Excerpt from my Teaching Dossier

Sciltian Gastaldi, Ph.D. Laurea (v.o.), M.A., IFG, Laurea (v.o.), SSIS, OCT, QTS [email protected]

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6. Students’ Evaluations

6.1 Summary of Numerical Results from Course Evaluations In this section I included a survey summary results prospect, from year 2006/07 to 2012/13, for the following classes of students:

• 2006/07, U of Toronto, Italian Intermediate Language II (year-long course) • 2007/08, U of Toronto, Italian Intermediate Language II (year-long course) • 2008/09, U of Toronto, Italian Intermediate Language II (year-long course) • 2009/10, U of Toronto, Contemporary Italy (year-long course) • 2010/11, U of Toronto, Italian Intermediate Language II (year-long course) • 2011/12, U of Toronto, Italian Intermediate Language II (year-long course) • 2012/13, U of Ottawa, Italian Language I (Fall Course) • 2012/13, U of Ottawa, Italian Heritage in North America (Winter Course) • 2012/13, U of Ottawa, Introduction to Italian Literature (Winter Course) • 2012/13, U of Ottawa, Italian Language II (Winter Course) • 2013/14, Carleton University, Italian for Beginners (Winter Course)

In the Appendix A I shall include a few Students’ evaluations of teaching as course instructor (anecdotal) with a brief comment of mine based on that feedback.


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Carleton University Teaching Evaluation Instructor Report - Fall Term 2013/14

Faculty of Arts and Social Sciences – School of Linguistics and Language Studies * Designated *

How do you assess your instructor’s performance:

1. in making clear the objectives of the course? 2. in organizing the course so as to meet the objectives? 3. in imparting the course materials in his role as language instructor? 4. in answering questions and/or solving problems related to the course material? 5. in assigning readings, essays, seminar topics, etc., which are relevant to the course? 6. in assigning a workload related to the course objectives? 7. in marking and commenting on assignments and tests fairly? 8. in returning tests and assignments promptly? 9. in being available for out-of-class consultation? 10. in speaking audibly and clearly? 11. in beginning and ending classes promptly? 12. in meeting classes regularly as scheduled, and in missing or cancelling classes only for adequate reasons?

13. How do you evaluate the instructor? Colour Legend: Worst mean Best mean Means above 4.0 out of 5.0


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Faculty of Arts - University of Ottawa Survey Summary Results: Year 2012/13

Course: ITA1911A, Italian for beginners; Instructor: S. GASTALDI Total Enrolment: 19; Numbers of Forms Scanned: 13 STATEMENTS ABOUT THE INSTRUCTOR (from n° 1 to n° 6):

Means Statements

Mean of ITA1911A out of 5.0

1) The organization of the part of the course under the responsibility of the Teaching Assistant is: Excellent (5); Good (4); Acceptable (3); Poor (2); Very Poor (1) 4.08 2) I find that the Teaching Assistant is: Excellent (5); Good (4); Acceptable (3); Poor (2); Very Poor (1) 4.08 3) To me the Teaching Assistant’s knowledge of the subject matter seems to be: Excellent (5); Good (4); Acceptable (3); Poor (2); Very Poor (1) 4.85 4) I find that the Teaching Assistant leads all course activities well: Excellent (5); Good (4); Acceptable (3); Poor (2); Very Poor (1) 4.0 5) To me the Teaching Assistant’s rapport with the class seems to be: Excellent (5); Good (4); Acceptable (3); Poor (2); Very Poor (1) 3.85 6) When I need to consult the Teaching Assistant outside class, I find him available: Excellent (5); Good (4); Acceptable (3); Poor (2); Very Poor (1)

3.92 Average questions 1-6: 4.13 *** Winter 2013 Courses: ITA2912 A – Italian Intermediate; ITA1114A – Italian Heritage in North America; ITA 2114A – Introduction to Italian Literature

