Introduction to Communication COM1011

COM1011, Introduction to Communication

Summary:

I have been teaching Introduction to Communication for 18 years, therefore, it is not surprising that my course evaluations are, on the whole, very favorable. I also believe due to the length of time teaching the course these evaluations show both my strengths and challenges in the classroom. Additionally, I explicitly teach the construction of feedback. Students learn the process of communicating both complimentary and critical critique in a variety of contexts. Therefore, I expect and encourage my students to apply their critiquing skills and share explicit feedback, in full, every semester. Lastly, as evidenced in the takeaways section, I take to heart what I learn about the journey of my teaching through the eyes of my students and to this point, this summary process was professionally invaluable.

As I learned from my student evaluations, a challenge of this course is how to represent the discipline given the depth and breadth of information within the field of communication, that is best for our students, and that satisfies the learning objectives. In the minutiae of my evaluations, I found that some students noticed a lack of alignment between the learning (readings and other resources) and graded assignments. This is incredibly insightful feedback. Also, some students noted that assignments could be more explicit, and some students found open ended choices for assignments difficult. The nature of this first-year course, and General Education requirement at Landmark, is to, among other things, support students with a broad range of learning styles working to transition into college. I feel teaching communication knowledge and skills to Neurodiverse students is an incredible responsibility. Knowing that not every teaching and learning style match perfectly, I feel strong about the these evaluations as a whole, and I am very proud of what I discovered in these evaluations.

During this time frame (2014-present), I worked diligently at adapting each course by applying key principles of universal design for learning. In a review of these Canvas courses, I noticed how much my pedagogy changed as I took many risks in an attempt to make each course 100% accessible to every student. Clearly, I used this time to deepen my own understanding of UDL and experiment applying these UDL principles in each class. For example, making text readers available, using closed captions, and allowing multiple variations and opportunities for representing learning. Also, creating assignments that are flexible and designed to foster student strengths and decision making. Overall, creating courses that apply UDL principles fits my teaching philosophy perfectly as I believe every course should utilize UDL principles, removing any barriers to the learning process.

In examining 13 student evaluations, from Spring 2018, below is a summary of the ten questions applicable to my teaching:

100% of students reported being an “active participant in the class.” 46% often, 54% sometimes.
84% of students favorably reported “gaining knowledge and skills in the course.”15% strongly agree, 69% agree, 15% neutral.
85% of students agreed the “assignments facilitated learning.”8% strongly agree, 77% agree, 8% neutral, 8% disagree.
77% of students reported agreement they perceived the “grading criteria clear.”8% strongly agree, 69% agree, 23% neutral.
91% of students reported very favorably to “opportunities for participate.”31% strongly agree, 54% agree, 15% neutral.
84% of students reported very favorably to a “positive environment.” 38% strongly agree, 46% agree, 8% neutral, 8% disagree.
78% of students reported favorably to “helpful teaching techniques.” 31% strongly agree, 46% agree, 8% neutral, 15% disagree.
75% of students reported favorable to “effective communication.” 17% strongly agree, 58% agree, 25% neutral.
85% of students reported favorably on “useful feedback.” 23% strongly agree, 62% agree, 15% neutral, 0% disagree.
84% of students reported excellent or good "overall ratings of this course." 16% excellent, 59% good, 15% fair, 0% poor.

Student Comments:

“im unsure of the exact number of hours but I spent a lot of hours on assignments that I struggled with. preparing for the class I would go over notes and read the textbook just to recap for the next day”
“I went to office hours but mr. matte was not there”
"Most of the assignments were straight forward and it didn’t take me long to understand”
"If I was unsure about an assignment or any questions that I had I made sure I was in communication with my professor (Eric Mattie)
"The class was welcoming"
"Matte was always enthusiastic and engaged"
“The positive feedback on assignments good because it would help me figure out what to fix the problems and mistakes.”

Most positive aspects of this course:

“Dealing with public speaking and presentation skills”
“understanding communication and how to do it better”
“The conflict management portion”
“the discussions about communication”
“Getting support”
“eric matte and his teaching style of conversational lectures where the whole class would participate”
“that learning and understanding communication is very important and valuable skill to know.”

Improvement Suggestions:

“It often felt not much got done in class”
“Make sure everyone understand the projects ”
“Nope”

Overall Takeaways from Student Comments:
One student stated I was not present for office hours. This feedback I take very seriously about being available during office hours. I take pride in reminding students each week when office hours are held to encourage this form of class participation. From this comment, I now leave a note on my door if I plan to step away for any length of time. Also, I ask students to wait 5-10 minutes if I am not in my office when they arrive. With regards to in class time, I can tend to be more relational with students which often takes time away from content covered in class. I believe I work every class at finding the proper balance of allowing student voice and moving the whole group through the day's content.

