Effectiveness in Teaching 2010-2016

Guangyu Tan, Ph.D.

State University of New York at Fredonia

Narrative Overview
Teaching
The area of teaching has been of extreme importance to me. I have been regularly engaged in
practices that encourage and support students professional and personal growth. I have been
committed to including research based practice infused with Fredonias Baccalaureate Goals (i.e.
Skilled, Connected, Creative, and Responsible) in all courses I teach. For example, to help
students acquire intellectual and applied skills, critical literacies and diverse knowledge, I
challenge my students to think critically and analytically about the current, often times
controversial issues in education, such as race, white privilege, immigration, zero tolerance, and
poverty. Furthermore, the use of technology is highly emphasized in all courses. For example, I
use Kahoot, a free game-based platform, to engage students in learning in a meaningful and fun
way (https://getkahoot.com). Kahoot gives me instant feedback on how students are learning,
Narrative
and thus
I can adjust myOverview
teaching accordingly. Furthermore, hyperlinks to online resources are
embedded in lectures and most assignments require the use of technology for completion. At the
Course Load Summary
undergraduate level, all students are required to use LiveBinders to complete their teacher work
sample.
the graduate level, students
posting weekly blogs on Angel. In fall 2015, I am
AtSelf-Assessment
andareReflections
teaching an honors class and I will use google classroom.

Professional Development Awards

Moreover, to encourage students to develop global awareness, and become responsible global
ISupporting
Materials
citizens,
start each class with
students
sharing international news from a reliable
resource, such as New York Times,
Washington Post, or BBC World News. This
assignment opened students hearts and
minds, as one student commented in the
student evaluation, I liked how we did
news sharing at the beginning of each class. It
allows you to become knowledgeable of
the world around you. I had EDU 305
students visit the Chautauqua Rural Ministry, International Institute in Buffalo, and do service
learning to strengthen their connections to local communities.
Another fundamental element in my teaching is the caring philosophy. I genuinely care about my
students professional and personal growth, and strive to build a positive learning community.
My students acknowledge and appreciate my efforts. In student evaluations, my students note,
She[Dr. Tan] is very understanding and caring. She appreciates everyone's opinions and
respects them too. She [Dr.Tan] is very thoughtful and concerned with her students lives and
academic progress.
All class sessions include a list of intended learning outcomes (ILOs). These not only serve as a
model for appropriate format for writing objectives, but also reinforce the importance of tying
instruction to assessment. All lecture materials are prepared using PowerPoint and are posted on
Angel. Modeling best practice, guided notes are provided for students and explicit instruction
and scoring rubrics for assignments are made available in advance. All classes include an
overview of the agenda of each session, an anticipatory set, an introduction to theories, and
group activities to translate theory into practice. Finally, course activities and assignments are
designed to reflect the mission and conceptual framework of the College of Education.

