Faculty Self-Evaluation
November 7, 2000
Martin L. Kelly
1. Write a narrative evaluation of your teaching skills giving consideration to the
following criteria:
a. Mastery of course content
In the fall semester of 2000, I am teaching only four different preparations, if we
can consider Theatre 201 and 401 as one preparation. I am grateful for a
department chair who is protecting me from overloads, and if it weren’t for my
responsibilities with Faculty Association, and the extra time-consuming work
dealing with NCA matters, it would seem like a much more reasonable load.
In Humanities 201, I feel that I have a fairly decent mastery of the course content,
but I am constantly trying to read more in those areas in which I am weak. This
fall I have read a book on the ancient Celts, and another dealing with Alfred the
Great and his struggle to survive the onslaughts of the Vikings and to establish
meaningful literacy in the Anglo-Saxon language. I do try to follow a pattern of
growth in those areas in which I am not well read, and I am excited to learn and
grow with my students in the class. I changed the main text of the class for this
year, as the previous text was rather fundamental and had some inaccuracies in it,
and the new text demands more academic rigor of the students. I use my
computer in the class, mostly to share musical selections from different historical
periods, but I also use several videos to help students gain a better grasp of what
life was really like in ancient Greece and Rome. I also share videos on other
cultures (I use a very good one from the National Geographic on the cultural and
artistic life of modern Bali), and a wonderful long video on how the city of
Florence, Italy was influenced by the Renaissance. The students in the class are
assigned to different groups, and each group chooses a different time period, and
each student in the group then prepares a powerpoint presentation on a specific
individual or concept, and then the group together presents each powerpoint to the
class. I have found that this is a very good exercise, as many students create
presentations on important persons in the study of the humanities, some of whom
they have never heard of before. I feel that the class is going well, and that my
ability to teach it is increasing, and that the quality of the learning is growing
stronger.
In Theatre 161, Acting One, we have a new course name and number in an
attempt to have more in common with the way the course is taught at other
campuses in the NDUS. The students read at least four plays for content, plot
structure, and character study, and then choose one scene from at least two of the
plays to perform for class work. The students learn acting and theatre vocabulary,
and learn to see acting as an art form. For most, probably the first time in their
experience, they learn that an actor must establish a character’s objective in order
to express the character fully. Students perform many in-class exercises to
develop vocal articulation and resonance, and to discover the scope of their vocal,
physical, intellectual and psychological abilities and skills. I feel that I have
mastered the ability to help these students grow, as far as a beginning acting class
allows. I feel particularly gratified that the class started with eighteen students,
which is a phenomenal leap in the growth of the class, and in our whole program.
In Theatre 201 and 401, Theatre Practicum and Theatre workshop, respectively,
the students this semester have had, for the first time since I first came here, the
privilege to wear costumes designed for our own show, and to work with a
professional actor from whom they have learned a great deal. Through the
encouragement of Dr. Wong and his ability to find the extra financing, the
students in these classes have really grown, and our entire program is much
stronger. Student work in acting, technical work, design, construction, and many
other theatre disciplines has contributed to an atmosphere of professionalism and
dedication to artistic pursuits that have not existed before during my time here.
In English 299 (ST-Creative Writing), I again feel that I have mastered the
content of the course, and that the students are really learning. There are only
twelve students in the class, and some came to the class with outstanding ability
in creative writing, while others are still struggling with basic mechanics of
writing. I am required to give a great deal of individual attention to the students
who are weak. I have seen some really good work come through, and I have seen
real growth in all of the students. I require three texts, two rather modern and
individualized books that curiously emphasize some of the same essentials for
writing fiction, and another classic text in poetry, which emphasizes the power of
words, and especially of poetry, to move, illuminate, and inspire the reader.
