 2008-'09 school year, and two faculty members (Letter) and many students (Letter) wrote letters of support with regard to my nomination for the 2009 Thomas Jefferson Teaching Award.
I am effective as a teacher and I reach my students despite all of the obstacles. I find a common interest with my students in the very core of the education process: their own success. Nothing is more important to me than my students mastering the subject matter, and I will do what it takes to share my passion for the subject matter and to work with them toward this goal. You will earn your grade in my class, and you will come to appreciate I require your hard work because I respect you, and because I know you are capable of achievement beyond your expectations.
The same characteristics that lead to low performance ratings for other teachers may actually lead to the higher performance ratings I receive from my students. I recognize students in my class may feel immersed in a new world or a different country, where, in a difficult dialect, they are presented with new concepts, new standards, and foreign cultural expectations. They quickly come to understand and trust I will give whatever it takes to make each of them feel as comfortable as I can in this microcosm, and in addition to the subject matter, they will learn a wider appreciation for their own abilities to achieve. The different perspectives in my classroom may help give them vision, and certainly their successes will be well earned. The students teach me, too, as I also gather perspective, vision, and understanding through my interactions with them. I measure my successes by theirs. It is my proudest accomplishment and the best measure of my teaching abilities, that some of my students have been motivated by my classes to pursue further scholarship, because in those instances the students also gained the confidence required to formulate and pursue new dreams and achievements. These are the kinds of high standards of excellence that W&M is known for nationally and internationally, and I am honored to have a role at this institution.

Future Plans for Teaching I want to help students become more competitive after receiving their degrees. I subscribe to high standards of excellence, and I want to share my values with our students. I want to give my students everything they will need to imagine lofty goals and I want help them succeed in achieving them.

Amin, M. E. (2000). Students’ sociocultural background as a discriminating factor in the evaluation of teaching in a bilingual university in central Africa. Teaching in Higher Education, 5, 435-445.

Anderson, K. J., & Smith, G. (2005). Students preconceptions of professors: Benefits and barriers according to ethnicity and gender. Hispanic Journal of Behavioral Sciences, 27, 184-201.

Burdsal, C. A., & Bardo, J. W. (1986). Measuring students’ perceptions of teaching: Dimensions of evaluation.
Educational and Psychological Measurement, 46, 63-79.

DiPietro, M., & Faye, A. (2005). Online student-ratings-of-instruction (SRI) mechanisms for maximal feedback to instructors. Paper presented at the 30th Annual Meeting of the Professional and Organizational Development Network, Milwaukee, WI.

Hamermesh, D. S., & Parker, A. M. (2005). Beauty in the classroom: Instructors' pulchritude and putative pedagogical productivity. Economics of Education Review, 24, 369-376.

Jackson, D. L., Teal, C. R., Raines, S. J., Nansel, T. R., Force, R. C., & Burdsal, C. A. (1999). The dimensions of students’ perceptions of teaching effectiveness. Educational and Psychological Measurement, 59, 580-596.

Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students’ evaluations of university teaching. British Journal of Psychology, 52, 77-95.

Mason, P. M., Steagall, J. W., & Fabritius, M. M. (1995). Student evaluations of faculty: A new procedure for using aggregate measures of performance. Economics of Education review, 14, 403-416.

Smith, B. P. (2007). Student rating of teacher effectiveness: An analysis of end-of-course faculty evaluations.
College Student Journal, 41, 788-800.

Smith, G., & Anderson, K. J. (2005). Students' ratings of professors: The teaching style contingency for Latino/a professors. Journal of Latinos and Education, 4, 115-136.