Each semester I am responsible to teach EDU 305: Cultural and Linguistic Diversity that
includes a field placement in partner P-12 local schools for teacher candidates. In spring 2016, I
will teach an on-site section of EDU 305 in Silver Creek, and I look forward to the first hand
teaching and learning experience in a partner school setting.
Besides EDU 305, I also taught EDU 105: Introduction to Education from fall 2010 to spring
2012. Both EDU 105 and EDU 305 are field based courses that have been developed based on a
professional development school model. That is, teacher candidates are placed in an authentic
school setting and provided opportunities to observe, interact and teach. Through the field
experiences, candidates develop the necessary knowledge, skills and dispositions to be a future
teacher. This clinical rich model is the heart of Fredonias Responsive Educator Program.
In fall 2012, I revised a graduate course: EDU 539 Current Issues and Problems in Education,
and changed its title to Critical Issues in Education: American and Global Perspectives. Some
issues in education are controversial, such as the Standardized testing, Common Core Learning
Standards, and APPR. But controversy is the basis of change and often of improvement, and it
prompts re-examination and renewal of education. EDU 539 is designed to delve deeply into
some controversial topics and present varying perspectives on current educational issues and
problems/concerns. This course has been offered every spring semester since 2013. I brought my
expertise in comparative and international education and unique perspectives to this course, as is
evidenced by my student evaluation: Dr. Tan is perfect for this course. She has a way of sharing
information that is informative but feels like a conversation. She is open minded and challenges
our previous thoughts which was very beneficial. It is clear that she spent a substantial amount
of time preparing materials for class and always had current information to share each class
period. She created a comfortable learning environment. My efforts to raise global awareness
through this course have been acknowledged by the students, indicated by the overall rating of
the course. The overall rating of the course was 4.25 out of 5 in 2013, 4.75 in 2014, and 4.67 in
2015.
In spring 2013, edTPA1 was required as a new certification requirement for all teacher candidates
who graduate in or after May 2014. In order to better prepare teacher candidates for the high
stake assessment, all Program Coordinators were assigned to teach a pilot section of EDU 416,
Capstone Seminar-Advanced Study in Classroom Organization, Management and Instruction.
The main focus of the pilot section was to help teacher candidates be familiar with edTPA tasks
and handbooks. In fall 2013 and spring 2014, I continued being assigned to teach this course.
In addition, since last review I have successfully undertaken two graduate level courses: EDU
660: Conducting Educational Research and EDU 691: Masters Thesis and Project. After
teaching at undergraduate level for several years, I welcomed the opportunity to advise graduate
students with their Masters thesis and project. The experience was rewarding, enlightening, and
informative. It was a pleasure to see first-hand the academic growth of our students, especially
1 edTPA is a preservice assessment process designed by educators to answer the essential question: "Is a new
teacher ready for the job?" edTPA includes a review of a teacher candidate's authentic teaching materials as the
culmination of a teaching and learning process that documents and demonstrates each candidate's ability to
effectively teach his/her subject matter to all students (http://edtpa.aacte.org/faq#51).

the growth of the international students. Assisting them as they encountered challenges gave me
the opportunity to hone my skills in mentoring and supporting novices.
In the 5th year dossier, I mentioned one of my goals for future teaching was to develop a Masters
program in International/Comparative Education. I am making progress reaching the goal.
Supported by Dean Chris Ginver, I am collaborating with my colleagues to design a new
Masters program in International and Comparative Education (ICE), which will be an
interdisciplinary program devoted to the systematic analysis of the operation and effects of the
education systems around the globe. In an era of information technology and an interconnected
global economy, ICE could provide unique perspectives for researchers and practitioners to
understand how the processes of schooling and learning differ across societies and what
implications these variations have for education in the world today. This new Masters program
will have two tracks. One will be an accelerated one year M.Ed. program (30 credits), targeting
more toward the international market. The second will be a M.A. program (36 credits), which
prepares graduates to pursue further studies in comparative and international education.
Teaching Awards
In terms of generating grants to support instructional mission, I received the spring 2015
Individual Development Award by the State University of New York at Fredonia Professional
Development Committee. With this award, I attended two professional development courses
(Video Analysis with the Measures of Effective Teaching Longitudinal Database, and Building
Researchers Capacity to Partner with Practitioners to Conduct Relevant and Useful Research)
at the 2015 American Educational Research Association (AERA) conference April 16-20th in
Chicago, Illinois. These training courses guide my current research agenda, which focuses on
collaborating with local P-12 inservice teachers to evaluate their multicultural practices through
videotaping analysis. The purpose of this project is to examine the effectiveness of a stand-alone
multicultural education course, and the impact of such a course on inservice teachers
perceptions and practices of multiculturalism. Moreover, I was granted the Professional
Development Award for Teaching and Learning in 2015, and 2011-2013. I was also granted 2010
Instructional Incentive Award for Classroom Innovations by the Professional Development
Center Advisory Board and funded in the amount of $1,250. I have also applied for external
funding for pedagogical innovations. In the spring of 2012, I introduced clickers to both EDU
105 and EDU 305 classes. The instant response generated by clickers dramatically increased
students attention and engagement. Based on students positive feedback, I applied a $2,000
grant from Beyond Question to purchase clickers. My application was funded and I was able to
purchase two sets of 30 clickers for the College of Education. The following is an annotated list
of awards and grants I have received since I was hired in fall 2010.
The Professional Development Award for Teaching and learning
Professional Development Center Advisory Board
State University of New York at Fredonia

