{"id":429,"date":"2015-07-07T18:03:56","date_gmt":"2015-07-07T23:03:56","guid":{"rendered":"http:\/\/blogs.acu.edu\/kellyelliott\/?page_id=429"},"modified":"2015-09-01T16:21:49","modified_gmt":"2015-09-01T21:21:49","slug":"student-evaluations-2","status":"publish","type":"page","link":"https:\/\/blogs.acu.edu\/kellyelliott\/student-evaluations-2\/","title":{"rendered":"Student Evaluations"},"content":{"rendered":"<p><strong>Student Support<\/strong><\/p>\n<p>One of the students of whom I am most proud is Justin Webb. \u00a0By his own description, Justin wasted his first several years at ACU and left school with a very poor GPA. \u00a0When he returned some years later and I had the privilege of getting to know him in my Historical Methods course, he had gained quite a bit of wisdom and experience. \u00a0His maturity, his passion for history, and his razor-sharp writing skills made an enormous contribution to the class. \u00a0I was so proud of Justin&#8217;s work, especially his research paper, and I was delighted when he wanted to continue working with me after the semester ended to hone his research for presentation at the Undergraduate Research Festival and at the Regional Phi Alpha Theta Conference. \u00a0Even after he graduated, we continued to correspond as Justin weighed his options for future careers and graduate study, and last spring I wrote him a strong letter of recommendation for graduate school. \u00a0He will begin his MA in Atlantic World History at the University of Texas at Arlington in the Fall of 2015. \u00a0A solicited letter is a very different kind of student evaluation from a traditional form-driven evaluation taken on a phone, but I think it&#8217;s probably helpful to examine both kinds of student evaluation together. \u00a0Justin Webb&#8217;s letter in support of my application for tenure and promotion is available here: \u00a0<a href=\"http:\/\/blogs.acu.edu\/kellyelliott\/files\/2015\/08\/Letter-of-Support-from-Mr.-Justin-Webb.pdf\">Letter of Support from Mr. Justin Webb<\/a>.<\/p>\n<p><strong>Student Evaluations of Core Courses<\/strong><\/p>\n<p>Student evaluations of Core courses are available here: \u00a0<a href=\"https:\/\/blogs.acu.edu\/kellyelliott\/files\/2015\/07\/AllCoreEvaluations.pdf\">AllCoreEvaluations<\/a>.<\/p>\n<p>It is helpful to know several things about these evaluations: \u00a0first, the reader will notice that the Spring &#8217;11 evaluations are by far the most hostile; the Fall &#8217;11 ones are not blisteringly negative, but still\u00a0fairly harsh; and the Spring &#8217;12 \u00a0and Spring\/Fall 2014 responses are, for the most part, positive. \u00a0This arc\u00a0from very negative to reasonably positive follows the larger trends in student attitudes towards Core within the university. \u00a0In reading the written remarks on Core evaluations, you&#8217;ll find comments that reflect the students&#8217; hostility towards the course as a whole, their opinion that the class is a waste of time and money, etc. \u00a0In my opinion much of this culture of hostility dissipated by 2012-2013, and I think the evaluations reflect that.\u00a0 I point this out by way of saying that I (and my co-teachers) should probably get neither all of the credit for the upward arc in student opinions, nor all of the censure attached to the harsher comments.<\/p>\n<p>I do feel that the adjustments\u00a0that my co-teacher Dr. Lauren Lemley and I have made in the readings, teaching methods, and research paper expectations have\u00a0significantly improved the class. \u00a0As Lauren and I have become more and more comfortable and experienced with this course material and with each other as co-teachers, our student attitudes and responses have continued to improve.<\/p>\n<p>Specific student comments flesh out these trends.<\/p>\n<p>In the Fall of &#8217;11, student comments were\u00a0mixed. \u00a0On the one hand, we have remarks like &#8220;This course is worthless,&#8221; &#8220;They are not very good teachers,&#8221; \u00a0&#8220;This course was really boring,&#8221; and &#8220;The Core curriculum sucks.&#8221; \u00a0On the other hand, though, we have students who say &#8220;They used many different examples to show the credibility of what they were telling us.\u00a0 They did a great job at bringing in new ideas and making us think critically.&#8221; and &#8220;Drs. Elliot and Lemley were enthusiastic and reasonable. They offered different teaching styles and lectures. I enjoyed the content of this class, even if the course itself seemed unnecessary.&#8221; \u00a0I think the latter comment is particularly striking, because it shows that a student who still believed the curriculum was problematic actually enjoyed the class. \u00a0Here&#8217;s a particularly striking contrast from student evaluations in the Fall of &#8217;11:<\/p>\n<ul>\n<li>&#8220;Excellent lectures, good discussion topics\/activities, very interesting\/relevant source material. Also, any bad marks\/evaluations Dr. Lemley or Dr. Elliot receive are from bad students. There&#8217;s a lot of laziness and entitlement on the part of the students in this class.