Subject Details | |
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Name | EDUC 3005 - FOUNDATIONS 4: POLC LEVR CHNG - 1050 - Lecture |
DEPARTMENT_CD | IPRE |
CAMPUS_CD | PIT |
SCHOOL_CD | EDUC |
CLASS_NBR | 18687 |
SECTION_NUMBER | 1050 |
TERM_NUMBER | 2187 |
COURSE_TYPE | Lecture |
CLASS_ATTRIBUTE | HYBRID |
First Name | Mary |
Last Name | Stein |
RANK_DESCR | Professor |
TENURE | T |
EDUCATION
Instructor Summary of Results
Question | Results | ||
---|---|---|---|
Response Count | Mean | Standard Deviation | |
The instructor presented the course in an organized manner. | 25 | 3.12 | 0.93 |
The instructor was well prepared for class. | 25 | 3.08 | 1.04 |
The instructor managed class activities effectively. | 25 | 3.08 | 1.00 |
The instructor interpreted difficult concepts clearly. | 25 | 2.96 | 1.02 |
The instructor showed enthusiasm in teaching the class. | 25 | 2.56 | 1.23 |
The instructor facilitated the development of problem-solving skills. | 25 | 2.76 | 1.13 |
The instructor maintained an environment where students felt comfortable asking questions. | 25 | 2.92 | 1.08 |
The instructor showed respect for the questions and perspectives of students. | 24 | 3.13 | 1.08 |
The instructor gave students sufficient guidance for assigned work. | 22 | 2.59 | 1.10 |
The instructor evaluated my work fairly. | 18 | 3.00 | 1.24 |
The instructor provided helpful feedback. | 18 | 2.72 | 1.41 |
The instructor was available for assistance when needed. (Answer only if you sought assistance.) | 9 | 3.33 | 1.32 |
Instructor's overall teaching effectiveness
Question | Results | ||
---|---|---|---|
Response Count | Mean | Standard Deviation | |
Express your judgment of the instructor's overall teaching effectiveness: | 25 | 2.64 | 0.99 |
Course Summary of Results
Question | Results | ||
---|---|---|---|
Response Count | Mean | Standard Deviation | |
Course was well organized. | 25 | 2.84 | 1.14 |
Course objectives and requirements were presented. | 25 | 3.32 | 1.18 |
Course covered stated objectives. | 25 | 3.52 | 1.00 |
Question | Results | ||
---|---|---|---|
Response Count | Mean | Standard Deviation | |
Written assignments | 25 | 3.88 | 0.97 |
Readings | 25 | 3.92 | 0.76 |
Handouts | 14 | 3.29 | 1.07 |
Small group discussions | 25 | 3.76 | 1.05 |
Laboratory | 4 | 3.25 | 0.96 |
Instructor Evaluation: Detailed Results
1. The instructor presented the course in an organized manner.
2. The instructor was well prepared for class.
3. The instructor managed class activities effectively.
4. The instructor interpreted difficult concepts clearly.
5. The instructor showed enthusiasm in teaching the class.
6. The instructor facilitated the development of problem-solving skills.
Instructor Evaluation: Detailed Results (continued)
7. The instructor maintained an environment where students felt comfortable asking questions.
8. The instructor showed respect for the questions and perspectives of students.
9. The instructor gave students sufficient guidance for assigned work.
10. The instructor evaluated my work fairly.
11. The instructor provided helpful feedback.
12. The instructor was available for assistance when needed. (Answer only if you sought assistance.)
Express your judgment of the instructor's overall teaching effectiveness:
Course Evaluation: Detailed Results
1. Course was well organized.
2. Course objectives and requirements were presented.
3. Course covered stated objectives.
How much did each of the following contribute to your learning in this course.
