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Wendy K. Z. Anderson

Assistant Professor of Communication

Summary of Teaching Effectiveness

I came to academia with goals of social change. I remembered how much I learned in college; how I found my “place.” I view myself as part idealist and part pragmatist in that I encourage students to reach their potential by having them engage exigencies they face in their daily lives. I understand that not all students come to college for the same reason and, through interactions with students, I take steps to understand their individual goals for my course, at the university, and in their extended communities. I begin my courses by fostering a foundation of trust with and between students. Staying true to my philosophy of teaching and learning, in additional to using primary texts, I use recitation, discussion, and face-to-face and online activities that ensure students apply course concepts and to facilitate spaces that foster developing critical perspectives through rhetorical analysis and engagement of mediated contexts. In each class I clearly define the methods of assessment by providing them in written and spoken forms as well as having an open door policy to discuss assignment criteria and grades. I encourage students to tailor assignments to meet their individual interests and subject areas. Through my courses I contextualize my students and the communities they live in as foundations for social action.

As evidence of my teaching effectiveness I provide the following is a list of courses that I have taught in the Humanities department Michigan Technological University and the Communication department at Purdue University with quantitative and qualitative assessments from course evaluations. I have also provided two faculty classroom evaluations from Michigan Technological University. Other evaluative materials included in my teaching portfolio will be provided upon request.

I have taught a variety of course types from small graduate student courses (11 students) to medium size speech, interviewing, writing, or lab-based production courses (20-25 students) to large lecture classes (400 students). This variety in teaching has allowed me to utilize multiple teaching methods including full class discussion, small group discussion, and activities such as oral and written drafting and software application, recitation, and even lecture. I have an online component for all of my classes extending the course learning space beyond the physical classroom allowing for mediated interactivity.

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Raw Evaluation Scores

Michigan Technological University

Semester Course Instructor Evaluation Faculty Evaluation Comments

Spr2012 HU6112 5.0/5.0 Spr2012 HU3650 4.07/5.0 Fall2011 Maternity Leave Spr 2011 HU2642 4.83/5.0 Spr 2011 HU3650 4.33/5.0 Fall2010 HU2642 4.41/5.0 Robert Johnson Fall2010 HU3885 5.0/5.0 Robert Johnson

Spr 2010 HU6112 4.8/5.0 Spr 2010 HU2650 4.72/5.0 Fall 2009 HU2642 4.81/5.0 Ann Brady evaluation letter Fall 2009 UN1001 4.5/5.0 Ann Brady evaluation letter Spr 2009 HU2650 4.75/5.0 Spr 2009 UN1001 4.82/5.0 Fall 2008 UN1001 4.53/5.0 Karla Kitalong evaluation letter Fall 2008 HU2645 3.22/5.0 Karla Kitalong evaluation letter

Purdue University

Semester Course Instructor Evaluation

Course Evaluation Course Supervisor

Supervisor Comments

Spr 2008 COM325 4.7/5.0 3.6/5.0 Dr. Charles Stewart Spr 2008 COM325 4.1/5.0 4.0/5.0 Dr. Charles Stewart Fall 2007 COM204 5.0/5.0 4.7/5.0 Dr. Joshua Boyd Fall 2007 COM204 4.8/5.0 4.1/5.0 Dr. Joshua Boyd Fall 2007 COM204 4.9/5.0 4.3/5.0 Dr. Joshua Boyd Fall 2007 COM204 4.9/5.0 4.2/5.0 Dr. Joshua Boyd Spr 2007 COM318 N.A. N.A. Dr. Charles Stewart Fall 2006 COM318 N.A. N.A. Dr. Charles Stewart Sum 2006 COM318 4.8/5.0 4.3/5.0 Dr. Charles Stewart Fall 2005 COM320 4.8/5.0 4.5/5.0 Dr. Marifran Mattson Fall2004 COM320:T 4.7/5.0 4.1/5.0 Dr. Marifran Mattson Sum 2005 COM320A 4.7/5.0 4.4/5.0 Dr. Marifran Mattson Spr 2005 COM320 5.0/5.0 4.2/5.0 Dr. Patrice Buzzanell Spr 2005 COM320 4.3/5.0 4.1/5.0 Dr. Patrice Buzzanell Fall2004 COM320 4.3/5.0 3.3/5.0 Dr. Marifran Mattson Fall 2004 COM320 3.8/5.0 3.5/5.0 Dr. Marifran Mattson Fall 2004 COM320 4.5/5.0 3.9/5.0 Dr. Marifran Mattson