May 2015

2015 Individual Development Awards

NYS/UUP Joint Labor-Management Committee

January 2015

The PDC Associate for 2014-2015

Dec. 2014

Professional Development Center Advisory Board

State University of New York at Fredonia
The PDC Associate for 2013-2014
Professional Development Center Advisory Board
State University of New York at Fredonia

Dec. 2013

2nd Place Award for the Most Personal Progress using TOEP tools May 2013
Tools of Engagement Project
State University of New York
Convocation Event: I Am Who We Are
The Convocation Committee
State University of New York at Fredonia

May 2013

The Professional Development Award for Teaching and Learning

Professional Development Center Advisory Board
State University of New York at Fredonia

April 2013

SUNY Fredonia BRIDGE

Fredonia Sponsored Programs Office
State University of New York at Fredonia

May 2012

The Professional Development Award for Teaching and Learning

funded by Professional Development Center Advisory Board
State University of New York at Fredonia

April 2012

The Professional Development Award for Teaching and Learning

Professional Development Center Advisory Board
State University of New York at Fredonia

April 2011

Using Student Response System to Actively Engage Students

funded by Beyond Question Co.,
Private funding of $2000

March 2011

Instructional Incentive Award for Classroom Innovations

the Professional Development Center Advisory Board
SUNY-Fredonia

Nov. 2010

Advising
At Fredoina, excellent teaching also includes effective academic advising (HARP, p.60). In
spring 2015, I had 35 undergraduate advisees. I not only guide my students in course selection
during advisement week, but also meet with them when requested to discuss their personal issues
or career path. As the Childhood Education Program Coordinator, I am also responsible for
meeting with students who are on probation and monitor their progress. My approach to those
students who are at risk is to get to know them personally and understand the challenges and

struggles they may be facing. Some students may have family issues, mental health problems, or
social/relational issues that hinder their learning. My role is to provide support they need to help
them stay in the program and succeed.
Curricula/Program/Accreditation Materials Developed
Since I took the leadership role as the Childhood Education Program Coordinator in spring 2011,
I have been actively involved in curriculum mapping, revising curricula, and developing
materials for accreditation review. In fall 2013, I prepared the Association for Childhood
Education International (ACEI) SPA report. Based on the evidence provided in the ACEI SPA
report, National Council for Accreditation of Teacher Education (NCATE) fully recognized and
accredited the Childhood Education program at Fredonia in spring 2015. Moreover, I
collaborated with other program coordinators, Drs. Mira Berkley and Laura Geraci, to develop
new admission procedures and revise transition points, which reflect the new GPA 3.0 admission
requirement by New York State Department of Education.
Assessments and Evidence of Student Learning
Peer evaluations. I highly respect my colleagues expertise and have actively sought feedback
from them since I was hired in fall 2010. I invited colleagues from inside and outside the College
of Education to observe my classroom and to provide feedback that I can reflect on and use to
improve teaching. The following is the year and colleagues who have visited my class.
2015
2014
2013
2012
2011
2010

Dr. Jack Croxton, Professor, Chair of Psychology Department

Dr. Robert Dahlgren, Associate Professor, Chair of Curriculum and Instruction
Dr. Carrie Fitzgerald, Associate Professor, Department of Language, Learning and
Leadership
Dr. Kathleen Magiera, Associate Professor, Department of Curriculum & Instruction
Dr. Cynthia Smith, Associate Professor, Department of Curriculum & Instruction
Dr. Mira Berkley, Associate Professor, Chair of Curriculum and Instruction
Dr. Kate Mahoney, Associate Professor, Department of Language, Learning and
Leadership
Dr. Robert Dahlgren, Assistant Professor, Department of Curriculum and Instruction
Dr. Laura Geraci, Assistant Professor, Department of Curriculum and Instruction
Dr. Ana Maria Klein, Associate Professor, Chair of Curriculum and Instruction
Dr. Jill Marshall, Assistant Professor, Department of Curriculum and Instruction

