Adrienne Jankens

"Good learners, like everyone else, are living, squirming, questioning, perceiving, fearing, loving, and languaging nervous systems, but they are good learners precisely because they believe and do certain things that less effective learners do not believe and do." -Postman and Weingartner (31)

Teaching Evaluations

Formal teaching observation excerpts:

“Adrienne asked for student input & participation in peer reviewing a sample paper. She was excited about a new method she had just read about in TETYC. She also asked for their feedback on it.”

Oakland Community College, ENG 1510, Composition I, Fall 2009

“The agenda was written on the white board as was a list of vocabulary words. Mrs. Baker [Jankens} asked students to look at the list on the board and see if they recognized any of those words (Obtains Information from Students to Determine Need for Clarification, Assistance of the Instruction, Competency B). Several students responded that they knew a few of the words. Mrs. Baker [Jankens] then asked students to make inferences about those words, given the ideas shared by the previous students. In this way, Mrs. Baker [Jankens] built on students’ prior knowledge and connections already established, and involved all of the students in the process (Plans Classroom Activities that Involve Students Throughout the Lesson, Competency A; Provides Creative and Challenging Assignments, Competency A)…

…Overall, Mrs. Baker [Jankens]’s classroom environment was pleasant and comfortable. Her demeanor allows students to feel at ease. Even so, it is clear that Mrs. Baker [Jankens] sets high expectations for her students in regard to participation and level of work and thinking.”

-Marcos de Niza High School, Sophomore English, Winter 2008

“In Composition I (E111) class, another team member wrote that Ms. Baker [Jankens] also conferenced openly with [students] about their work. In each instance, she demonstrated a strong rapport with the student involved. Even a pupil who, for some reason, forgot the assignment, was immediately “plugged into” the day’s activities-a resourceful move indeed. She was enthusiastic and positive in her comments, and the students responded in kind.

She even shared a draft of her own with the class, projecting it on the screen at the front of the room. Then, in an unique gesture, she openly critiqued it herself, with an unsparing eye and more than a generous amount of critical commentary. Ms. Baker [Jankens] did not stop with that but actually went on to open her work to student criticism, and found the grace to accept their comments with ardor. An adventuresome – and laudatory – teaching-learning technique.”

Saginaw Valley State University, ENG 111, Composition I, Winter 2007

Student comments on my teaching (Wayne State University, ENG 1020):

“Professor Jankens was a wonderful teacher. She was very enthusiastic about her job and working with us. It was a refreshing sight to see her passion in writing and how motivated she wanted to make us.”

“Kinda made you wanna do the work for real…”

“Professor Jankens was a great writing instructor. I feel that I have improved significantly in my writing process over the semester. I would recommend her to any student.”

“By far one of my favourite instructors I’ve had at Wayne. Favourite class this semester. I’ve genuinely learned a great deal not only in English, but my approach to any tasks/assignments in the thought process. I love fellow writing lovers 🙂 Reflection was my favourite.”

“Encouraged questions and ideas”

“Great instructor! She stayed involved with students and went out the way to help us”

“Very friendly and knowledgeable”

“Great attitude everyday–very approachable”

“Thank you Mrs. J for caring”

“Mrs. Jankens is a great teacher and knows what she is talking about.”

“I really liked Adrienne! I loved how well organized and [laid] out the course was!”

Student comments on course structure, assignments, and learning:

“This course was helpful in getting me to step outside my comfort zone as a writer. Thank you.”

“She was amazing. I learned so much via her reflective assignments about who I am as a writer and her teaching methods really work.”

“We frequently were encouraged to work together.”

“This course was very beneficial to my overall understanding of concepts, writing skills, and learning outcomes.”

“Very well organized, assignments were graded quickly and class ran according to the schedule in the syllabus.”

“Group work was fun in the classroom.”

“This course was really helpful to me in developing my skills as a writer and a thinker.”

