Qualitative Student Feedback

More valuable to me than the quantified student evaluation scores are the qualitative feedback comments students provide in their evaluation and end-of-course portfolios. Below is a representative selection of student remarks about my teaching and course design.

• "Thank you, Dr. Seahorn, you were a different professor and someone who taught me to explore and cherish my liminal space." [WRIT 1301, Portfolio]
• "The methods in which Dr. Seahorn used to teach us actually helped me absorb the content more quickly due to the creative freedom she allowed us to have with each piece. The freedom with each piece, however, left a lot of people stuck when writing because we were not used to having so much freedom. The course as a whole helped me get back into writing and gave me a better appreciation for it." [WRIT 1301, Portfolio]
• "What I found so thrilling about this course is that the Annotated Bibliography, MEAL plan, and I.C.E. provided a structure in which on [sic] can begin to formulate [ideas]. Often times, the most difficult thing about writing is getting started. I have spent hours sitting at my desk staring at a blinking cursor. Dr. Seahorn's advanced writing class gave me the ability to plan out my paper by helping me to organize my thoughts, visualize how it should flow, and, actually get to work." [WRIT 3307, Portfolio]
• One of the concerns I have regarding the use of the chat room [in online classes] is monitoring of the students' conversations on the side. To my relief, very few comments were made that could possibly derail the lesson or distract from what was being lectured on by Dr. Seahorn. For the most part, the students asked questions regarding the material. And Dr. Seahorn took ample time to answer each and every question posted....For a brief moment, when broaching on the subject of commercialization, there was a question concerning IHOP changing its name to IHOB (International House of Burgers). This garnered a few jokes about the humorous change, along with comments from the students regarding their individual reasons for going to IHOP in the first place. Though this had relatively little to do with the lesson directly, it nonetheless showed that this learning environment was open and welcoming, despite it not being an actual, physical classroom." [WRIT 5131, Portfolio]
• "I was forced to get out of my comfort zone and I believe that has helped me tremendously in my writing." [WRIT 1301, Course Evaluation]
• "The only aspect of the course that worked best for me is that I learned a large about of information that will help me throughout my future. I build [sic] up a lot of writing skills. I feel more comfortable when it comes to writing essays and doing research." [WRIT 3307, Course Evaluation]
• "Our assigned readings and discussions about aurality have changed the way I think about education and socialization. One of the things I am taking away from this class is a greater awareness and appreciation for the role that sound plays in the construction of societies and selves. Reflecting on the affordances of multiple modalities has made me rethink the way I approach my area of concentration. This course has opened my eyes and ears to new dimensions of rhetoric." [WRIT 5138, Course Evaluation]

Proud-Teacher Highlights

Courses Taught