Teaching Effectiveness

Students consistently identify specific elements in the style of my instruction that they argue supports their success in a course. In regards to demeanor, students are buoyed by a passion for the material, which conveys that this particular cause is worthwhile in their larger academic program as well as contributes to a sense of individual growth. They frequently remark on the value of accessibility within and without the classroom, and are encouraged to ask questions and qualify claims because they have access to tools, vocabulary, rubrics, and supplementary resources to ensure they succeed in the course. This is articulated in terms of engagement with material and access to success.

Engagement

  • Knowledgable, enthusiastic about material and teaching which made it easier to participate in discussion and with the texts.
    Student evaluation British Literature to 1798, Spring 2012
  • Very fun and easy to go to at 9AM.
    Student evaluation Research and Writing, Spring 2012
  • I thought Elizabeth was a fabulous TA. She was extremely enthusiastic and really understood her students’ concerns. I really enjoyed being in her section.
    Student evaluation British Literature to 1798, Spring 2012

Access

  • Elizabeth’s warm and open personality made her quite approachable for questions. She graded our work with a lot of comments which shows her attention to our work.
    Student evaluation British Literature to 1798, Fall 2011
  • She really made time for students to help us succeed.
    Student evaluation British Literature to 1798, Spring 2012
  • Elizabeth always met with me to go over my paper outlines, gave her students a lot of time and attention.
    Student evaluation British Literature to 1798, Spring 2012
Students routinely remark on the exigency and personal relevance of my courses. In particular, this perception seems to be sponsored by their increased ability to articulate the discrete skills they have learned or enhanced. Consistently investing time in the course throughout the semester seems worthwhile because they can clearly chart their progress in terms of content acquisition, writing skills, and the application of complex processes of critical thinking.

Content Knowledge

  • The discussions were fascinating and really made me think about the texts deeply.
    Student evaluation Introduction to Fiction, Spring 2014
  • Strengths: enthusiasm for the subject; willingness to address questions students have regarding the material; provides a useful conceptual framework for us to engage the material.
    Student evaluation British Literature to 1798, Spring 2012
  • I really did enjoy having you for a TA and I think you're the main reason I truly understand the texts and the important information.
    Student email British Literature to 1798, Spring 2012

Writing Development

  • I wanted to thank you also for a great semester! You really helped me develop my writing style and the comments and feedback you would give after every paper were incredibly helpful. I honestly felt like my writing improved more in this short time than throughout my whole college career.
    Student email Introduction to Fiction, Spring 2014
  • Thank you for all of your constructive comments on paper two. In a lot of classes teachers just give a grade and not much feedback on the actual writing so I really appreciate that you take the time to make comments and highlight problem areas.
    Student email Shakespeare and Performance, Spring 2015
  • I just wanted to thank you again for talking, and being so flexible with me on this paper. Our little brainstorming session helped me out tremendously, and I hope that it shows through this paper. I also wanted to let you know that I had a great time in your class this semester, and I can honestly say its been one of my favorites here.
    Student email Introduction to Fiction, Spring 2014

Critical Thinking

  • Other people’s insights often shed new light on my thoughts.
    Student evaluation British Literature to 1798, Fall 2011
  • It was fun to hear other people’s perspectives and interpretations of films.
    Student evaluation Introduction to Film, Fall 2013
  • The historical contexts were great in putting together the socio-cultural implications of the texts.
    Student evaluation British Literature to 1798, Fall 2011