All the colleagues acknowledged my ability to actively engage students in learning and
discussing controversial issues; my knowledge of subject matter; organization and clarity; the
rapport I had with my students; and integration of technology in teaching. The following are
some of the testimonies from peer evaluations:
I recently had the opportunity to sit in on a session of Guangyus EDU 105 class and was
impressed by the rapport that she had created with students early in the semester. This allows
her to approach sensitive and critical issues such as the impact of race, class and gender on the

teaching practice. I have also had the opportunity to witness her curricular innovations in EDU
305, which have included videotaping student presentations.
Dr. Tan continues to make progress in her teaching ability. I have been a guest speaker in her
EDU 305 class this past year and have been impressed with her classroom organization and her
relationship with her students. Her students were engaged and challenged by her instruction.
Student evaluations during the review period.
Spring 2015
Course Number

Course Title & Description

EDU 305/313-01 &

02
(EC/CE)

Cultural and Linguistic Diversity in the

Classroom

EDU 305/313 04
(ADOL)
EDU 539-01

Cultural and Linguistic Diversity in the

Classroom
Current Issues in Education: Global and
American Perspective
This course is designed to delve deeply into
some controversial topics and present varying
perspectives on current educational issues and
problems/concerns.
Masters Thesis/Project
Candidates collect and analyze data, and report
findings of their Masters thesis or project.

4.89

Course Number

Course Title & Description

EDU 305/313 -01&

02
EDU 305/313-03

Cultural and Linguistic Diversity in the

Classroom
Cultural and Linguistic Diversity in the
Classroom
Conducting Educational Research
This course focuses on candidates developing
the research, intellectual, technological and
analytical skills to define an educational
problem, review the relevant literature on the
problem and develop a methodology for
addressing the problem presented as a Masters
Research Proposal.

Overall Rating
of the Course
5.34

EDU 691-02

Overall Rating
of the Course
4.89

4.67

4.75

Fall 2014

EDU 660-01

5.78
3.18

Note: The ratings are based on the mean or average scores. The scale is from 1 to 6, one
being Very Poor, 4 being Good and 6 being Excellent.

Other Assessments of Teaching Effectiveness

To continue improving my teaching skills, I participated in various professional development
courses and training. As mentioned above, I attended two professional development courses
(Video Analysis with the Measures of Effective Teaching Longitudinal Database, and Building
Researchers Capacity to Partner with Practitioners to Conduct Relevant and Useful Research)
at the 2015 American Educational Research Association (AERA) conference April 16-20th in
Chicago, Illinois.
I participated in the 6-week Massive Open Online Course (MOOC) on the history and future of
(mostly) higher education in spring 2014. This MOOC was taught by Cathy Davidson, a
professor of interdisciplinary studies at Duke University. It assessed the educational legacies
weve inherited in order to design new ways of learning for present needs and future aspirations.
This course inspired me to re-think the purpose of higher education and to encourage my
students to be more involved and invested in their own future.
Moreover, I participated in the Tools of Engagement Project (TOEP) in spring 2013, and won the
2nd Place Award for the Most Personal Progress using TOEP tools. I integrated what I learned
from TOEP and introduced blogs to EDU 539. This innovation of using blogs also incited a
scholarly presentation, titled, Using Blog to Engage Students in Discussing Controversial Issues
in American Education, at the NYSATE/NYACTE Fall 2014 Annual Conference, Saratoga
Springs, NY.
Finally, I took my colleagues feedback to align my research agenda with teacher preparation at
Fredonia, and hence made my teaching scholarly through presentations and publications. In
2011, I did a pilot study with EDU 305. The purpose of this mixed method research was to help
pre-service teacher candidates develop a reflective action approach to teaching through
videotaping analysis. I presented the results at NYSATE/NYACTE Fall 2013 Annual
Conference, Saratoga Springs, NY, and I was invited to present the study at the NYSTCE
Summit at State University of New York at Geneseo, in 2014.
Goals for Future Courses
My goals for future teaching include 1) to develop a new Masters Program of International and
Comparative Education (ICE), and new courses that are related to ICE; 2) to investigate the preand in-service teachers perspective on the effectiveness of the stand-alone multicultural
education course (EDU 305), and thus to use the evidence to inform my teaching and instruction;
and 3) to strengthen partnership with local P-12 schools by expanding on-site teaching.