In examining the evaluations received for Introduction to Communication, Fall 2018, below is a summary of ten questions applicable to my teaching.

93% of students reported being an “active participant in the class.” 64% often, 29% sometimes, 6% rarely, 0% never.
73% of students favorably reported “gaining knowledge and skills in the course.” 24% strongly agree, 59% agree, 18% neutral, 0% disagree.
66% of students agreed the “assignments facilitated learning.” 29% strongly agree, 47% agree, 12% neutral, 12% disagree.
65% of students reported agreement they perceived the “grading criteria clear.” 24% strongly agree, 41% agree, 24% neutral, 12% disagree.
89% of students reported very favorably to “opportunities for participate” 24% strongly agree, 65% agree, 6% neutral, 6% disagree.
95% of students reported very favorably to a “positive environment” 24% strongly agree, 71% agree, 0% neutral, 6% disagree.
82% of students reported favorably to “helpful teaching techniques.” 29% strongly agree, 53% agree, 6% neutral, 6% disagree, 6% strongly disagree.
75% of students reported favorable to “effective communication” 19% strongly agree, 56% agree, 19% neutral, 6% disagree.
82% of students reported favorably on “useful feedback.” 47% strongly agree, 35% agree, 12% neutral, 6% disagree.
82% of students reported excellent or good "overall ratings of this course." 47% excellent, 35% good, 18% fair, 0% poor.

Student Comments:

Noteworthy, this semester was zero student comments specific to positive aspects and improvements for this course.

“I got all my questions answered through the Canvas Inbox!” (about office hours)
“Just didn’t feel I needed to use them, would have used if I did.” (about office hours)
“I felt that Professor Matte communicated well to the class so I didn’t need to (use office hours).”
“I accumulated zero absences in this class a feat I am proud to say” (how many absences)

Overall Takeaways from Student Comments:
Students in this class reported motivation regarding the "attendance bonus" for no absences for the term. Overall, I frequently see student excitement over this policy of rewarding students for perfect attendance throughout the semester.

In examining the student evaluations for Introduction to communication, Fall 2019, below is a summary of the ten questions applicable to my teaching:

94% of students reported being an “active participant in the class.” 35% often, 59% sometimes, 6% rarely.
76% of students favorably reported “gaining knowledge and skills in the course.” 35% strongly agree, 41% agree, 18% neutral, 6% disagree.
63% of students agreed the “assignments facilitated learning.” 19% strongly agree, 44% agree, 31% neutral, 6% disagree.
70% of students reported agreement they perceived the “grading criteria clear.” 35% strongly agree, 35% agree, 24% neutral, 6% strongly disagree.
76% of students reported very favorably to “opportunities for participate." 35% strongly agree, 41% agree, 12% neutral, 12% strongly disagree.
65% of students reported very favorably to a “positive environment.” 24% strongly agree, 41% agree, 18% neutral, 6% disagree, 12% strongly disagree.
53% of students reported favorably to “helpful teaching techniques.” 24% strongly agree, 29% agree, 24% neutral, 18% disagree.
59% of students reported favorable to “effective communication.” 18% strongly agree, 41% agree, 29% neutral, 12% disagree.
65% of students reported favorably on “useful feedback.” 24% strongly agree, 41% agree, 18% neutral, 0% disagree, 18% strongly disagree.
53% of students reported excellent or good "overall ratings of this course." 18% excellent, 35% good, 35% fair, 12% poor.

Student Comments:

“I did my best to do that and be prepared for class. However, the grade I got didn't give me any positivity because the grade made me feel like I wasn't doing my best. And telling someone, to quote "you really might not seem ready for college at all" certainly doesn't add to being determined either. I'm trying my best at everything, I don't expect myself to be 100% perfect at everything.” (Hours per week on class and assignments).
“I don't even know at this point because the grade in that particular class certainly didn't add to me being positive and I guess my mindset was: I must have everything 100% so my teacher doesn't think I'm failing. I'd like to do my very best in each class. Not have everything be 100% perfect. I'm frustrated with my grade in that class but that's also because I was only received negative feedback and not positive feedback. I want to do my best in classes and at this college. Not receive negative feedback as if to feel like I'm about to fail. Idk anymore. I'm only trying my best at everything day per day to be honest.” (Expected Grade for this course).

