Classroom Visitations
Teaching Evaluations from Colleagues
Over the past few years, when not teaching online due to COVID, I invited trusted colleagues with extensive teaching experience to observe my classes. I asked each one to note my teaching style, my ability to communicate concepts and ideas, the students’ engagement, and the effectiveness of class activities. Each colleague then documented their observations and gave me feedback and constructive criticism to help me improve my teaching style and approach.
PROD 327 - Lighting Design 2
Evaluation by Tim Marquette, Teaching Artist for Musical Theatre
“ Overall, great lesson and flow: review, added content, to application!”
“She was exceptional at responding to student questions and was great at acknowledging students with hands raised to assure them she would get to them at the appropriate moment in order to keep the flow. As suggested above, there could be an emphasis on facilitating more collaboration amongst the students during the lecture to draw upon each others’ knowledge to answer each other questions, as opposed to the teacher always answering the question.”
“Wonderful use of multiple modalities (verbal, written, and drawings) as well as a demonstration of the technical elements by breaking apart actual lights so the students can see exactly what is being discussed (reflectors, lamps, bulbs, lenses, barrels, etc.). With added resources, this would be a great time to have the students do that themselves to engage more tactile learners. (I fully acknowledge this is likely done in previous or future lessons!!).”
“Cat has an amazing rapport with the students. She presents a mastery of the content and used multiple means (verbal, written, visual) of helping nurture student understanding. Humor is a great strength of hers and the students responded in kind. It is clear that even with challenging content, she keeps the mood light and appropriate to not overwhelm, as much as possible. Cat’s passion is also at the forefront of the learning environment.”
PROD 227 - Lighting Design 1
Evaluation by Stephanie Mayer-Staley, Professor of Scenic Design
“The Production Faculty had toyed with this exact idea for years (creating a collaborative design project between classes) but the logistics always seemed too difficult. Professor Wilson however, was not fazed by the challenges and with proactive attitude she started to formulate a plan”
“Throughout the process I observed Professor Wilson as an organized and proactive teacher. She is a wonderful communicator with strong analytical abilities who is always interested in helping a student to solve a problem or reflecting on a student’s performance.”
“All in all, she modeled an imaginative and professional approach to design while simultaneously staying personable and accessible.”
PROD 227 - Lighting Design 1
Evaluation by Milia Ayache, Assistant Professor, Director of Acting
“Cat was extremely effective in communicating her depth of knowledge regarding the subject while sharing her enthusiasm about it, thus engendering enthusiasm within the students. She bolsters theoretical information with real-world examples drawn from her extensive work in the field, as well as hands-on examples in the lighting lab. Instead of alienating the students with her experience, she always draws the lesson back to how the students will use this information in their own work and artistry.”
“Cat is entirely present in her pedagogy and with her students, bringing her whole self to the classroom.”
“Since the class takes place in a lighting laboratory, Cat took full advantage of working in such a rich and functional space, while reinforcing ways of learning: visual, auditory, and kinesthetic. As the students presented their homework of bringing in clothing options to be seen under different lights, Cat encouraged students to say what they were seeing, without forcing her opinion or consensus, letting students come to their own conclusions.”
“For a lesser educator, it may have been enough to show the students images of lighting examples, but Cat is instructing the whole student-as-artist who will one day be making choices that will affect others as they have been affected by theatrical lighting. The act of recalling theatre was an impressive pedagogical tool that merged liveness with the recollection of theatre, using the memory as subject in teaching.”
“Cat’s teaching style was both seasoned and fresh, giving the students room to breathe while covering a wealth of information.”
“I noticed that within the span of one class session, the students became bolder and less afraid of making artistic choices. Even if they did not turn out as the students had imaged, they had a greater vocabulary to explain why. Throughout the entire class, the students were clearly in a positive learning space. Their attitudes were bright, warm, and open. There was never a moment where they questioned an exercise or leaned back into their chairs. I could tell that students were engaged and even having fun as they worked, listened, and absorbed information.”
“Cat is a campus and theatre lynchpin who is, without fail, there for her students. She goes the extra mile for them by being physically present on productions and in her office, while also following up with them through email. She is a caring educator and wonderful mentor. To have someone so invested in the current students is a boom to the university.”
PROD 343 - Electricity for Theatre
Evaluation by Samuel G.C. Muñoz, Associate Professor of Movement, Stage Combat & Acting
“I witnessed pleasant and smiling students engaging with Cat before class begun. At the top of the class, Cat kindly greeted the students, and instructed the needs for the class. “You’ll need to wear a hard hat and have a wrench,” she stated. She clearly took the time to articulated the setting, and expectations for todays instruction. “
“I witnessed students engaged in Cat’s instruction by their attentive listening.“
“She clearly articulated the mission to accomplish and described many terms, such as “meat rack and cracking the yoke.” She expressed “process, rather than just doing it, and observe the various details.”
“I witnessed an informative, patient, clear, and caring professor. I found myself delighted to be pulled into the class’s process by Cat’s engaging educational instruction.”