Spr 2004 COM114 4.8/5.0 4.0/5.0 Dr. Melanie Morgan Sarah Hagedorn

Spr 2004 COM114 4.1/5.0 3.2/5.0 Dr. Melanie Morgan Sarah Hagedorn

Fall 2003 COM114 4.7/5.0 3.9/5.0 Dr. Melanie Morgan Suzanne Collins

Fall 2003 COM114 3.9/5.0 3.8/5.0 Dr. Melanie Morgan Suzanne Collins

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Course Descriptions, Locations, Comments, and Adaptations

HU6112: Digital Media Studio

Course Description: This seminar will define and historicize digital media from a variety of perspectives, investigating forms and examples of digital media as well as theories that underlie and emerge from these forms. Theory about and forms of new and digital media will provide students with a foundation to create a digital media production for submission to an academic online journal. Webspace: http://www.hu.mtu.edu/~wkzander/hu6112/sp12/ Student Evaluations/Comments:

• Evaluation of Instructor: 5.0/5.0 • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “The beginning of the course was daunting, but by the end of the class I felt more comfortable”

o Should preserve in the class “The online discussion space, online articles, dialogic atmosphere…good

reading selections. This was fantastic. Great job. I’ve learned a lot.” o “start the project 1-2 weeks earlier”

I plan to move the early workshop days 1 week earlier

HU3650: Introduction to Webdesign Course Description: Provides experience in planning and constructing web pages. Discusses historical, ethical, and social implications of the Internet and digital culture. Students will develop a balance of technical and aesthetic knowledge and an understanding of some of the problems and limitations of the Internet and the World Wide Web. Webspace: http://www.hu.mtu.edu/drupal/wkzander/hu3650/sp11/ Student Evaluations/Comments:

• Evaluation of Instructor: 4.33/5.0 • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “Keep stuff the same. I LOVE how you make your classes interactive and you don’t just lecture all hour. I also love your grading scale; you have to work for an A and push yourself to go above and beyond not only your expectations, but our own as well. Because of this tough scale, I have learned more in this class than any other class this semester and it’s hands down my favorite class”

o “The structure makes total sense-background, HTML, CSS. Even though I knew HTML was coming, I never felt bored because there were opportunities to push myself”

o “Assignments were great and were building blocks. Great job sticking to the original calendar—consistency is critical”

o “the Adobe book- great reference” o “Lack of flexibility in attendance policy is still the biggest drawback to any of

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your courses” o “I think more focus should be placed on the ‘design’ aspect of web design We

didn’t do much with color choice and other style choices” with the “graphic and information design” and “introduction to

photography” prerequisites, I didn’t believe much more design work was necessary than already in the course. That noted, I plan to build in one more day of surface-level design dealing with the principles of design to web specific locales.

HU3885: Introduction to Game Design

Course Description: Historical, ethical, and social implications of game design. Critical understanding of tools, techniques and processes through hands-on production, readings, discussion and analysis of contemporary issues related to game design. Webspace: http://www.hu.mtu.edu/drupal/wkzander/hu3885/fa10/ Student Evaluations/Comments:

• Evaluation of Instructor: 5.0/5.0 • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “Discussions helped, great reading selections, loved the game analysis paper” o “The game examples, class discussion, and peer feedback was very effective at

helpfing to communicate the ideas and engage everyone” o Play more Wii, Maybe more than one game analysis paper (3 or 4 smaller ones?),