Overall Takeaways from Student Comments:
These comments listed are very powerful. In working with first year students, often conversations involve college readiness and how to develop new skills to manage the learning process. This particular comment also serves as a reminder of the importance of paraphrasing to ensure messages are clearly communicated. I take this comment very seriously, as my goal with any feedback is never to demoralize but rather convey to the person the pathway to academic success. Furthermore, these comments are a reminder for me to find the positives in student work and not just simply focus on aspects that need improvement. From this comment, I work hard at praising and providing ideas for improvement in every comment to each individual.

In examining 9 student evaluations from one section in Introduction to communication, Spring 2019 , below is a summary of the ten questions applicable to my teaching:

89% of students reported being an “active participant in the class.” 33% often, 59% sometimes, 11% rarely.
44% of students favorably reported “gaining knowledge and skills in the course.” 22% strongly agree, 22% agree, 33% neutral, 11% disagree, 11% strongly disagree.
44% of students agreed the “assignments facilitated learning.” 22% strongly agree, 22% agree, 22% neutral, 11% disagree, 11% strongly disagree.
66% of students reported agreement they perceived the “grading criteria clear.” 22% strongly agree, 44% agree, 11% neutral, 11% strongly disagree.
78% of students reported very favorably to “opportunities for participate.” 56% strongly agree, 22% agree, 22% neutral, 0% disagree.
66% of students reported very favorably to a “positive environment.” 22% strongly agree, 44% agree, 33% neutral.
66% of students reported favorably to “helpful teaching techniques.” 44% strongly agree, 22% agree, 22% neutral, 11% disagree.
55% of students reported favorable to “effective communication.” 22% strongly agree, 33% agree, 22% neutral, 11% disagree, 11% strongly disagree.
55% of students reported favorably on “useful feedback.” 33% strongly agree, 22% agree, 33% neutral, 0% disagree, 11% strongly disagree.
66% of students reported excellent or good "overall ratings of this course." 22% excellent, 44% good, 11% fair, 22% poor.

Student Comments:

“The most valuable, positive, or helpful aspects of this course was that it hepled me discover what I needed to work on for communcation. I realized that I need to work on my confortation and stop avoiding it.”
“Matte as a person. He was incredibly forgiving, helpful, and positive, but knew not to baby you if you didn't need it.”
“The discussions and I think the poster really allowed for some interesting topics.”
“The teacher really cared about his students.”
“The teacher was really nice.”
“Non-verbal communication and poster presentation.”
“Professor Matte's understanding and helpfulness with me and when I got behind on projects.”
“Get rid of the quizzes. They were often very confusing and had misspellings and just didn't make sense.” (Improvements)
“Way more structure and clearer communication of what is expected. It never felt like I knew what was expected, upon asking for help I was told to do what I thought was right. That literally is the reason why I came to landmark, I need more structure and it was infuriating and anxiety inducing to receive that answer.”
Course Improvements
“make sure everything on quizzes are correct.” (Improvements)

Overall Takeaways from Student Comments:
Spelling and grammar in any document for students needs careful review and editing and when these mistakes happen I find it very stressful due to the pride I take in this work. Another take away is for materials to be carefully proofread particularly when duplicated from a previous course. I also believe my teaching style is challenging for some student profiles who like to be told in specifics what to do. While I would never deny help, my style tends to empower students to problem solve and build confidence in areas I believe they can solve independently. I will also continue to work at finding the proper balance of empowering and assisting students to foster individual success.

In examining 7 student evaluations from Spring 2020, below is a summary of the ten questions applicable to my teaching.

Noteworthy about this semester, the college campus closed and we went in to remote learning in precarious time in education. Despite this enormous challenge, the student evaluations are generally positive and informative in nature.

87% of students reported being an “active participant in the class.” 57% often, 29% sometimes, 14% rarely.
71% of students favorably reported “gaining knowledge and skills in the course.” 14% strongly agree, 57% agree, 14% neutral, 0% disagree, 14% strongly disagree.
58% of students agreed the “assignments facilitated learning.” 29% strongly agree, 29% agree, 29% neutral, 14% strongly disagree.
43% of students reported agreement they perceived the “grading criteria clear.” 29% strongly agree, 14% agree, 29% neutral, 14% disagree, 14% strongly disagree.
100% of students reported very favorably to “opportunities for participate.” 29% strongly agree, 71% agree, 0% neutral, 0% disagree.
88% of students reported very favorably to a “positive environment.” 29% strongly agree, 57% agree, 14% neutral, 0% disagree.
58% of students reported favorably to “helpful teaching techniques.” 29% strongly agree, 29% agree, 14% neutral, 14% disagree, 14% strongly disagree.
58% of students reported favorable to “effective communication.” 29% strongly agree, 29% agree, 29% neutral, 14% disagree.
72% of students reported favorably on “useful feedback." 29% strongly agree, 43% agree, 29% neutral, 0% disagree.
43% of students reported excellent or good "overall ratings of this course." 29% excellent, 14% good, 43% fair, 14% poor.