1. Written assignments
2. Readings
3. Handouts
4. Small group discussions
5. Laboratory
Student Self Report
Question | Results | ||
---|---|---|---|
Response Count | Mean | Standard Deviation | |
Amount that you contributed to your learning. | 24 | 3.42 | 0.72 |
Amount that you learned. | 24 | 3.38 | 0.58 |
Amount of increased interest in the subject. | 24 | 3.13 | 0.85 |
Student Self Report: Detailed Results
Compared to most courses you have taken:
1. Amount that you contributed to your learning.
2. Amount that you learned.
3. Amount of increased interest in the subject.
Would you recommend this course to other students?
Would you recommend this instructor to other students?
Comments
What were the instructor's major strengths?
Comments |
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Dr. Stein appears to be quite knowledgable. It was a shame that she hardly lectured at all to share that knowledge. |
None. Dr. Stein was the "invisible" instructor. Did not attend several classes. Lectured very briefly – once. Almost no participation in class. Showed no signs of enthusiasm or interest in the course or students. |
knowledgeable |
Unsure |
Well–prepared |
I did not see any strengths in Dr. Steins teaching in this course. |
organized. |
Intellectually MaryKay has a great deal to offer her students. Her points that were made during the class were clear and impactful to learning. |
Dr. Stein's reputation in educational academia proceeds her. |
Her feedback is clear and helpful |
I cannot name any. |
Great experience with research. |
She is very well versed about the topics; very informative to speak with especially one on one. |
Knowledge Base |
knowledgeable with class content |
Content knowledge |
Concerned about the students, cared about the subject and that the students were learning from the process and assignments. |
Very knowledgeable with topic area. She had a great presence and created a comfortable learning environment. |
What were the instructor's major weaknesses?
Comments |
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See all above. |
Approachability |
dry, monotone |
Not personable and limited interactions |
Not cognizant of time and course pacing |
There were many. First, it seems like she has no desire to teach this course, which came across in her delivery of lectures and lack of detail (for example the misplacement of principles and principals on a slide in the third class meeting). We all understand that instances happen where one must miss a class, and in previous classes we have worked with instructors to make up work, and even be present via mobile devices as needed. My understanding from peers is that they had a hard time missing class even for professional reasons. While this may be an acceptable policy, the fact that Mary Kay Stein was not present for the first class “because of family obligation” flies in the face of the expectations set for students, and shows a true lack of respect and appreciation for the time that we are putting into this course. She could have at least reached out to her grading groups in advance of or as a follow up to the first class. Delays in grades were also a problem – the fact that grades for the matrix assignment and outline assignment were both delayed from a Friday until a Sunday. The faculty said that they would have matrix grades and feedback on Friday June 15, my grade was not available until Sunday June 17. We were told that the faculty would work to give outline feedback on Friday, July 20 (only one week before our final posters are due in class), only to receive an email on Friday that feedback would not be available until Sunday, July 22 after 9pm. Worse – the feedback that was late was minimal, at best, from Dr. Stein – providing little to move forward with. Some of the few comments she did make, did not seem to fit with what were told in class – in the instance of a grade on the matrix (though she missed the class where we discussed it), and in the outline where she referenced readings that we had not reached yet in the syllabus. As I think many of my peers would agree, I was hopeful that this expert in policy would share her expertise with us and it never happened. |
Unresponsive – emailed as my grading instructor and never responded. Seemed apathetic to the course. Did not provide timely feedback. Was late on matrix assignment compared to date we were given and other instructors. Journal feedback would note things like – "think about this is next journal or expand here next time", but the next journal was already submitted for grading because grading was done late. Feedback was not very helpful |
She treated the students like children rather than adult professionals. She lacks the humility necessary to be an effective educator, as evidenced by the underlying attitude of "she knows all, we know nothing" that permeated her lectures. Her presence was a strong demoralizing force for the class. Dr. Stein clearly does not understand the EdD population. |
MaryKay is very soft spoken and in an auditorium she should use a speaker, very hard to understand otherwise. |
Dr. Stein showed a dismissive attitude toward students. Her absence during the first session coupled with her insistence on "following policy with fidelity" about student absences during our summer work hours was not welcome. Dr. Stein treated us as less than. For this student, that attitude became a hurdle to the course, instead of a conversation with a senior colleague. I will not take a course with her again if possible, and will not recommend this professor to other students. |
She Could be more animated |
