Highlights from the observation by
Dean Patrick Tompkins, Thomas Nelson Community College
Class Observed: English 112 College Composition II (100% online), Spring 2018

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• This is one of the best designed Bb [Blackboard] courses I have seen. The layout is user friendly, it seems that all student needs for information and resources has been anticipated, and Dali conveys a wonderful sense of social presence. Dali is also very good at visual design. All materials were available to students at the start of the weekly unit.

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• The course materials are of very high quality. This week included three slideshows designed by Dali that were of just the right length, breadth, depth, clarity, and sophistication. It also included a slideshow from Study.com on primary and secondary sources and an essay by a scholar that delved deeper into how to create primary source material.

• You seem to have an excellent overall sense of the assignment and how to scaffold the weekly assignments to achieve the overall objectives of the larger assignment.

Highlights from the observation by
Professor Hannah Powers, Thomas Nelson Community College
Class Observed: English 111 College Composition I (face-to-face), Fall 2017

• It is clear that Dr. Padon has a wonderful relationship with her students. She referenced her student’s names regularly throughout the class and had vibrant discussions both within the larger class discussions as well as individual dialogues with the students. Her approach with her students was engaging, academic and helped create a very warm atmosphere for the class. Students did not seem to hesitate answering her posed questions throughout discussion or requesting individualized help from her throughout the session.  

• Dr. Padon had a very well-designed PowerPoint with a video clip that helped engage visual learners, provided a handout for students who benefit from actively completing an assignment, used class questions and debate to engage those who learn by discussion, and provided time for small group work and individual work for students who might not speak up during larger discussion. These teaching methods seemed to ensure that students were engaged with her and the material throughout the class and many seemed to benefit from both the group work and the time provided for the larger assignment.
   

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​Highlights from the observation by

Professor Levi Martin, The University of Texas at El Paso

​Class Observed: RWS 3355 Workplace Writing (face-to-face), Spring 2014

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• The day’s lecture worked well to encompass both what the students had already been introduced to in the course as well as to contextualize the information with the upcoming assignment (Informal Report). The lesson plan for the day provided the students with a good opportunity to work with the information themselves and refer to the content that was discussed in the assigned readings. The instructor utilized a good mix of lecture and student activity (Think-Pair-Share) to keep the class moving in a very comfortable manner and to keep the students engaged.

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• Ms. Crnković [maiden name] provided me with an extremely detailed lesson plan for the day that was organized down to ten minute intervals at points. Throughout the class, the instructor maintained the time frame that had been planned on even in the event of technological issues.  Planning and the execution of the schedule were done in very efficient and organized manner. Planning and organization are a very strong quality of instructor.

• Additionally, the instructor worked well to provide the students with an environment that facilitated learning by providing the students with a clear purpose for the day and reminding the students of how the information being presented is relevant to the assignment that they are working towards. The interactions between the instructor and the students was meaningful and well structured.

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Highlights from the observation by

Dr. Beth Brunk-Chavez, The University of Texas at El Paso

Class Observed: RWS 1302 Rhetoric and Writing Studies II (face-to-face), Spring 2013

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• Dali’s treatment of the content/subject matter was on-target. Students should have a good sense of what this project is and how to do it well. The transitional statement exercise fit in nicely with what the students need to do for the lit review. 

• Dali does a good job of interacting with the students. She positions herself in the middle of the room and walks around as she asked students questions. 

• I like that Dali had the students create the table themselves. My tendency would be to provide it, but how smart to have them create it! This helps them learn to be 1) a bit more independent and 2) learn how to create tables in Word! The class was very well organized with the weekly schedule, the lesson plan, and the way that course was conducted. Everything fit together very well. 

• The lesson plan was amazing—and all parts of the class fit together very well. You have good interactions with the students and they used their time well in the class.