SAADIA N. LAWTON, Ph.D.EVIDENCE OF TEACHING ABILITIES

CONTENTS:1. TEACHING PHILOSOPHY2. 2011-2012 SELF-EVALUATION3. 2010-2011 SELF-EVALUATION4. OVERLOADS 2011-20125. 2010-2012 COURSE EVALUATION RESULT AVERAGES6. SPRING 2012 L.U. COURSE EVALUATION RESULTS7. FALL 2011 L.U. COURSE EVALUATION RESULTS8. SPRING 2011 L.U. COURSE EVALUATION RESULTS9. FALL 2010 L.U. COURSE EVALUATION RESULTS

Law

ton’

s Tea

chin

g Ph

iloso

phy

In Ja

nuar

y 20

12 th

e ar

ticle

“Tr

ansf

orm

ing

Peda

gogi

es, P

ract

ices

, and

Pr

oduc

ts: I

nnov

atio

ns fo

r Qua

lity

Educ

atio

n pu

blis

hed

in N

etw

ork:

A J

ourn

al

of F

acul

ty D

evel

opm

ent,

feat

ured

exc

erpt

s of a

met

hod

I cre

ated

to

effe

ctiv

ely

achi

eve

and

mea

sure

del

iver

able

s bas

ed o

n st

uden

t lea

rnin

g ob

ject

ives

from

a u

nive

rsal

rubr

ic d

esig

ned

excl

usiv

ely

for s

caff

old

proj

ects

. O

ne a

im o

f thi

s uni

vers

al ru

bric

was

to re

aliz

e ho

w a

200

2 ex

perie

nce

shap

ed

my

teac

hing

phi

loso

phy:

Stud

ents

lear

n w

hen

tran

spar

ent e

quita

ble

syst

ems t

hat m

easu

re d

iver

se le

arni

ng st

yles

whe

re

proj

ects

bui

ld u

pon

vari

able

skill

s acq

uire

d an

d re

info

rced

dur

ing

thei

r ten

ure

of st

udy

bala

nce

best

te

achi

ng p

ract

ices

.

Educ

ator

s are

ent

rust

ed w

ith th

e re

spon

sibi

lity

to sh

ow

stud

ents

how

to c

onne

ct th

e do

ts b

etw

een

wha

t the

y le

arn

and

how

they

can

eff

ectiv

ely

appl

y in

form

atio

n. C

oinc

iden

tally

, my

philo

soph

y al

so a

ckno

wle

dges

the

nece

ssity

to c

ultiv

ate

envi

ronm

ents

whe

re a

ll fa

culty

shar

es, t

wea

k, a

nd c

olla

bora

te

with

the

inte

nt to

iden

tify

prac

tices

that

bes

t sui

t the

nee

ds o

f st

uden

t lea

rner

s but

do

not c

ompr

omis

e st

anda

rds o

f aca

dem

ic

exce

llenc

e an

d in

tegr

ity.

Our

cha

rge

is to

pro

vide

stud

ents

with

the

mea

ns to

dev

elop

ne

w sk

ills,

shar

pen

old

ones

, and

enc

oura

ge c

reat

ive

expl

orat

ions

of

opt

ions

in d

iver

se le

arni

ng e

nviro

nmen

ts th

at c

halle

nge

thei

r ab

ility

to n

ot o

nly

thin

k cr

itica

lly b

ut a

lso

perf

orm

glo

bally

. I

belie

ve th

at o

ur a

bilit

y to

succ

essf

ully

ach

ieve

thes

e ob

ject

ives

re

st in

our

will

ingn

ess t

o m

odify

less

on p

lans

, col

labo

rate

as

colle

ague

s, ad

apt b

est t

each

ing

prac

tices

, and

mod

el th

e re

sults

w

e ex

pect

with

in o

ur o

wn

prof

essi

onal

per

form

ance

.