Her lectures are not very engaging. She does not seem to enjoy teaching and it shows. I was hopeful that this expert in policy would share her expertise in a more beneficial and engaging manner. |
Dr. Stein did not appear to engage with students, she had minimal contribution to the course on Saturdays. |
Didn't provide clarity as it relates to the content of the course. Often the content she taught was misunderstood or not able to be comprehended because of the delivery method she utilized. While this is a passion of her, this passion didn't come across in how she taught us as a class about it. Additionally, I think there was a double standard. Students were told they couldn't miss class for personal reasons, but she was absent from our first class for a family function. Definitely a great researcher, just not sure of her effectiveness as an instructor. Myself and my peers were more confused by the topics she taught. Furthermore, she was often late in giving feedback. |
The overall course was very disorganized; dates were not correct; there was a delay in getting the syllabus; feedback was very sparse and delayed. |
Enthusiasm and preparedness |
Did not have enthusiasm when lecturing and discussing class content |
Unprepared and uninterested in teaching this class. |
Needs to give more in depth feedback on assignments |
N/A |
What aspects of this course were most beneficial to you?
Comments |
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I learned a good deal about policy in this course. I know that many of my peers will complain about this class, but I thought it was well organized, interesting, and that my work was assessed fairly. |
Feedback and group work. |
Considering policies and my problem of practice |
breakout groups with fellow ARCO members feedback |
The foundational understanding of policy and how it manifest in various instruments |
Readings on policy and implementation |
I do not feel that I can call this course beneficial to me. I feel that I lost an opportunity to learn more about policies and how they can be used. The readings were useful, but the class sessions and assignments did not seem to be thought out in a way to correlate the readings (many times just reviewing the readings or a related study) or to benefit most of the students. To me it was much more about getting through a course than growing my knowledge base in the ways I thought I might. The in–person meeting times were not used to their potential. As adult learners sitting and listening to lectures is not the best way to help us engage with material. While some lectures are perfectly acceptable, the lack of interactive activities (outside of LC discussions) was regrettable. The course seemed like an afterthought to the teaching faculty. |
I enjoyed the small group work. |
Regularly applying abstract concepts around policy to my own practice –– making it concrete –– was extremely helpful. Doing this exercise so regularly helped and I believe will help me in the future. |
The poster assignment: preparing it, discussing it, and most certainly the delivery in the hallway presentation was the most exceptional experience for interface with all fellow students. BEST EXPERIENCE to date in the program!!! |
The readings and group work were phenomenal. The project focus from start to finish leant cohesion to the course. |
General concepts |
– Poster session (suggest informing students of cost to print posters at the beginning of the semester) – Readings were helpful and appreciate effort to be inclusive of all concentrations |
I had a really good learning community for the journals this time. It really helped to push my learning forward. I got a lot out of the journaling assignments in this course especially because I did not find policy as a topic to be very engaging. I got more out of the poster session than I anticipated. Explaining my policy and then discussing it with interested colleagues helped to enhance my learning of my policy. |
The process of applying concepts to the analysis of policy over time to a culminating paper. The journals that explored the concepts of policy analysis and social justice issues. |
Learning how policy can be used and influenced within my educational place of practice. Specifically, the role of educational leaders as policy implementers, as well as what instruments are used to create and implement policy. I also gained a better understanding of how to contextualize capacity as both a strength and challenge in policy development and implementation. The paper outline was extremely helpful. This exercise provided me another tool I plan to use in future courses and provided me a good example of how to outlined my papers for the future and how they can be helpful. |
The process of exploring my PoP was beneficial |
Group work and in–depth analysis for PoP |
Some of the readings and writing the assignments |
Policy is an important topic that educators should know more about. The content is great, although based on my group–mates comments, we definitely needed to review policy basics. |
Poster presentation – although I think maybe presenting the poster on a screen and talking about it for five minutes to the entire class may have been more productive to speak in front of a larger group and use the time for efficiently. The journals helped keep everyone accountable for reading. |
Understanding of policy and practice as it relates to my problem of practice. The course helped me to identify a specific policy related to my pop as i was having difficulty with this in previous courses. I also learned more about policy as it relates to various education contexts. I also liked how the professors integrated readings that were relevant for all ARCO groups. |
What suggestions do you have to improve the course?
