Over the course of the classes I’ve taught, I’ve found that the teaching evaluations students are invited to complete at the end of every term often reflect my teaching values and intentions. I also see teaching evaluations as a rich source of candid student feedback. Ultimately, I see every evaluation response as a chance to consider, refine, and modify my approach to teaching future classes.
Four themes surface frequently in my teaching evaluations. They are included here with written comments excepted from my teaching evaluations.
Cultivating an Environment of Openness
I approach teaching with the belief that learning happens best when everyone can be genuinely present and feel comfortable to ask questions and share background knowledge freely. Not only do I prioritize time for students to ask questions, but I also acknowledge and validate all student questions. I recognize that speaking a question into a classroom context is an immense act of vulnerability and my teaching acknowledges that voluntary vulnerability as a point of departure for personalized learning.
“He strived to create a welcoming and inclusive environment for all classmates, and therefore, I could ask as many questions as I want during the class which I usually am not able to do because I feel somewhat isolated due to being an international student.”
(Technical Writing, Summer 2021)
“His teaching style is very easy to follow and he addresses questions at any point and receives them well and with concern for the topic.”
(Business Writing, Fall 2018)
“Extremely friendly and supportive. Always open to criticism and making changes in the classes. Answers any questions asked in a meaningful and genuine manner.’
(Introductory Composition, Spring 2018)
“Ryan arrives to class with a smile and fosters the cheerful environment in the room. He is always friendly and encourages the class to get involved with oral assignments.”
(Introductory Composition, Fall 2017)
“He is always respectful of what the students have to say and asks for input periodically to improve the way that class is run and keep students involved.”
(Introductory Composition, Spring 2018)
“Ryan is an amazing professor who really takes the time to make sure everyone is engaged in the material. His enthusiasm created a great environment for everyone to feel free to share their opinions.”
(Social and Political Philosophy, Fall 2014)
Organization & Flexibility
A clearly organized course is vital for accommodating flexibility. I strive to make learning goals and assignment expectations clear, because I recognize most students benefit from structure. A cornerstone of my pedagogy is being as flexible as I can with every student, and I believe that starting from a point of organization allows for fairness and clarity in cooperative adaptations.
“The instructor is very diligent with instructions and course work. He clearly lays out requirements and provides us with all the necessary tools to go above and beyond in our projects.”
(Technical Writing, Summer 2020)
“His rubrics are clear and he takes students’ advice when making them so we know exactly what we need to do.”
(Business Writing, Fall 2018)
“The format of this class, even in Maymester, was flexible but rigorous. I really appreciated the organization and willingness to answer all questions. Great job!”
(Technical Writing, Summer 2021)
“The course is very organized and very well laid out. I am very glad that Dr. Murphy [sic] is very open-minded and is willing to be so flexible.”
(Technical Writing, Summer 2020)
“The Class style was very straightforward and therefore, not overwhelming. It was engaging and informative and the material was very interesting and understandable…with time! Little changes thrown into the curriculum here and there kept us on our toes. It was definitely my favorite class this semester.”
(Social and Political Philosophy, Fall 2014)
Feedback & Working with Students as Individuals
As a writing instructor, one of the most vital ways I interact with students is through the feedback I provide on their work. Pragmatically, I consider the assignment at hand and what kind of feedback will be most helpful to the student. Whereas first drafts benefit most from generative suggestions and formative comments, final drafts benefit from summative remarks that discuss student work in relation to evaluation criteria. In addition to individual feedback, for most assignments, I prepare comments for the entire class. By modulating feedback modes, I also try to connect with students in different ways through the semester including screencast videos and individual conferences. At core, I see feedback as a means for fostering dialogue and recognizing the labor and care students put into their work.
“Gives positive and helpful feedback in a way that helps students to look at their topic of choice in a different manner and address the topic more effectively in their writing. Also gave suggestions on how to organize information or what to do when you may get stuck on a topic (for example what to research more of or to address a weak point in your paper).”
(Introductory Composition, Fall 2017)
“He truly cares about his students and their success, and that is clear through his videoed feedback, in-depth comments, and helpful weekly announcements.”
(Technical Writing, Summer 2020)
“I liked his feedback on all assignments and course work, it was constructive and provided a lot of learning experience. I liked that he posted constant encouragements [sic] for his students. Personally, the encouragements [sic] helped me do well in the class. He is always there to help when I need guidance.”
(Technical Writing, Summer 2020)
“Ryan took the time to make videos for each student he has and they were very in-depth and thought out.”
(Technical Writing, Summer 2020)
“Ryan gives some of the best feedback to writing that I have seen from a teacher. He is very helpful and shows that he actually gives a s*** about what his students write.”
(Social and Political Philosophy, Fall 2014)
“He gives very helpful comments on our writing, and truly cares that we take something from this class.”
(Technical Writing, Summer 2021)
Care
Although it is nearly impossible to quantify, I care deeply about every class I teach and all of my students. In part, I care because when students recognize that I care, they are more likely to care about their learning.
“I absolutely loved this course. Dr. Murphy [sic] is one of the best (if not the best) professors I have had at Purdue, and I have been a full-time student since Fall 2018. He truly cares about his students and their success, and that is clear through his videoed feedback, in-depth comments, and helpful weekly announcements.”
(Business Writing, Summer 2020)
“Ryan was the single most caring professor I had this semester and perhaps in my three years at Purdue. He cared about the material and his students. He was genuine with the students and cared that each student learned the material even if students were willingly disengaged.”
(Business Writing, Fall 2020)
“Keeping up the care he gives to the students. For some, it pushes them to do the same!! The organization + the flexibility has taught me more than any other class.”
(Technical Writing, Summer 2021)
“He gives very helpful comments on our writing, and truly cares that we take something from this class.”
(Technical Writing, Summer 2021)