Student Comments:

“This semester was more of a challenge to use Office Hours, especially with Campus Closing” “Being able to work in a quiet environment, free of noise pollution”
“The most helpful aspects were that this course taught me how to better communicate and helped me better understand my strengths and weaknesses as a communicator.”
“Some of the lessons are good”
“The class was very calming the teacher was very forgiving and trusting. The testing system lent itself well to actually learning the content. The presentation felt meaningful and doable. Class discussions could be volatile but fun and informative.”
“i feel for a lecture class there was no lecture or structure. it was show up reading about a topic then not even talk about the topic we are studying. i felt like my time was wasted many days in class and made me wonder why I even showed up to class.”
“You are allowed to be good at something. Not everything is two ways or needs improving”
“Tie the chapters more closely to class work as they felt entirely separated, when they did come together it resulted in the better classes. The teacher needs to understand that their points can be lost as they can say something in 25 sentences that really only needed 2. They also should know that despite asking for discussions and critiques at the beginning of the course, they can come off as very defensive and opinionated when presented with a conflicting view, being corrected or challenged.”

Overall Take-aways from Student Comments:
Despite this being the "pivot" semester, two comments are similar and call for my attention. Specifically alignment of the readings and the discussion during class time. I find this issue to be frequently difficult because of utilizing class time for student presentations. Going forward I hope to continue to address this specific topic of aligning course readings with class discussions and also compartmentalizing student presentations so not to get in the way of engaging in the reading. The one comment about being opinionated and defensive made me think hard about when that happened and what exactly was said, but ultimately I don't think I have ever been labeled this before. Additionally, in this course, I explicitly teach the importance of understanding others perspectives and defocus on being right or winning an argument. Looking ahead, I will always encourage my students to communicate their own thoughts and opinions and I will work at demonstrating understanding, and keeping an open mind towards to students ideas.

In examining 7 student evaluations from Summer 2020, below is a summary of the ten questions applicable to my teaching:

Noteworthy, this course was the first Landmark College classes launched fully online and given I interpret these reviews as positive.
86% of students reported being an “active participant in the class.” 43% often, 43% sometimes, 14% rarely.
57% of students favorably reported “gaining knowledge and skills in the course.” 14% strongly agree, 43% agree, 0% neutral, 29% disagree, 14% strongly disagree.
43% of students agreed the “assignments facilitated learning.” 0% strongly agree, 43% agree, 43% neutral, 14% disagree.
86% of students reported agreement they perceived the “grading criteria clear.” 0% strongly agree, 86% agree, 15% neutral, 14% disagree.
100% of students reported very favorably to “opportunities for participate.” 29% strongly agree, 71% agree, 0% neutral, 0% disagree.
86% of students reported very favorably to a “positive environment.” 29% strongly agree, 57% agree, 14% neutral, 0% strongly disagree.
72% of students reported favorably to “helpful teaching techniques.” 29% strongly agree, 43% agree, 14% neutral, 0% disagree, 14% strongly disagree.
86% of students reported favorable to “effective communication.” 29% strongly agree, 57% agree, 14% neutral,0% disagree.
85% of students reported favorably on “useful feedback.” 14% strongly agree, 71% agree, 14% neutral, 0% disagree.
86% of students reported excellent or good "overall ratings of this course." 43% excellent, 43% good, 14% fair, 0% poor.

Student Comments:

“I did not use office hours in this online course.”
“To grow as a public speaker.
“The online group discussions via Microsoft Teams. I was able to kind of connect with my professor and peers”
“learning to communicate i guess”
“I learned useful communication skills in a new and interesting way.”

Overall Takeaways:
The biggest takeaway from this semester was migrating and adapting the course to a fully online asynchronous environment. These evaluations was the low score on "assignments facilitated learning." The plan from this feedback is comb the assignments in this online course to ensure the specific learning objectives are being covered and measured. A highlight in these evaluations was that students mentioned feeling connected to the people in the course.