Comments |
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Perhaps include more theoretical articles on policy design. |
Split the workload among instructors more evenly to balance the course. |
no more journals with synthesis and then responses. Maybe just journals and responses? Or journals and a synthesis? |
Perhaps take a deep dive into identifying and deconstructing a major local policy initative |
The journal process was unpleasant. My group mates did not have the same level of academic committment and standards as I did, which made working as a team very difficult. Relying so much on others to complete syntheses on time and to the level of which I've come to expect in a doctoral program was painstaking. This primarily became an exercise in constantly revising my class mates's work instead of actually learning and reflecting. The "mini–projects" were also a source of confusion. I spent a significant amount of time preparing these, and the were apparently just throw–away assignments to take attendance. I was disappointed in this. It would be nice to have the instructors give more timely and useful feedback for assignments that are going to build on each other. The feedback we did receive was very minimal and not very constructive in moving forward with our work. |
This course displayed a complete lack of respect for students from the instructors. From the fact that we did not receive a final syllabus until May, 30, 2018 – 16 days after the course officially began, and 11 after our first class meeting – to the fact that grades for the matrix assignment and outline assignment were both delayed from a Friday until a Sunday – displaying a lack of respect for the time money and effort that the students are putting into this program. This is the first class to make it nearly impossible to achieve a positive work/life balance, because of the lack of ability to plan. Peers had a hard time missing class even for professional reasons. While this may be an acceptable policy, the fact that Dr. Stein was not present for the first class “because of family obligation” flies in the face of the expectations set for students. A loss in the family is an understandable and regrettable reason to have to miss a course, I extend my sympathies to Dr. DeAngelo – who went out of her way to email her grading groups the day before class to let them know she would not be present (a courtesy not extended by Dr. Stein). The poster session in the last class meeting did not need to last for the entire class. We could have had further activities and discussions had we not had three hour–long sessions. Perhaps everyone could hang their posters for an hour and a half or so, and take 10 to 20 minute intervals to walk around. Using the entire class meeting time for the sessions felt like a waste of limited time. I was excited by the title of this course as “Policy as a Lever for Change” could be quite useful in our careers moving forward. However, we are not all currently immersed in policies in our current positions. Even if the assignments were to stay focused on current places of practice, the in–person time could be spent looking at policies with more discussion and interaction than this summer’s structure covered. Perhaps more breakout groups and peer sharing. Perhaps delving deeper into specific policies (like NCLB) and looking at them from creation through implementation and assessment. Reflecting on implementation of policies in your place of practice can be difficult if you were not present in your place of practice for a policy implementation. |
This class had a rough start and it has set the tone for the term. The syllabus was not provided until after the first class – two weeks into the term. IT made the start of the term chaotic. Timelines were not planned to allow for enough time to provide feedback. Specifically, our outlines which influence our posters and papers were supposed to have feedback returned by July 20. I was counting on this because I needed the weekend to work on my edits as I had a work conference to attend during the week. We received notification on Friday afternoon that we would not receive feedback until Sunday and I fly out that day. This is really frustrating that I am expected to manage my time to meet deadlines, but the instructors cannot manage their time to do the same. They should have set the outline deadline a week earlier to allow themselves time to manage. These organizational things caused frustration and impacted engagement in the class. |
I think the course would be much better if Drs. Correnti and DeAngelo taught it on their own. |
More use of the microphone. |