Course Load Summary

Fall 2015
Course Number
EDU 305/313-01
& 02
(EC/CE)

EDU 305/313 03
(ADOL)
GRAD 695 02
HONR 230 01

Course Title & Description

Cultural and Linguistic Diversity in the Classroom
An introduction to basic concepts, theories, and issues
involving multicultural education, cultural diversity, and the
educational system. Emphasis is on the development of a
sound theoretical framework from which practical application
to classroom situations will evolve. Candidates will teach,
interact with, and/or observe children and youth from diverse
cultural and linguistic backgrounds and employ a variety of
teaching strategies.
Cultural and Linguistic Diversity in the Classroom
Masters Thesis/Project (Contd)
Honors Sem CCC: World History
The purpose of this course is to ensure that Fredonia
undergraduate students will be able to succeed in a world
marked by interdependence, diversity and rapid change. It
provides knowledge and understanding of culture, language,
geography and global perspectives. Moreover, it aims at
helping students to develop cultural competency and global
awareness; understand their roles in a global community and
teaches them how their actions can affect citizens throughout
the world. This course will make understanding global issues
part and parcel of the learning experience.

Spring 2015
Course Number
EDU 305/313-01
& 02
(EC/CE)

Course Title & Description

Cultural and Linguistic Diversity in the Classroom

EDU 305/313 04
(ADOL)
EDU 539-01

Cultural and Linguistic Diversity in the Classroom

EDU 691-02

Current Issues in Education: Global and American

Perspective
This course is designed to delve deeply into some
controversial topics and present varying perspectives on
current educational issues and problems/concerns.
Masters Thesis/Project
Candidates collect and analyze data, and report findings of
their Masters thesis or project.

Fall 2014
Course Number
EDU 305/313
-01& 02
EDU 305/313-03
EDU 660-01

Course Title & Description

Cultural and Linguistic Diversity in the Classroom
Cultural and Linguistic Diversity in the Classroom
Conducting Educational Research
This course focuses on candidates developing the research,
intellectual, technological and analytical skills to define an
educational problem, review the relevant literature on the
problem and develop a methodology for addressing the
problem presented as a Masters Research Proposal.

Spring 2014
Course Number
EDU 305/313-04

Course Title & Description

Cultural and Linguistic Diversity in the Classroom

EDU 416-02

Capstone Seminar - Advanced Study in Classroom

Organization, Management, and Instruction
Focus on extending candidates' knowledge and skills in
classroom management and organizational methods, as well as
instructional strategies and content. The course also assists
candidates in the successful completion of the applied
teaching and learning project in their student teaching
experiences.

EDU 539-01

Current Issues in Education: Global and American

Perspective

Fall 2013
Course Number
EDU 305/313 -01
EDU 305/313-03
EDU 416-05

Spring 2013

Course Title
Cultural and Linguistic Diversity in the Classroom
Cultural and Linguistic Diversity in the Classroom
Capstone Seminar - Advanced Study in Classroom
Organization, Management, and Instruction

Course Number

Course Title

EDU 305/313-02

Cultural and Linguistic Diversity in the Classroom

EDU 305/313-04

Cultural and Linguistic Diversity in the Classroom

EDU 539-01

Current Issues in Education: Global and American Perspective

EDU 416

Capstone Seminar - Advanced Study in Classroom

Organization, Management, and Instruction

Fall 20122

Course Number

Course Title

EDU 305/313-01

Cultural and Linguistic Diversity in the Classroom

EDU 305/313-03

Cultural and Linguistic Diversity in the Classroom

Spring 2012

Course Number

Course Title & Description

EDU 105/106 02

Introduction to Contemporary Education

Introduction to childhood and early childhood education, its
principles and practices. Organization of elementary schools,
planning, teaching styles, classroom management, and instructional
materials are among the topics considered. Direct teaching
experiences with children are an integral part of the course.

2 In spring 2012, because I assumed the leadership role as the co-chair of General Education Committee, I was
granted a course release.

EDU 105/106 04

Introduction to Contemporary Education

Introduction to adolescence education, its principles and practices.
Organization of high schools, planning, teaching styles, classroom
management, and instructional materials are among the topics
considered. Direct teaching experiences with children are an integral
part of the course.