&#8221;<\/li>\n<li>&#8220;This is a god-awful class that requires more work than any other class when it benefits the least. The amount of work is absurd and to have to pay 2500$ for something that will not benefit anyone in their particular study is ridiculous. All this is as a class seems to e a GPA decreaser. Knowing that our professors decide to grade work as if we were receiving our Doctorate degrees it is very unlikely to get an A which will therefore just decrease a GPA. Especially when the juniors being only one year above us only had to take univ 100 which from what I hear, was an easy introductory class in which you can recieve an A. I honestly have no benefit from this class. It did nothing for me but take money out of my pocket and for what? For professors with the mentality of Scooge when it comes to grading, to take advantage of my papers and decide that my GPA should be affected for a course that I will NEVER use. This class is an abomination to ACU and is the first thing I think of negatively of the school.&#8221;<\/li>\n<\/ul>\n<p>These two opinions are from students in the same class!<\/p>\n<p>Student opinions in the following semester, Spring 2012, improve somewhat, and we see gems like this: \u00a0&#8220;They were just awesome teachers. \u00a0I never really have had teachers that are so engaged in what they teach. \u00a0Dr. Elliott and Dr. Lemley are like Batman and Robin in a way. \u00a0They both bring something to the class that makes it great.&#8221;<\/p>\n<p>and this: \u00a0&#8220;They made us all interact and had a genuine interest in us as their students.&#8221;<\/p>\n<p>But we still also have some more negative comments&#8211;complaints about the paper being too hard, or the grading being too harsh or unclear (I believe &#8220;unclear&#8221; actually translates to &#8220;not the grade I wanted&#8221; in most cases.) \u00a0But overall, this is a major improvement from the previous iterations. \u00a0It appears to me that the one area where we still saw cause for concern is in the students&#8217; use of Chicago Style. \u00a0They seemed to want more feedback and help on using Chicago citations. \u00a0We\u00a0have tried to correct this issue by increasing the individual feedback we provide on student drafts and taking more class time for peer edits with professor guidance, and students seemed to acknowledge that effort in later semesters, as in these comments from student evaluations during Spring 2014:<\/p>\n<p>&#8220;I really enjoyed how much time our professors spent editing our research papers. The minute corrections shows that they did read our papers and truly cared to make it better.&#8221; and,\u00a0&#8220;Through out the term paper process, Lemley and Elliott were extremely beneficial in feedback and helping the class understand the expectations\u00a0for each individual draft as well as an overview of what was expected from us. The turn it in software used for submission and peer editing was\u00a0GREAT! i enjoyed being able to have the papers handy to be able to work on them whenever i had time, instead of having to carry all three drafts\u00a0around with me to ensure they got done and were effective. I also appreciated having instructions for each assignment available to us on\u00a0Openclass. This made course work effective and easy!&#8221;<\/p>\n<p>We have also received very positive feedback on the use of the YA novels as grounding points that connected to multiple ideas and primary source readings in the class, and students especially seem to enjoy the apocalyptic scenario that plays out over the course of weeks and ties to multiple in-class group activities, homework assignments, and the mid-term debate. \u00a0Students are placed into &#8220;factions&#8221; (the term is from the novel <em>Divergent, <\/em>which they read for class) and must make difficult group decisions about whether to accept or reject new members, what kind of governance to set up, and whether to join a new federated state.\u00a0 A 2014 student wrote,\u00a0&#8220;Both professors were really enthusiastic about teaching core and they had activities that really helped me understand the subjects we were talking\u00a0about. I really like the faction scenario because it tied in readings and everything we were learning about like community and identity.&#8221; \u00a0And another: \u00a0&#8220;I<strong>\u00a0<\/strong>really enjoyed collaborating with others when it came to the faction assignments. I thought it was hilarious and a great way to encourage us to\u00a0think outside of the box and actually get creative.