Means Sample of Statements about the professor or the course

Mean of ITA2912

out of 5.0

Mean of ITA1114 out of 5.0

Mean of ITA2114 out of 5.0

1) I find the professor well prepared for class: Almost always (5); Often (4); Sometimes (3); Rarely (2); Almost Never (1) 4.87 4.08 4.90 2) The professor teaching is stimulating: Strongly agree (5); Agree (4); Disagree (3); Strongly disagree (2) 4.31 3.37 4.09 3) The course is well organized: Strongly agree (5); Agree (4); Disagree (3); Strongly disagree (2) 4.50 3.62 4.27 4) I think the professor conveys the subject matter effectively: Almost always (5); Often (4); Sometimes (3); Rarely (2); Almost Never (1) 4.50 3.20 4.36 5) The professor was available to address questions outside class hours: Almost always (5); Often (4); Sometimes (3); Rarely (2); Almost Never (1) 4.58 4.10 4.70 6) The professor’s expectations of students for this course are clear: Strongly agree (5); Agree (4); Disagree (3); Strongly disagree (2) 4.43 4.10 3.83 7) Assignments and/or exams closely reflect what was covered in the course: Strongly agree (5); Agree (4); Disagree (3); Strongly disagree (2) 4.25 3.72 4.00 8) The professor’s feedback on assignments and/or exams is: Very useful (5); Useful (4); Not very useful (3); Useless (2); No feedback (1); N/A (0) 4.25 3.83 3.72 9) I find the professor as a teacher is: Excellent (5); Good (4); Acceptable (3); Poor (2); Very poor (1) 4.50 3.20 4.16 10) I have learned a lot in this course: Strongly agree (5); Agree (4); Disagree (3); Strongly disagree (2) 4.68 3.70 4.41 12) Overall, I find the course: Excellent (5); Good (4); Acceptable (3); Poor (2); Very poor (1) 4.25 2.95 4.00 13) I would recommend this course to another student: Strongly agree (5); Agree (4); Disagree (3); Strongly disagree (2) 4.31 3.54 4.00

Average sample questions: 4.80 3.54 4.19 Colour Legend: Worst mean Best mean Means above 4.0 out of 5.0


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Faculty of Arts & Sciences University of Toronto

Survey Summary Results: Years 2006/07 to 2011/12 Courses: ITA251Y (2006/07, 2007/08, 2008/09, 2010/11; 2011/12); ITA210Y (2009/10) Section: L5101 (Tuesday evening, majority of student-workers) Instructor: S. GASTALDI Total Enrolment: 101 Numbers of Forms Scanned: 79 STATEMENTS ABOUT THE INSTRUCTOR (from n° 2 to n° 11):

Means Statements

Mean of 2006/07, out of 7.0






Communicates goals and requirements of the course clearly and explicitly

5.0

5.6

5.8

5.1

4.9

5.8

Uses methods of evaluation that appropriately reflect the subject matter and provide a fair evaluation of student learning

5.1

5.5

5.5

4.9

5.1

5.7

Presents material in an organized, well-planned manner 5.5 5.4 5.8 5.1 5.3 5.4 Explains concepts clearly with appropriate use of examples

5.5 5.8 5.9 5.0 5.2 5.5 Communicates enthusiasm and interest in the course material

5.6 5.8 6.4 5.6 5.6 5.7 Attends to students’ questions and answers them clearly and effectively

5.6 5.6 5.9 5.2 5.3 6.0 Is available for individual consultation, by appointment or stated office hours, to students with problems relating to the course

5.8

5.8

6.4

5.6

5.7

6.1

Ensures that student work is graded fairly, with helpful comments and feedback where appropriate

5.4

5.6

6.1

5.7

5.1

6.3

Ensures that student work is graded within a reasonable time 5.6 6.0 6.0 6.0 5.6 6.3 All things considered, performs effectively as a university teacher

5.6 5.8 6.1 5.1 5.4 5.8

Colour Legend: Worst mean Best mean Means above 5.6 out of 7.0


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7. Appendix A

7.1 Summary of Anecdotal Results from Course Evaluations In this section I included:

• 7.1.1 A scanned selection of students’ comments (9 pages) • 7.1.2 A reflection of mine on students’ feedback (3 pages) • 7.1.3 User comments from www.ratemyprofessors.com on Sciltian Gastaldi

(1 page, 4 anonymous comments) • 7.1.4 A solicited letter from a former University of Toronto student, Mr.

Lucandrea Campanelli (1 page, [email protected]) • 7.1.5 A non-solicited email from a former University of Ottawa student, Mr.

Paul Neves (1 page, [email protected])

Supplementary feedback and comments on the instructor and courses taught at the University of Toronto between 2006 and 2012, and at the University of Ottawa between 2012 and 2013 are available upon request and I am very happy to provide them.