A collaborative game production (board or flash) instead of individual perhaps leave flash for webdesign”

o “Please introduce flash earlier on in the semester” o “Course may be more suited for older students (4000 level) course). Previous

coding experience should be a prerequisite” moved the class to a 4000 level course

HU 6112: Computers in Rhetoric and Pedagogy

Course Description: This seminar examines the roles of computers in our daily lives and communities. It will offer students a space to develop collaborative teaching pedagogy for the mediated classroom as well as scholarly research in the areas of technology, pedagogy, and rhetoric. We will investigate how computers figure in contemporary theories of access, identity, literacy, and community. Readings and discussion topics will cover pedagogy, cyberspace, gaming, and a critical analysis of both technology and specific technologies used in the computer-mediated classroom (i.e. synchronous/asynchronous discussions, electronic writing and publication, and new media studies). Webspace: http://www.hu.mtu.edu/~wkzander/HU6112/ Student Evaluations/Comments:

• Evaluation of Instructor: 4.80/5.0 (Spring 2010) • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

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o “Blogs, group project, and panels were excellent.” o “Readings were wonderful, and the all-PDF format rocked.” o “Tied for the best graduate course I have taken” o “For her first time, I think the course went well” o “Provide more context prior to each reading”

In the next graduate course I teach I plan to spend the last 10 minutes of class transitioning to the next class session readings and the first ten minutes of the class orienting the students to content for the day.

Since more than half of the students’ abstracts were accepted to various conferences, I will continue to have that assignment in all my courses

In future courses I plan to integrate other authors such as Paulo Friere, bell hooks, and Raymie McKerrow

HU2642: Introduction to Digital Media

Course Description: Basic principles, practices and implications of digital media communication and production. Provides foundation in tools, techniques and processes through hands-on production, readings, discussion and analysis of contemporary issues related to digital media. Webspace http://hdmc.hu.mtu.edu/courses/anderson/hu2642/?q=node/1 Student Evaluations/Comments:

• Evaluation of Instructor: 4.81/5.0 (Fall 2009); 4.41 (Fall 2010); 4.83/5.0 (Spring 2011) • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “The course blog was great for following the happenings in the class, keeping on track, staying up with assignments…great separation of topics”

o “The actual production unit was epic” o [I think she should preserve…] “The readings and blogging on them-made me

want to actually read…The class was incredibly relevant to life and well taught” o “This class should be a HASS distribution because it is the most relevant class

someone can take” o “I really enjoyed everything that we did in this class, and you seemed like you

had been teaching this class for years, and not just this semester. All of the activities and projects were very informative and useful. I would say to keep everything the way it is”

o “I took this class as an elective so I did not have to take it but I am very happy I did. It was my favorite class of the semester and I learned a lot. The topics/readings were very interesting and brought up a lot of thought provoking issues in terms of the development of digital media and technology and where it is taking us. The information was communicated clearly and built upon previous readings which helped to further my understanding. You are so enthusiastic about the topics and that spreads to the class and information”

o “Spending more time at the beginning of the semester explaining the course website”

I plan to take the first few minutes of each class session walking through and having them explore the course webspace

o “Consider adding more readings. Students will adapt ”

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o “Maybe cut down some of the readings but otherwise no complaints” The course is now required for Communication and Culture Studies,

Scientific and Technical Communication, and English Education majors and for the Media Certificate.

The course is one of two prerequisites for media work in the department.