&#8221;<\/p>\n<p>One thing I&#8217;m particularly proud of in our Core evaluations is the clear evidence that many students perceive and really appreciate the effort we make to foster\u00a0knowledgable, sensitive, and open-minded discussion of historic faith traditions outside of Christianity, as seen in this comment from Fall 2014: \u00a0&#8220;I also really enjoyed the subject matter that we covered. I love how we covered different cultures and religious perspectives. I think this is very\u00a0important because there is just so much diversity in the world and I think that some classes do not always portray the different outlooks. I came into\u00a0this one, however, and got a pleasant surprise by this. Especially when we went over different religions, such as Islam. I found that it was\u00a0explained VERY well and that it was explained in such a way that integrated it with Christianity in such a way that common ground was easily\u00a0found. This really meant a lot to me and left a very good impression since I am a different religion called Bahai.&#8221;<\/p>\n<p>As I mentioned in my Philosophy of Teaching, the presentation of multiple points of view, of questions without answers, and of myself as a co-learner with the students is central to what I see as good teaching, so it&#8217;s really encouraging to me to hear statements like this from students.<\/p>\n<p>And maybe the best of Core teaching is team-teaching. \u00a0Lauren and I are great friends as well as colleagues, and I think that comes through in our classroom interactions. \u00a0Here are a few kind remarks about our dynamic duo: \u00a0&#8220;I love Lemley\/Elliott&#8217;s enthusiasm. They were a great pair, especially when it came to lectures. They knew their strengths. Elliott would cover the\u00a0history side of the lecture and Lemley did a great job communicating certain tasks, assignments and\/or group tasks and discussions. They were\u00a0both very kind, never condescending or belittling and if you had a question, they always made sure to be very thorough and patient. They were\u00a0very understanding but also stern, in the sense that you wanted to do the work and get it in on time out of respect for them and for your own\u00a0personal reasons but if something crazy were to happen and you had trouble with an assignment or trouble getting it in, they did their best to work\u00a0with you and help you out. FUN CLASS!&#8221; \u00a0and \u00a0&#8220;They worked together as a team. \u00a0To me, they are\u00a0like yin and yang. Completely balancing each other and then the class out.&#8221;<\/p>\n<p><strong>Student Evaluations of History Courses<\/strong><\/p>\n<p>Quantitative student evaluation data for all of my history classes are available here: \u00a0<a href=\"https:\/\/blogs.acu.edu\/kellyelliott\/files\/2015\/06\/Elliott_Evals_2010-2015.pdf\">Elliott_Evals_2010-2015<\/a>. \u00a0A quick glance at this document shows that average ratings for my history courses are consistently a 4.0 or higher.<!--more--> \u00a0The only semesters where any of the scores fall below 4.0 were in the semester of my maternity leave, Spring &#8217;13, when significant personnel problems during my leave time contributed to a lot of student frustration, or in a Civilization I course in the spring of &#8217;15 when there was a glitch in the evaluations and I had to email the class after the semester ended to ask them to redo their opinion polls. \u00a0Unsurprisingly, only four students chose to do them, and one of the four (who I believe failed the course because of an academic integrity violation) gave very negative responses which significantly dragged down the average. \u00a0Otherwise, all ratings fall into the upper Excellent or Superior range.<\/p>\n<p>A lengthier document containing both the numeric responses and student comments (some of which I excerpt and explicate further below) is here: \u00a0<a href=\"https:\/\/blogs.acu.edu\/kellyelliott\/files\/2015\/06\/History-Evaluations-Including-Comments_Elliott_FINAL.pdf\">History Evaluations Including Comments_Elliott_FINAL<\/a>.<\/p>\n<p>These evaluations suggest that history students see my biggest strengths as 1) Preparedness\/knowledge of the subject matter, and 2) Enthusiasm for the subject matter. Here are some examples from student comments highlighting these strengths:<\/p>\n<ul>\n<li>HIST 440 (19th Century Europe), Spring &#8217;11: \u00a0&#8220;Her enthusiasm spilled over to the students and [made] the lessons engaging and fun.&#8221;<\/li>\n<li>HIST 117 (Civ I), Spring &#8217;11: \u00a0&#8220;For not being a huge history fan, I enjoyed her class. Her energy and passion is contagious. I would recommend her to other students.