b. Appropriateness of Course Objectives
The objectives of each course are appropriate. I am concerned about many of our
students who do not appreciate the importance of college-level work, so I have
tried to strengthen each course. For example, students in creative writing now
must also evaluate each text in writing, whereas I did not require this before. In
Humanities, I have specified that the projects must illustrate why the subject had a
bearing on the realm of the humanities—I don’t accept a simple report, and I had
to learn how to make this clear. In the theatre courses, students have a much
better idea of how to polish and refine their work, and this is also improving as we
progress. I feel that the demands and requirements to do better work than we
have done in the past is being learned, and I am satisfied that we will continue to
grow in our quest for quality and excellence.
c. Selection on Course Content
Course content is chosen to make certain that the students grow, and I think that I
have somewhat of a reputation of demanding significant work. I try to avoid the
obscure and irrelevant, and I try to make very clear where improvement is needed.
As noted above, I do adjust my methods and requirements when it becomes
apparent that an assignment has not been adequately completed. I want to make
certain that all students understand why the content is important to the class, and
what quality level is expected of them.
d. Course Organization
I feel that my courses are very well organized. All students receive syllabi on the
first day of class, and a schedule for the semester is included. I try as best as
possible to follow the schedule, and assignments are understood as accurately as
possible. Because of certain exigencies in the creative writing class (three of the
students got mononucleosis, and there were deaths of close friends and family
members of several students), some assignments had to be postponed, but we will
catch up and complete all of the work required as stated on the syllabus and
schedule.
e. Appropriateness of Instructional Materials (reading, use of media, etc.)
This is an area in which I feel that I have strength, and I am happy to see students
introduced to some of the people, historical events, value concepts, and
philosophical thought that they have not perceived before. I feel a thrill when
students “get” Plato’s Apology, and when they “feel” the human value content of
Sophocles’ Antigone. I am gratified when students read American plays from the
1940’s and 1950’s, and get a grasp of what life was like, especially in realistic
settings, for the people who lived through the great events of those years. I am
happy to expose my creative writing students to a writer as new as Anne Lamott,
or as venerable as Ezra Pound. They experience a great deal of the scope of
modern literature through these assignments, and I see them as being of great
value to these students’ educational experience.
f. Appropriateness and fairness of evaluation criteria, such as exams, written
assignments, and reports.
All of my assignments are appropriate and fair. Some students may feel
otherwise, but I do not see these students, on the whole, as well prepared for
academic work as I was some years ago. I am disturbed by students’ general lack
of knowledge of important events, people, and history—even recent history. I do
not think that I am demanding anything unreasonable, but I do ask the students to
remember that they are in college, and college level writing skills and a grasp of
how to think and reason are expected of college students. I do not insist that their
academic work be as rigorous as mine was (I was educated in very large
universities with demanding instructors), but most of these students need to
become better at studying, reading, and general scholarship.
g. Application of Appropriate Methodology for Teaching Specific Content
I believe my methodology is sound. I probably do not use my computer to the
best advantage, but this does not mean that my students are missing anything in
the specific content of the classes that I teach. I am not anti-technology, but I
have seen it used for its own sake, and I am not a supporter of the concept that the
more “bells and whistles” we use, the better our instruction will be. I am puzzled
by some of the information that we have receive recently about student
assessment, and I am awaiting the arrival of material which will demonstrate
these concepts as used in the same subjects I teach as it arrives from other
universities. I am not yet convinced that the language we are asked to use in
evaluating student progress can be as precise as mathematics, which seems to be
what is being asked of us at times.
h. Commitment of Teaching/Concern for Student Learning
I feel that there can be no question about my concern for teaching and student
learning. That is why I am here. That is why I choose to accept a demeaning
salary. That is why I continue to strive to improve in my work. The reward that
comes from seeing students learn, grow, and increase in their ability to perceive is
what makes it all worthwhile.
i. Support of Departmental Instructional Efforts
I feel that I am supportive of the efforts of all my colleagues. I consult with other
instructors on how to help students grow and learn on many occasions. I give
special effort to the work of my students from Mexico, and I try to praise and
encourage them at every opportunity. I also try to praise the progress of the
students who are trying to “catch up” to the level of college academic
expectations. I have been supportive of the efforts of other colleagues and
participated in activities, interviews, and other efforts to help. I have also
consulted with my department head when I have perceived that another instructor
may benefit from mentoring or other help in teaching.