EDU 305/313 02

Cultural and Linguistic Diversity in the Classroom

Fall 2011
Course Number

Course Title

EDU 105/106 04

Introduction to Contemporary Education

EDU 305/313 01
(ADOL)

Cultural and Linguistic Diversity in the Classroom

EDU 305/313 05

Cultural and Linguistic Diversity in the Classroom

Spring 2011
Course Number
EDU 105/106 02

Course Title
Introduction to Contemporary Education

EDU 105/106 04

Introduction to Contemporary Education

EDU 305/313 02

Cultural and Linguistic Diversity in the Classroom

Fall 2010
Course Number
EDU 105/106 05

Course Title
Introduction to Contemporary Education

EDU 305/313 01

Cultural and Linguistic Diversity in the Classroom

EDU 305/313 05

Cultural and Linguistic Diversity in the Classroom

Self-Assessment and Reflections

The overall scores of student evaluation for the last review period (fall 2014- spring 2015) fall in
the 4.67-5.78 range, with the exception of EDU 660: Conducting Educational Research. The
reason that the score of EDU660 fell below that range reflects the fact that I had high standards
and expectations to ALL graduate students. As a result of my rigorous grading, only 4 out of 15
students got an A for this course. Some students negative appraisal skewed the course
evaluation. However, other students applauded my rigor, as one student commented, This
course was very helpful in helping me understand research design and in planning/writing my
thesis proposal. I found the course very rigorous.
Looking back to the past five years, it is evident that I have continued improving my teaching and
striving for excellence. I increased the overall rating of courses from 3.167 (3 being adequate) in
fall 2011 to 5.78 (5 being very good and 6 being excellent) in fall 2014. My strengths continue to
be the high level of subject matter knowledge and mastery of content areas, as well as the
organization and preparation. For example, one student commented, The classroom was always
very organized. In regards to the content there were great resources provided that the class could
reference from for future use. Very good understanding on the content. Use of LiveBinders was
interesting and gave me more insight on the use of different technology.

I believe that education should be directed to both the mind and to emotions, and I encourage both
cognitive and affective learning. I genuinely care about my students inside and outside of my
classroom. My passion and enthusiasm promote students interest in learning and academic
growth, as the students acknowledged in the evaluation, Dr. Tan really cares for all of her
students and encourages us to grow not only as future teachers but as individuals. She remembers
things that are special about us and likes to hear about what is going on in our lives outside of the
classroom. Dr. Tan is a very considerate teacher. She cares for her students and will go above
and beyond to meet their needs both in the class and outside.
I consider myself as a reflective educator who constantly engages in reflective thinking, a
process defined as active, persistent and careful consideration of any belief or supposed form of
knowledge in light of the grounds that support it (Dewey, 1993, p.9). I often ask myself: what
worked in my class? What didnt work? Why didnt it work? And more importantly, how can I
improve for future teaching? In order to actively involve my students in the learning process, I
seek anonymous feedback, comments and suggestions from each student in the mid-term through
an online survey. This allows students to describe their perceptions of all aspects of the course,
provide insight, or ask questions. I review the feedback with the class as a whole, and provide
clarification, affirm their perceptions, and/or answer questions. This process has fostered an
open, comfortable, and respectful learning environment. Moreover, I carefully analyze data
provided in the end-of-semester course evaluations, and revise my teaching accordingly. For
example, in response to a students comment that my teaching was too lecture-centered to allow
social interactions among students, I applied more evidence-based practices, such as Think-PairShare, jigsaw, and clickers to actively involve students in cooperative learning. The small
changes made a big difference in students engagement in their own learning. As students
commented, Professor Tan is an excellent professor, and she makes learning the material fun
and interesting. She treats the students fairly and gives every student an opportunity to
participate. I like the classroom atmosphere and content are personable, that Dr. Tan provides
ample opportunities for students to relate content to the students lives and our eventual
classrooms.
Colleagues spoke highly about my on-going efforts of self-assessment and reflection, as they
appraised it in the previous dossier,
Dr. Tan continues to seek ways to improve her teaching and graciously accepts feedback from
both students and colleagues.
Displays responsiveness to student feedback via changing of text; has engaged in substantial
professional development to expand instructional competence; engaged in use of clickers to
increase student engagement;
Hardworking, humble, open to student feedbackvery impressed with your willingness to listen
to student feedback & change your course text for 105; nice job of incorporating technology in
all your courses; excellent addition to the C&I faculty!

Models reflective and responsive teaching by revising courses to be more practically oriented
as students have wished.