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7.1.2 Reflections on Students’ Responses

• Student A Feedback, year 2006/07: “Professor Gastaldi is an excellent professor as he is ALWAYS organized and presents the material in a very clear manner. He also ensures that we do apply everything we learn by making us do, most of the time in the lectures, practice homework from the book. In addition, I love the fact that he teaches us the language, but he also keeps us up to date with what goes on currently in Italy and gives tips on how we should behave as tourists there.” o My reflection: This feedback mirrors precisely the way I teach: exercises immediately following a new grammar role, lots of practice for everyone, with occasional hints to Italian jargons and a bit of exposure to what’s going on in Italy as we complete the course. • Student B Feedback, year 2007/08: “He is an outstanding professor. He explains difficult concepts in many ways to help make them clear. He draws charts, too. He’s very enthusiastic and knowledgeable. He’s an amazing professor. I would definitely take another course with him.” o My reflection: This student noticed a basic aspect of my classes: I always try to explain the same concept in various ways to accommodate different learning styles. The “charts” to which the student refers, are a Cartesian diagram that I designed to explain, in geometrical bi-dimensional space, the logic behind the sequence of tenses. If, at first, my students are surprised by a Grammar lesson that involves the X and Y axes as an explanation to a concept, those who learn more in a visual-geometrical way immediately respond to this completely different method. • Student C Feedback, year 2008/09: “Instructor was well-prepared, well-organized, and enthusiastic. Explanations were clear and precise. A greater variety of instructional methods or a greater opportunity for student interaction would have perhaps been more effective, considering the class met for 3 hours once a week. Instructor may have relied a little too much on lecturing and teacher direction, given that this was a language course.” o My reflection: Even if I try to alternate a variety of different teaching methodologies, it is true that lecturing is by far the most frequently used teaching tool in my classes. Such a balanced and detailed feedback reminds me to avoid relying too much on this unidirectional method, and to experiment more. Collaborative learning techniques are one of the solutions I applied more in my courses after having read this insightful feedback.

• Student D Feedback, year 2009/10: “He is very enthusiastic about what he’s teaching, and he’s well organized by using powerpoints. What could be improved is the relationship between the novels read and the historical aspect of the course, they could be tied together more clearly and further connections between novels and history of Italy explained more, and less on the author herself/himself.” o My reflection:


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The student has pinpointed the strengths and the weaknesses of my course ITA210Y, which I was teaching for the first time, and thus proved to be easily improved with a little more expertise. The suggestion made by the student is spot on. • Student E Feedback, year 2009/10: “A fascinating course complimented by an enthusiastic and outstanding professor.” o My reflection: Although this feedback does not say too much in terms of constructive criticism, it is still a demonstration of how some students were captivated by the Gentile blending of history and literature, something rarely offered in North American departments of Modern Languages, where the distinction between the historical framework and literary studies seems to be preponderant. • Student F Feedback, year 2009/10: “His expectations in class were way too high considering this a 200 level course. He docks 3% for every class missed w/o documentation which was annoying. Takes himself a little too seriously.” o My reflection: This was not the only student who lamented I had a too high level of expectations for a 200 level course. This is a reflection of the differences in educational cultures between Italy and the institution at which I taught this course. I adjust my expectations to match those of the undergraduate students in my classes while keeping them realistic. The comment on my personality is another helpful reflection. In the following years I have turned down my behaviour and I hope I have projected a more relaxed and friendly image, going for a lower key attitude.

• Student G Feedback, year 2011/12: “Overall, Gastaldi was an excellent professor going over concepts in class along with examples. Although at times he would enter elaborate explanations on a seemingly basic concept and could at times confuse me. I wish the course had had more evaluations and that they not be so distant (test in November than we had nothing until late March), however this is not the professor’s fault.” o My reflection: This is probably one of the most accurate student’s evaluations I received. In fact, it is true that I linger a lot on different pragmatics examples whenever I introduce a new grammar element, because I have realized that this is one of the best ways to explain the new item and its different uses. It is also true that sometimes I indulge in etymology, phrasal and lexical semantics explanations that may sound as superfluous or complex to those students who are not majoring in Linguistics or languages.