Whi

le m

y un

iver

sal r

ubri

c fo

r sca

ffol

d pr

ojec

ts re

mai

ns a

w

orki

ng d

ocum

ent t

o ga

uge

the

effe

ctiv

enes

s of m

y ow

n te

achi

ng

prac

tices

thro

ugh

the

lens

of s

tude

nt p

erfo

rman

ce, i

t has

off

ered

op

portu

nitie

s to

iden

tify

best

pra

ctic

es a

nd a

sses

s tho

se p

arts

of

the

mod

el th

at re

quire

revi

sion

s. In

the

end,

my

conv

ictio

n (a

nd

obje

ctiv

e) re

mai

ns th

at a

goo

d te

ache

r:

1.ad

voca

tes f

or v

aria

ble

prog

ress

ive

stud

ent l

earn

ing

styl

es.

2.em

brac

es th

e in

terc

hang

eabl

e co

rrel

atio

n be

twee

n te

ache

r and

lear

ner.

3.dr

aws f

rom

thei

r ow

n ex

perie

nces

to h

elp

stud

ents

.4.

prac

tices

inte

grity

in te

achi

ng a

nd a

dvis

ing.

5.en

cour

ages

stud

ents

to p

erse

vere

.6.

mak

es th

e ab

stra

ct c

once

pts i

n co

ncre

te m

anag

eabl

e te

rms.

  I use

thes

e ar

e th

e st

anda

rds t

o as

sess

my

own

prod

uctiv

ity a

s a te

ache

r and

ed

ucat

or.

COURSES TAUGHT

LINCOLN UNIVERSITY1. ART200 INTRODUCTION TO ART (CORE CURRICULUM COURSE)2. ARH211 ART HISTORY I: SURVEY OF ART (ANTIQUITY TO 1400)3. ARH212 ART HISTORY II: SURVEY OF ART (1400 TO PRESENT)4. ARH216 ART THEORY, CRITICISM, AND METHODOLOGY5. ARH375 AFRICAN ART HISTORY/ SELECT THEMES (formerly ARH275)6. ARH376 AFRICAN AMERICAN ART ISTORY, 1619 TO PRESENT (formerly ARH276)7. ARH490 SENIOR CAPSTONE8. MSM200 INTRODUCTION TO MUSEUM STUDIES

UNIVERSITY OF WISCONSIN-MADISON1. ARH101 ART HISTORY PAST AND PRESENT (TEACHING ASSISTANT)

UNIVERSITY OF WISCONSIN-WHITEWATER1. FREEDOM MOVEMENTS IN THE AFRICAN DIASPORA (NEW COURSE APPROVED FOR RACE & ETHNIC STUDIES IN HISTORY DEPT)

CORNELL UNIVERSITY1. AFRICAN AMERICAN SOCIAL & POLITICAL THOUGHT (TEACHING ASSISTANT)2. RACISM IN AMERICAN SOCIETY (TEACHING ASSISTANT)

LAWTON'S COURSE EVALUATION RESULTS

QUESTION NO. (Please consult Evaluation Form for wording of each question)

FALL 2010 SPRING 2011 FALL 2011 SPRING 2012 TOTAL AVERAGE PER QUESTION

NO. 1 3.52 3.69 3.4 3.47 14.08 3.52

NO. 2 3.4 3.51 3.14 3.53 13.58 3.395

NO. 3 3.24 3.46 3.1 3.32 13.12 3.28

NO. 4 3.44 3.54 3.07 3.58 13.63 3.4075

NO. 5 3.4 3.46 3 3.61 13.47 3.3675

NO. 6 3.21 3.51 2.98 3.26 12.96 3.24

NO. 7 3.12 3.34 2.64 3.16 12.26 3.065

NO. 8 3.56 3.43 3.17 3.53 13.69 3.4225

NO. 9 3.64 3.49 3.17 3.42 13.72 3.43

NO. 10 3.64 3.49 3.12 3.42 13.67 3.4175

NO. 11 3.44 3.57 3.19 3.21 13.41 3.3525

NO. 12 3.08 2.94 2.55 3 11.57 2.8925

NO. 13 3.33 3.15 2.9 3.32 12.7 3.175

TOTAL SCORE 44.02 44.58 39.43 43.83 171.86 42.965

AVERAGE BY SEMESTER 3.38615385 3.429230769 3.03307692 3.371538462 13.22 3.305