Provide the syllabus before the course starts. Please look at Blackboard and make sure that all links are loaded and accurate. Please make sure that instructions are consistent in all documents: what needs to be printed, shared electronically, etc. Please make sure that references to links actually have links that work. Please make sure that the journal instructions are clear on Blackboard. Please provide feedback for the iterative assignments more quickly so that we can adjust our work. Please consider sending out an attendance policy for students who must take this course in the spring so that we can work with our places of practice to plan vacations and conferences appropriately. Notice the first day of class was unfortunate. |
Make it relevant to all subjects (i.e. HPA) |
– Timely feedback is important especially in an EdD program with working professionals – Less busy work in group activities – Add peer evaluation for journals – Discuss with School of Education a new management system for CourseWeb sites. Very frustrating and confusing that Courseweb was consistently inaccurate. – Short formal lectures each class would be informative instead of self–directed and peer learning. |
Please keep to timelines. Not having a syllabus until two weeks into the course and then not getting feedback when it was promised really left a bad taste in my mouth. This Ed.D. program has been respectful of working professionals to this point, but this course has been disrespectful to me as a student who is a working professional trying to juggle work and school. I realize that some of the Blackboard glitches were out of your control, but that was also frustrating. |
Please have the course ready to go before the session starts and find a way to ensure that the information in the course is correct. |
While we discussed social justice, I think it would be better to incorporate social justice and equity throughout the structure of this course. Perhaps one of the greatest challenges with policies is the systemic issues related to equity and diversity and I felt at times this was overlooked or glossed over. Additionally, feedback was generally an issue with this course. We were provided deadlines for grades, but often received feedback either too late or not within the framework we were given. I think one of the biggest challenges with this is we didn't have a finalized syllabus until the second class meeting. My expectation is that a syllabus for this course should be completed and designed prior to the course and not while it is being implemented. This was a major flaw and big frustration for myself and my peers. I think another challenge this summer was how well the instructional team worked together. You could see this team didn't appear to work well together and had conflicting opinions. I like the poster, but I think it should either be a poster or a paper. Doing the poster engaged me more than writing the paper, but I did appreciate the paper outline. |
Have a defined set of assignments from the first day; give time to work on revisions; provide more timely feedback; reduce the workload to allow for time to revise and work on assigments |
Spread out the paper outline, poster, and paper so that there is more time for each assignment to be completed and receive feedback before the next is due. |
This course was very disorganized and frustrating. I liked the actual policy analysis and the jouranl conversations were relevant and okay. |
The class needs to be better organized and the three instructors need to better communicate with each other over class content. Dr. DeAngelo should not be teaching the course. |
This class was taught horrifically. We pay a lot of money to be here, and our professors could care less about this. Some notable things include: 1. We did not have a complete syllabus until after our second class meeting. This is coming to class totally unprepared. 2. We were assigned a lot busy work that went ungraded. The miniprojects were a total time waster and the journal reflections were totally unnecessary. 3. Feedback was often late. For example, we needed to make a poster for 7/28 session and were promised feedback on initial work for it by 7/20. It didn't come until the night of 7/22 which meant that we did not have a weekend to work on our big assignment and that we had to rush to get it done in order to have our posters (expensively) printed. This is a program for working professionals, most of us do our school work on the weekends, it is totally unprofessional and disrespectful for feedback to be late but the due date unchanged. 4. All instructors were totally disrespectful of students personal and professional commitments while expecting us to be respectful of them. The feedback thing as mentioned about is an example. So are many of our cohort's examples of needing to miss class for personal commitments and medical issues (weddings, childbirth, surgery) and the team's not accommodating this or expecting extra work. It should be noted that 2 instructors missed class for "family" reasons, but we were not extended the same courtesy. This course was an embarrassment, and we should be refunded or discounted for it. |
More feedback in timely manner from faculty on journals and assignments. |
It would have been helpful to receive feedback on assignments sooner to make sure other assignments were done right. |