“The class was organized really well. Adrienne explains assignments thoroughly and gives us a specific idea of what’s expected for each assignment. The blogs are very helpful as well.”

“Really well organized even when she left for maternity leave”

“Fair grading–had to put effort in to get a grade you deserve”

“Grading was fair. Gave great feedback on rough drafts which really helped complete the final product.”

“The readings were sometimes long and unbearable at certain points, but you taught us how to read them more easily.”

“Readings help explain terms and assignments.”

“Some assignments were very difficult, but overall it was the right amount of challenge.”

“Good class discussions.”

“I learned to be patient and to listen to my group.”

“Collaborative project was definitely enlightening–will help with others in the future.”

From ESL students:

“You are the first teacher that I have understood about English.”

“The course is kind of hard for me since English is my second language but after this class I’ve felt that I’ve learned and improved a lot. I gain more confident about my English writing skill. My professor was really helpful for my improvement.”

Student Evaluation of Teaching (SET) Scores, Wayne State University, Three-Year Window

The chart below contains my SET scores from Fall 2012-present.

*Key below

Courses Students Q1: Mean Q2: Mean Q24: Mean Q# 1,2,24: Mean Sum Dept Mean SP A: Mean SP B: Mean Interest
Responding Mean Sum Sum
EXAMPLE 7 of 8 4.6 4.4 4.9 4.63 13.9 12.1 4.6 4.6 9.2
Fall 2014
ENG 1020 15 of 22 4.3 4.4 4.5 4.4 13.2 12.1 3.5 3.4 6.9
ENG 1020 17 of 22 4.1 4.6 4.8 4.5 13.4 12.1 3.9 3.9 7.8
ENG 1020 10 of 12 3.5 3.6 4.4 3.83 11.5 12.1 3.3 3.2 6.5
Winter 2014
ENG 1020 23 of 25 4 3.8 4.2 4 12 12.3 3.6 3.6 7.1
ENG 1020 19 of 24 3.7 3.9 4.4 4 11.9 12.3 3.2 3.1 6.3
ENG 1020 16 of 25 3.9 4.1 4.8 4.27 12.8 12.3 2.6 2.5 5
Fall 2013
ENG 1020 19 of 26 4 4.1 4.3 4.13 12.4 12 3.4 3.4 6.8
ENG 1020 9 of 24 3.9 3.9 4.5 4.1 12.3 12 3.5 3.4 6.9
ENG 1020 18 of 21 4.3 4.2 4.8 4.43 13.3 12 3.6 3.6 7.2
Winter 2013
ENG 1020 19 of 24 3.6 3.5 4.2 3.77 11.3* 12.3 3.2 3.1 6.2
ENG 1020 18 of 25 3.5 3.5 3.9 3.63 11* 12.3 3.3 3.2 6.5
ENG 1020 21 of 24 3.6 3.8 4.2 3.87 11.7* 12.3 3.9 3.6 7.5
Fall 2012
ENG 1020 21 of 22 3.4 3.2 4.1 3.57 10.8 11.8 2.4 2.4 4.8
ENG 1020 23 of 23 4 4 4.4 4.13 12.4 11.8 3.6 3.6 7.2
ENG 1020 19 of 23 4.2 4.1 4.6 4.3 13 11.8 3.4 3.6 7
Q#1: How would you rate this course?
Q#2: How much have your learned in this course?
Q#24: How would you rate the instructor’s teaching in this course?
Qs #1,2,24: Mean
Mean Sum Qs #1,2,24
Dept Sum Department mean sum represents all courses and instructors rated during the term,
including full-time faculty, GTAs, and part-time faculty.
SP A Mean: Before enrolling I had an interest in the subject matter of this course.
SP B Mean: I wanted to take this course.
Interest Sum SP A, SP B

* I was on maternity leave half of the Winter 2013 semester. I feel the scores here represent good work staying connected to my students’ and their work throughout that time away, despite obvious instructional challenges.

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