&#8221;<\/li>\n<li>HIST 474 (Recent Europe), Fall &#8217;11: \u00a0&#8220;Interesting lectures presented with enthusiasm, provided alternative materials to expand knowledge on covered subjects, was organized for all lectures, integrated scholarly insights with course information, truly interested and concerned with the progress of students.&#8221;<\/li>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;12: \u00a0&#8220;Dr. Elliot, is amazing in her way of giving us the information, and making me the student excited about what I am learning. Great lectures, especially in her ability to find captivating narratives within the content and deliver them enthusiastically in class.&#8221;<\/li>\n<li>HIST 117 (Civ I), Fall &#8217;12: \u00a0&#8220;She knew a lot about the subject and could answer any questions we asked. \u00a0She loves what she is doing which makes us as students want to learn.&#8221;<\/li>\n<li>\u00a0HIST 117 (Civ I, Fall &#8217;12): \u00a0&#8220;She is really enthusiastic about history and tells it in a story-like format that makes it interesting and enjoyable. \u00a0History is a hard subject for most people but she focused on key themes rather than getting overly bogged down in dates and names. \u00a0I really actually enjoyed this class.&#8221;<\/li>\n<li>HIST 440 (Modern Britain), Spring &#8217;14: \u00a0&#8220;Kelly is a vibrantly brilliant instructor. Her ability to make history important to each individual makes her passion for the subject spill on to every student.&#8221;<\/li>\n<li>HIST 440 (Modern Britain), Spring &#8217;14: \u00a0&#8220;Dr. Elliot LOVES what she teaches and it is evident. Her passion for this subject definitely rubs off making it that much easier to get involved and understand.&#8221;<\/li>\n<\/ul>\n<p>Responses are more mixed in some courses on 1) accessibility\/availability to students, and 2) Christian role model. \u00a0Both of these puzzle me somewhat. \u00a0I keep regular office hours which are posted on all of my syllabi, I give students my cell phone number and take their calls and texts, and I respond to their emails within 24 hours. \u00a0I also stress during the first day of every class that it is very important to me to be available to them. \u00a0So I&#8217;m not really sure what else I can do about this. \u00a0Could I possibly be scary? \u00a0That seems unlikely. \u00a0I will mention that the numbers for accessibility\/availability are lowest in the two Civ II courses I taught in the spring of 2013. \u00a0This was the semester of my maternity leave; I was only actually present for the first four and last four weeks of the semester. \u00a0Due to some unexpected personnel changes, the rest of the term was covered by a combination of an adjunct (who was originally supposed to be present for the entire semester, and teaching during my absence), my department colleagues, and a GST student&#8211;five professors total over the course of the semester. \u00a0So I think it is safe to suggest that these low numbers on availability in this term are a reflection of the students&#8217; frustration with that situation, and not a specific problem with me. \u00a0And some students commend me specifically in evaluations for being friendly and approachable.<\/p>\n<ul>\n<li>From Civ I, Fall 2010: \u00a0&#8220;Dr. Elliott is a very, very enthusiastic teacher who truly finds joy in seeing student\u00a0succeed. She always made herself available to her students.&#8221;<\/li>\n<li>From Civ I, Spring 2011: \u00a0&#8220;Was accessible and friendly.&#8221;<\/li>\n<li>And from the Spring &#8217;13 maternity leave semester: \u00a0&#8220;Dr. Elliott went so far as to get on our level as her students to understand how we were feeling about the situation [related to personnel changes] come major events like the midterm.&#8221;<\/li>\n<\/ul>\n<p>The other number that is consistently a bit lower than the others (but still usually in the &#8220;superior&#8221; range of 4.2-5.0) is the Christian role model number. \u00a0I&#8217;m not sure how to account for this, but I&#8217;ll mention a couple of possibilities. \u00a0First, I think that some ACU students, because of their cultural and religious backgrounds, would have a difficult time suggesting that any professional woman is a good Christian role model. \u00a0I once had a Core student tell me straight out that I should stay home full time after having children; this person believed that my very presence in the classroom made me a bad wife and mother, and thus a bad Christian role model. \u00a0Second, though I try very hard to avoid direct political discussion in my classes, I do engage political topics when they are overwhelmingly relevant to the historical events we are discussing. \u00a0For example, in Recent Europe we talk about the interwar eugenics movement and the idea of racial purity as the origin point of many Western states&#8217; laws that favor traditional, fertile families and penalize childlessness and abortion. \u00a0I then invite the students to consider that today&#8217;s abortion debate is more complex than being for or against baby-killing, because this debate originated in conversations about the state&#8217;s right to control the reproductive capacities of its citizens. \u00a0I suspect that this kind of conversation makes some more politically conservative students feel that I am not a good Christian role model.