HU2650: Introduction to WebDesign

Course Description: Provides experience in planning and constructing web pages. Discusses historical, ethical, and social implications of the Internet and digital culture. Students will develop a balance of technical and aesthetic knowledge and an understanding of some of the problems and limitations of the Internet and the World Wide Web. Webspace: http://www.hu.mtu.edu/~wkzander/HU2650/ Student Evaluations/Comments:

• Evaluation of Instructor: 4.72/5.0 (Spring 2010); 4.75/5.0 (Spring 2009); • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “I like that there are not any books. All the informational material in this course are online. Keep Lynda.com. Having Graphic Design before this course definitely helped”

o “you encourage design, you’re flexible with assignments, easy to talk to, always ready to explain why we do something, and still respectful to your students. You’re, by far, the best professor I’ve ever had at Mich Tech.”

o “open forum-class sitting in a “circle” helps open up dialogue and creativity. Helps students ask each other for help later because they have already talked.”

o “Thank you for having rough drafts!!! It was helpful to get peer feedback” o “The class blog/forum was an excellent tool and really helped people

communicate and connect and even socialize and have fun.” o “discussion time may be more useful in small groups”; “We need more lab time.”

I plan to use 15 minutes of small group discussion time before class discussion/recitation

I integrated 2 more workshop days into the schedule. o More lab time; “The client project was my favorite part”; “Classroom discussions

were especially helpful, as was the blog”; “did a great job! Enthusiastic, fun but yet got the job done well. I really liked the personal feel of the class; it’s a nice change for an M.E. very helpful and willing to work with students! Thanks!”; need tutorials in lab

I incorporated CS4 into the course. I changed the last unit from a web marketing unit to a portfolio design

unit. I developed more in-lab activities. On lab days to help develop

programming confidence and competence, I facilitated a collaborative learning model, pairing or grouping students based on differing programming experience.

I also created sequenced assignments to help students focus on revising work.

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UN1001: Technologic Identities (Perspectives)

Course Description: We will examine how the self is constructed using technological prostheses, such as cell phones and computers, and within technologically mediated environments, such as online Web 2.0 networked spaces like facebook, flickr, blogs, and online and offline gaming environments. We will address the following questions: First, how does technology shape identity? What is the relationship of prosthetic technology to identity? How does a technology’s history and cultural context influence its future uses and developments? Second, how do identity politics shape emerging technologies? Webspace: http://hdmc.hu.mtu.edu/courses/anderson/un1001/ Student Evaluations/Comments:

• Evaluation of Instructor: 4.50/5.0 (Fall 2009); 4.82/5.0 (Spring 2009); 4.53/5.0 (Fall 2008)

• Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “The blog helped me the most, not only were my ideas shared, I could see what other people were thinking”

o “The drafts were very helpful to me. I was able to get some feedback on what I was organizing and it help make my papers better”

o “I liked the hands on gaming, and I liked class discussion” o “less papers”

Since I would not be teaching this class again, I incorporated much of the rhetoric and media content into my other courses.

o “I liked the multi-media aspect of the class as well as group discussions…I have problems picking up on some concepts, so that helped”

o “You can talk to teachers and some teachers actually care about you and what you have to say”

o “I learned to look at things from different points of view After the summer perspectives workshop, I blended the first and second

major assignments and moved from a final portfolio to a set of drafts. o “The blog posts were sweet” o “I learned the questions we asked were always important”

Spring semester I set up Drupal (see http://drupal.org/about for more information), for course blogs (see http://hdmc.hu.mtu.edu/courses/anderson/un1001/) for students to see course materials, discuss course readings, post their work, provide resources, and evaluate others’ work.

HU2645: Graphic and Information Design

Course Description: A computer-intensive introduction to the principles for creating clear, effective graphic communication. Students critique the work of other designers in terms of the work's audience and intended effect, and they construct and critique their own design projects. Webspace: http://hu2645.wordpress.com/ Student Evaluations/Comments:

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• Evaluation of Instructor: 3.22/5.0 • Evaluation of Course: N.A-not on the evaluation form. • Comments and Course Adaptations:

o “Focus on less programs” o “I learned more in this class in a short period of time than any other. Granted, at

times that was challenging, but overall, if you kept up with the work it was achievable” “More hands on workshops”

o “Basic software class may be beneficial as prerequisite” Since I had no prior training for this course and it was not in my interest

area, I filled the position to the best of my ability and then sought out more qualified candidates to teach the course.