• Student H Feedback, year 2011/12: “Sciltian was a wonderful instructor and I feel lucky to have known him. It is instructors like him that make this university a world class institution. In particular I appreciated the thorough answers he gave to questions and the time he took to review student exams individually. I also felt that he struck a good balance between formality and approachability as an University instructor.” o My reflection: I believe that time spent in reviewing student exams individually is time extremely well spent, because it gives each student the possibility to understand and reflect


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upon what kind of mistakes s/he has made. Furthermore, trying to find that “good balance between formality and approachability as an University instructor” is perhaps my most important professional aim, as I really don’t want to sound cocky or authoritarian to my students, but at the same time I want to receive all the respect and attention that an authoritative instructor deserves. Considering that this feedback came two years after Student F’s feedback, I like to think that it is a demonstration of how I clearly improved my attitude as an instructor. • Student J Feedback, year 2012/13: “Overall, his lessons were well organized with note taking followed by some interactive “games” that did help me understand more. The only thing I really didn’t like was being put on the spot to answer questions in class.” o My reflection: Class activities (i.e. “interactive games” for the student) are normally a very effective way to let the students practice the new bit of language learned, and also to give everybody an ease up between a grammar rule and the next one. In order not to penalize those who are shier and do not like to be “put on the spot” to answer questions in class, I have recently introduced the writing of weekly journals, in Italian, normally through the Virtual Campus of the university. I take care in giving feedback to each and every journal is submitted, correcting one by one all the mistakes made by the student. • Student K Feedback, year 2013/14: “Sciltian is a great prof, who obviously knows a lot about the Italian language. I like how he constantly made the differentiation between correct Italian grammar and the more common usage of the language. The class had a good atmosphere, and he genuinely seems like a funny guy. I wish he would have assigned more homework besides the journals, which is not something I say about a prof very often. I feel like most people are in that class because they genuinely want to learn the language, not because it is a required course for their program. Because of this, he should have assigned more optional work we could do from the textbooks that the people who were actually passionate about learning Italian could do. He also called people out a lot to answer questions during the class. This was very frustrating. Sometimes I was more concerned about following along in case he called on me, rather than thinking about the material he was actually trying to teach. All in all great prof, great guy. Keep it up!” o My reflection: Two of my Carleton’s students highlighted that I assigned not enough homework: I suppose that they compared my class to other non-language courses where probably they had to read tens or hundreds of pages per week. In general, in my courses for beginners I try to keep the amount of homework on the low, except when it comes to producing written language. I imply that to be able to write correctly in Italian, students need to study and review their grammar rules thoroughly, and this is a task that needs to be repeated almost on a daily basis. Hence the relatively small amount of homework. However, for the future I shall consider to raise the quantity of homework assigned.


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7.1.3 User Comments From www.ratemyprofessors.com on Sciltian Gastaldi

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7.1.4 Solicited Letter From a Student

September 22, 2010

To whom it may concern:

Re: Professor Sciltian Gastaldi

My name is Lucandrea Campanelli and I am a second year student currently attending the University of Toronto. Last year, I enrolled in Professor Gastaldi’s second year course, Contemporary Italy- an analysis of literary, social, and artistic movements, aiming to assist students to better understand the conditions that prevail in modern Italy. This was a full year course running from September 2009 to April 2010, taught once per week (Tuesdays 1:00-3:00).

Given my limited knowledge and experience on the subject matter, it was most beneficial to be taught by someone that was as inspiring and innovative as Professor Gastaldi, who would ensure the highest quality of learning as well as play a key role in my growth and development as a student.

It was Professor Gastaldi’s extensive knowledge, his passion, and his commitment to academic excellence that made the course most enjoyable. He taught with enthusiasm, engaged students in conversation, and provided alternative sources of learning in order to enhance the learning experience. Professor Gastaldi was very approachable in student requests and concerns and was always willing to provide insight and suggestions for further learning. I would not hesitate to recommend a course taught by the professor to my colleagues.

I would describe Professor Gastaldi as inspiring, an effective communicator with a gift to bring energy, drive, enthusiasm, and passion to his students.

Thank you Professor Gastaldi.

Yours sincerely,

Lucandrea Campanelli


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7.1.5 Non-solicited E-Mail from a Former University of Ottawa Student

From: [email protected] Date: Fri, 12 April, 2013 1:22 am

To: [email protected] Priority: Normal Options: View Full Header | View Printable Version | Download this as a file| Add to Addressbook

Hello Professor Gastaldi, I know you are probably busy with exams yourself however I just wanted to say again that it was a pleasure to have been taught by you. Thank you for replying to every email I sent you and thank you for the advice that helped me along the way. You made the class feel very at ease because you truly displayed that you love what you do. You are a good person at heart Professor Gastaldi and its too bad there are not many like you. I was wondering also if you were going to be at the University of Ottawa in September or anytime next year, and if you are, I would love to work hard for you again. If your not, its understandable we all have to move on in life, that's what it is all about but if you are not here next year professor, thank you again for your time and I wish you and your family all the best in the future. Paul Neves.

Excerpt from my Teaching Dossier

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