<\/p>\n<p>On the other hand, I&#8217;ve also had individual students thank me specifically for being available and being a good Christian role model. \u00a0Here are a few examples from personal notes I received: <a href=\"http:\/\/blogs.acu.edu\/kellyelliott\/files\/2012\/03\/Rountree_Student-Note_Elliott.pdf\">Rountree_Student Note_Elliott<\/a>;\u00a0<a href=\"http:\/\/blogs.acu.edu\/kellyelliott\/files\/2012\/03\/2_Student-Note_Elliott.pdf\">2_Student Note_Elliott<\/a>;\u00a0<a href=\"http:\/\/blogs.acu.edu\/kellyelliott\/files\/2012\/03\/3_Student-Notes-on-Tests_Elliott.pdf\">3_Student Notes on Tests_Elliott<\/a>;\u00a0<a href=\"http:\/\/blogs.acu.edu\/kellyelliott\/files\/2012\/03\/6_Student-Note_Elliott.pdf\">6_Student Note_Elliott<\/a>. \u00a0Student evaluations bear this out, as well:<\/p>\n<ul>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;15: \u00a0Kelly Elliott is one of my absolute favorite professor on this campus. She&#8217;s incredibly smart, and really cares about us &#8211; more than once she asked if I&#8217;m doing alright. I&#8217;m really sad that I won&#8217;t have any classes with her until next fall at the soonest! I always recommend her when people ask if they should take a history class. Dr. Elliott, thanks for being awesome.&#8221;<\/li>\n<li>HIST 117 (Civ I), Spring &#8217;11: \u00a0&#8220;Great professor! Very encouraging knowing ACU is continuing to accept amazing Christian role models who are so enthusiastic about their subject!&#8221;<\/li>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;15: \u00a0&#8220;I really enjoyed this course &#8211; especially the Reformation portion. Learning the history behind the faith traditions that are a part of my life and the lives of many of the students on campus really fostered awesome discussions in class and helped grow my faith and I&#8217;m so appreciative of that opportunity!&#8221;<\/li>\n<\/ul>\n<p>Another positive trend I notice in the evaluations is that students seem to appreciate\u00a0my efforts to present information in a wide variety of ways and actively engage them in class. \u00a0For example:<\/p>\n<ul>\n<li>HIST 117 (Civ I), Spring &#8217;11: \u00a0&#8220;Dr. Elliott used examples to explain events by getting students involved. I really enjoyed reading literature written during the period we are talking about verses a textbook.&#8221;<\/li>\n<li>HIST 440 (January short course 19th c. Europe, Spring 2013): \u00a0&#8220;Dr. Elliot incorporated a large amount of extra-lecture activities in class, while still leaving well over half the class for lecture. None of the activities (peer presentations, a debate, presentation of and historical discussion about a film, discussions about academic articles, ect.) seemed out of place or forced, as they have in some of my other classes, nor did I feel that they overwhelmed the lectures and caused me to miss out on information. They did contribute to my knowledge and understanding of the topics, and the break between lectures was effectively spaced, particularly in a short course. Dr. Elliot&#8217;s lectures were engaging, and her personality commands attention without intimidating the class into not asking questions (many other professors have problems with one of those two things during lecture).&#8221;<\/li>\n<li>HIST 117 (Civ I), Fall &#8217;12: \u00a0 &#8220;She incorporated a good blend of lecture and discussion. \u00a0The lectures were presented in a way that did not make them feel like lecture but more like a story. \u00a0This made the information more retainable and easy to recall when it came time for an exam.&#8221;<\/li>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;12: \u00a0&#8220;I really enjoyed class discussions around article presentations.&#8221;<\/li>\n<li>HIST 474 (Recent Europe), Fall &#8217;13: \u00a0&#8220;While we had a book to read, Dr. Elliott highlighted the main points and summarized the chapter sections so that the information was easier to process. Showing relevant videos and assigning other, shorter readings broke any monotony and made the information more relevant.&#8221;<\/li>\n<li>HIST 440 (Modern Britain), Spring &#8217;14: \u00a0&#8220;I love the way Dr. Elliott&#8217;s classes are set up. Most class periods are lectures, but the individual book reviews and research paper and the group projects and discussions really round out the class and create a great learning environment. And you can tell Dr. Elliott is really excited about British history!