The following are highlighted feedback that I have received from students, peer observations, and faculty supervision. Each semester students are invited to provide feedback through anonymous teaching evaluations collected through Blackboard. I have have also solicited feedback through anonymous Google forms. Unsolicited feedback from students has been received through email, personal notes (sticky notes) in class, and by way of third party communications (students or faculty sharing with my supervisor of teaching).
This page captures positive feedback that has served to inspire and encourage me as an emerging educator. I reflect on all feedback, whether positive, critical, or challenging as a means for personal and professional development. As a Black woman in higher education I have intentionally sought mentorship regarding my engagement and interactions with students, recognition of systemic barriers for support, and coping mechanisms for harsh and critical feedback that may be more reflective of my identities and perceptions of those identities rather than how I actually show up as an instructor (Haynes et al., 2020). Please read/listen to this NPR article and podcast episode for more insights on the unique barriers for Black women in higher education.
To request and review raw feedback data, please use the passcode provided to you to access the secure documents here.