I learned that students in production courses need a prerequisite course to develop a contextual orientation to Digital Media before they are expected to create digital productions.

COM235: Interviewing Principles and Practice

Course Description: Theory and practice of methods in selected interview settings: informational, employment, and persuasive. Emphasis on communication between two persons, questioning techniques, and the logical and psychological bases of interpersonal persuasion. Student Evaluations/Comments:

• Evaluation of Instructor: 4.7/5.0; 4.1/5.0 • Evaluation of Course: 3.6/5.0; 4.0/5.0 • Comments and Course Adaptations:

o “Wendy was one of the best instructors I have had throughout college. She had a special way of teaching and was very challenging.”

o “I felt like this class was very unorganized, however, Wendy was always very prepared. Some of the instructions on the interviews were unclear (within the textbook).”

I work to ensure that I choose reading materials for my courses when it is my decision.

o “Great job in teaching us this semester. Perhaps spend a little more time explaining specifics for the interviews. All-in-all your enthusiasm for teaching creates the best possible solution for learning”

I developed grading rubrics for all of my course assignments and provided extensive time to discuss assignments in class

o “The amount of homework given was totally unnecessary” I have chosen to not have excessive amounts of daily work for students

that involve filling out worksheets. o “You were a tough grader”

I believe that high expectations help students push themselves.

COM204: Critical Perspectives on Communication

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Course Description: Introduction to critical thinking and writing about communication. Draws on humanistic and qualitative traditions to help students learn and apply critical approaches to understanding communication. Student Evaluations/Comments:

• Evaluation of Instructor: 4.9/5.0; 4.9/5.0; 4.8/5.0; 5.0/5.0 • Evaluation of Course: 4.2/5.0; 4.3/5.0; 4.1/5.0; 4.7/5.0 • Comments and Course Adaptations:

o “Wendy comes to class every Friday with mounds of enthusiasm and it’s very obvious she wants all of the students to do really well. She is quick to respond to emails with any questions and she provided excellent feedback that proves to be most helpful.”

o “personality kept an upbeat class and encouraged critical thinking.” o “This class saved me in 204! Wendy did a great job recognizing when students

were having trouble with concepts and explained them well. Also she was always so patience with us and encouraging with positive feedback!”

o “I have loved being in this recitation. Wendy does a really great job of explaining difficult topics and making boring topics seem more interesting. She makes the class feel like a very open environment where you’re never going to feel stupid for asking a question”

o “Wendy was an excellent TA. She has a great ability to explain the most abstract concepts to each individuals’ way of thinking not just hers. She gets everyone excited to learn everyday and provides very helpful and insightful criticisms!”

I developed a course proposal that adapts the course to focus on rhetorical and critical approaches to communication. Available upon request.

COM318: Principles of Persuasion

Course Description: Com. 318 focuses on the theories, principles, and practices of persuasion. Its primary aims are to make you an intelligent and critical consumer and user of the persuasive messages and situations that you encounter every day. It is NOT a persuasive SPEAKING course. Persuasion emanates from both saints and sinners and, for those of us fortunate to live in a democratic society that depends upon persuasion for sustenance, governance, and change, understanding why and how persuasive messages are created and transmitted is essential to our survival as individuals and as a nation. Student Evaluations/Comments:

• Evaluation of Instructor: 4.8/5.0 • Evaluation of Course: 4.3/5.0 • Comments and Course Adaptations:

o "I liked that Wendy would talk to us before class started, to get to know us" o "I loved the way it was taught and how there were lots of examples to appeal to

all learning types." o "The reading was a bit extensive at times but it served as a good compliment to

lecture" I plan to assess the course textbook.