&#8221;<\/li>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;14: \u00a0&#8220;Dr. Elliott does a great job of including different ways to learn &#8211; lecture, group discussion, student presentations, research &#8211; that I think allows the students the best opportunity to comprehend the material while also challenging the students. Her application of modern day events is something I really appreciate seeing as many history professors focus on the past without putting it in the context of the present.&#8221;<\/li>\n<li>HIST 440 (Mongols, Poppies, and Satyagraha), Fall &#8217;14: \u00a0&#8220;I loved how interactive our class was and how entirely comfortable I felt speaking out loud to the class and with the instructor. Her enthusiasm was refreshing and I enjoyed coming to class each day! Great balance between lecture, videos, debates and conversation.&#8221;<\/li>\n<\/ul>\n<p>I am particularly proud of student comments that demonstrate that even students who don&#8217;t consider themselves &#8220;history people&#8221; and expect to dislike the course find themselves engaged and interested:<\/p>\n<ul>\n<li>HIST 117 (Civ I), Fall &#8217;10: \u00a0&#8220;Despite not being a history person, I did find this class interesting because of your interest in the subject as well as wanting us to understand the subject.&#8221;<\/li>\n<li>HIST 459 (Historiography Seminar), Spring &#8217;14: \u00a0&#8220;I loved this class. I didn&#8217;t think I would but I did. It was informative and interesting. Great prep course for graduation.&#8221;<\/li>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;14: \u00a0&#8220;I love taking Dr. Elliott&#8217;s history classes! I&#8217;ve been taking her different classes since my freshmen year. She has kept my love for history alive. I&#8217;m not a big fan of European history but she teaches it in a way that easy to understand but challenges you at the same time. Because of this my appreciation for European history has grown.&#8221;<\/li>\n<li>HIST 117 (Civ I), Spring &#8217;15: &#8220;Very helpful and good professor! I enjoyed her teaching and lessons, which says something because history is not my strong subject!&#8221;<\/li>\n<\/ul>\n<p>Finally, I&#8217;ll share a few remarks that reflect the hospitality of my classroom and my efforts to be compassionate and respectful to all of my students:<\/p>\n<ul>\n<li>HIST 440 (Mongols, Poppies, and Satyagraha), Fall &#8217;14: \u00a0&#8220;Dr. Elliott is amazing. This semester was really hard on me, and having classes with her helped me so much. I always enjoy Dr. Elliott&#8217;s classes, and this one has been no different. Thanks for being a professor and a friend, Dr. E.&#8221;<\/li>\n<li>HIST 117 (Civ I), Fall &#8217;10: \u00a0&#8220;Energy, helpfulness, kindness, strictness with fun.&#8221;<\/li>\n<li>HIST 440 (Mongols, Poppies, and Satyagraha), Fall &#8217;14: \u00a0&#8220;Dr. Elliott really obviously cares about the students and about the subject, which makes her an effective teacher. She knows what she&#8217;s talking about, but is by no means holier-than-thou. She frequently opens up the lecture to dialogue and has us participate in presentations, research papers, in class research, and debates which is awesome. We also did this really cool research panel! The content of the class lends itself to being a combination of lecture and discussion, and she meshes the two together perfectly.&#8221;<\/li>\n<li>HIST 472 (Renaissance and Reformation), Fall &#8217;14: \u00a0&#8220;She loves the subject and she loves us and that makes all the difference in a teacher.&#8221;<\/li>\n<\/ul>\n<p><a href=\"http:\/\/blogs.acu.edu\/kellyelliott\/student-mentoring\/\">&gt;Next Section: \u00a0Student Mentoring<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Student Support One of the students of whom I am most proud is Justin Webb. \u00a0By his own description, Justin wasted his first several years at ACU and left school with a very poor GPA. \u00a0When he returned some years &hellip; <a href=\"https:\/\/blogs.acu.edu\/kellyelliott\/student-evaluations-2\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":6436,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-429","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/pages\/429","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/users\/6436"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/comments?post=429"}],"version-history":[{"count":27,"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/pages\/429\/revisions"}],"predecessor-version":[{"id":742,"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/pages\/429\/revisions\/742"}],"wp:attachment":[{"href":"https:\/\/blogs.acu.edu\/kellyelliott\/wp-json\/wp\/v2\/media?parent=429"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}