2. Give evidence of professional growth and standing by listing memberships,
activities, honors, etc.
I continue membership in The Dramatists Guild, and have recently joined the
Threatre Guild in New York City. I have been elected to an office in the newly
formed Bridges Arts Council, and try to meet with the council often. I serve as
president of the Valley City State University Faculty Association, which demands
a great deal of my time. I also try to be an advocate of the art and music programs
on campus, and attend as many concerts as possible, and have a season
membership with the local Concert Series. I have purchased student art work that
I have admired from their senior exhibits, and I try to sing in the university
concert choir.
3. Indicate scholarly activities and productiveness
I continue to search for and produce plays for the university that will attract
community members to campus, and at the same time teach our students about
different periods and styles in theatre. I have organized a season campaign, which
continues to grow each year, and which also provides additional income and
audience members to out program. In directing shows, I find that I must do all of
the basic work to organize, find non-student help when needed, operate the box
office and business arrangements of the theatre production program, and arrange
for costumes, sets, lights, sound, house management, tickets, programs, and all
other essential functions of a viable theatre program. It is more than I can do
efficiently, and I have had to turn to family, friends, and other community
resources in order to get the essential work done. I am appreciative and hopeful
that additional help can be found to augment the efforts I am making to see that
the program remains viable, and, if possible that it grows.
4. Discuss promotion of the University objectives through your service to the
University, community, and state.
I serve as a leader in the university Faculty Senate and Faculty Association, and
perform committee work toward accreditation preparations, and have been on the
Budget and Salary Committee for some time now. I judge high school speech and
theatre events, and I conduct a rigorous season ticket campaign during the
summer, for which I am not compensated, but for the good of the university
theatre program. I arrange trips for our students to attend theatre productions at
other venues outside of Valley City, and, as mentioned above, I serve on the
newly formed Bridges Arts Council. I also serve in a responsible position with
my church, which also takes a good measure of time and effort.
5. Describe your attitude toward students and your rapport with them in advising,
teaching, and informal contact.
My attitude toward my students is very positive. I love teaching, and I want to
make sure my students get what they came here for. I think that I teach with
sensitivity, caring, and some energy, and my students seem to realize this. I feel
that students who are held to a high standard of academic performance will
sometimes complain about it, but when the course is over, I feel that students feel
a sense of accomplishment and know that they have really grown. I have close
relationships with several students, but make every effort to demonstrate fairness,
and that I have no “pets” or “favorites.” Some students seek me out, call me at
home, and ask for extra help, and I try to give it. My wife and I occasionally
invite a variety of students into our home to enjoy home-cooked meals and
sometimes include an evening of watching some outstanding performances on
video.
6. Outline the professional goals or objectives you expect to accomplish before the
next evaluation period.
I plan to read more to augment my understanding of the materials presented in
Humanities class, and to keep myself informed in new developments in the arts. I
subscribe to theatre and other arts magazines and publications, and I plan to
continue my work and learning there. I will, as time allows, learn to use the
computer better, and learn how to complete my own portfolios to document my
progress and accomplishments, and maybe even learn some of the newer
developments (such as Blackboard) to help me become a more versatile teacher. I
will continue my advocacy for better facilities, and for more help in the theatre
program. I am confident that I am doing the work of at least three different
people in the program, and the stress is beginning to effect me. I have made it to
only one football game this year, but I plan to get better at supporting the variety
of activities in which our students excel. I will continue to support and seek the
support of my colleagues, and I will try to improve my ability to organize my
space, my desk, and my time.
I plan to keep breathing for at least another year.