COM320: Small Group Communication

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Course Description: A study of group thinking and problem-solving methods; participation in, and evaluation of, committee, and informal discussion groups. Focus on the roles, networks, and messages employed by small group communicators. Webspace: http://com320sgc.blogspot.com/ Offered: Fall 2004 (3 sections); Spring 2005 (2 sections); Summer 2005 (1 section); Fall 2005 (2 sections) Student Evaluations/Comments:

• Evaluation of Instructor: o Fall 2004: 4.5/5.0, 3.8/5.0, 4.3/5.0 o Spring 2005: 4.3/5.0, 5.0/5.0 o Summer 2005: 4.7/5.0 o Fall 2005: 4.7/5.0*, 4.8/5.0

• Evaluation of Course: o Fall 2004: 3.9/5.0, 3.5/5.0, 3.3/5.0 o Spring 2005: 4.1/5.0, 4.2/5.0 o Summer 2005: 4.4/5.0 o Fall 2005: 4.1/5.0*, 4.5/5.0

• Comments and Adaptations: o Good course, but work in book and quizzes took up a lot of time"; "Class would

be better if you had PowerPoints or organized notes for everyone" I shortened the quizzes and clarified how note taking helps with material

retention. o "I liked the class format, discussing topics instead of just being lectured"; "Please

do not rely on Web CT for communication" I highlighted in the syllabus that WebCT will be used for announcements

and made more announcements in class. o "Enjoyed the open, healthy learning atmosphere that was created"; "Make

important announcements (homework, project, etc.) at beginning of class " I adapted my daily schedule to "bookend" announcements.

o "She not only gave us much material to lean, but she showed that she was learning also through us"; "Excellent job at keeping the class together even when opinions were clashing"; "The book and quizzes didn’t do a while lot in contributing to the class"

I notified Dr. Mattson about the text and adapted quizzes. o "Communication and team working (networking) has to be some of the most

important concepts in getting this world to work better. You have helped me see and believe this to be truer than I thought"; "Only problem I had with this instructor was she displayed her political views in class"; "I enjoyed this class because it allowed everyone to be their own person"

Due to the power imbalance, I have worked to help students bring the politics into the class without my self-disclosure.

o "Very fair in dealing with issues that arise during class"; "A lot of work for 4 weeks but doable"

I adapted my next summer course to the shortened time.

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o "Putting desks in a horseshoe is a very good idea. I liked how we would just have arguments and group conversations"; "You expected a lot from us and I think that was the reason why we accomplished what we did"*

This class was a challenging one-Lots of diversity and it was the Technology pilot. It went well.*

o "This has been by far my favorite COM class I have ever taken. Your teaching methods really tested my boundaries this semester. The assignments and projects really taught me a lot about myself": "The project needed to be started earlier in order to be finished completely"

In the future I plan to introduce the class project earlier than midterm (by about a week).

COM114: Fundamentals of Speech Communication

Course Description: A study of communication theories as applied to speech; practical communicative experiences ranging from interpersonal communication and small group process through problem identification and solution in discussion to informative and persuasive speaking in standard speaker-audience situations. Offered: Fall 2003 (2 sections); Spring 2004 (2 sections) Student Evaluations/Comments:

• Evaluation of Instructor: o Fall 2003: 3.9/5.0, 4.7/5.0 o Spring 2004: 4.1/5.0, 4.8/5.0

• Evaluation of Course: o Fall 2003: 3.8/5.0, 3.9/5.0 o Spring 2004: 3.2/5.0, 4.0/5.0

• Comments and Course Adaptations: o "The class became more of an English class with the outlining etc."; "Kudos to

her for bettering my oral communication skills" I included more communication activities and stressed the importance of

preparation o "She was always available to offer suggestions and constructive feedback"; She

always answered my emails right away and was always willing to help"; "Wendy made a class of public speaking, which I hate, my favorite class all semester...[she] made us feel completely comfortable getting up and speaking in front of her and our peers"

I have tried to be available through multiple channels to respond to student concerns

o "Wendy was great. Really appreciated her out of class commitment"; "Please make your grading system more clear to the students"

I provide a breakdown of my Grading Rubric to my classes o "The way you grade is unexpected at first, possibly ease students into the harder

grading scheme"; "grades harder than most teachers, but knows what she's talking about"

I try to continue to be early to class to connect with students