Teaching Portfolio Carol Pacheco

Teaching Portfolio Carol Fatima Pacheco Vidal

TABLE OF CONTENTS Page

Teaching Statement Resume Teaching reections

2Resume

5 6 7-8

Teaching Materials On class material Topics Covered Visual Aid Material Notes uploaded Notes taken by students

9 10-21 22-27 28-31

Rubrics and Grading Rubrics of assignments Rubrics of Exams Examples of grading

32-33 34-35 36-37

1Teaching Statement

Feedback and Evaluations Report Fall 2019 Report Spring 2020 Report Fall 2020

38-39 40-41 42-43

p. 5

p. 6

4Teaching

6Teaching

materials

and grading

p. 9-31

p. 36-37

On class material Grading examples

3Teaching

5Teaching

7Feedback &

Reections

materials

Evaluations

Structures II Fall 2019 Structures I Spring 2020 Structures II Fall 2020

Rubrics for assignments and exams

Report Fall 2019 Report Spring 2020 Report Fall 2020

p. 7-8

p. 32-35

p. 38-43

Online Teaching On person classes

Teaching Statement As an instructor, I have discovered the importance of reading the students, and by reading the students I mean, trying to see what new concept or procedure is not clear at class time or at the time grading homework. Reading students is more crucial when the class involves math and physics, and this can be overwhelming for some of the students and feel immediately discouraged. That is why I try to dissect a problem by transforming it into simple steps and drawing them, which comes in hand when having architecture students since that is their strongest skill.

How to make learning more accessible is the question I go back to every time I plan a class. Anticipating what student’s doubts would be, what procedures take more time to interiorize, what theory needs to be highlighted helps me determine how much time I need to give for each step and with what they can get confused. This planning allows me to be prepared and give extra time to students in other to let them ask questions. Giving time between procedures or after asking a question is essential since every student has a different pace.

After trials, I have realized that these steps are the ones that have worked the best: Reviewing the theory on lectures, reading the problem highlighting the keywords, drawing the problem and listing the data and what is the problem asking, setting up the procedure by listing each step, while explaining the procedure highlighting the variables, the units, formulas and charts used. And when gotten the answer explaining what other variables can change for other situations.

Finally, go back and summarize what the steps were and what needs to be remembered.

I give a structure to my classes. And by that, I mean give a similar structure to the notations on the whiteboard or the slides. This similar configuration can help the students be more confident when learning something new; the easiest to the most challenging exercise can be solved by following a similar scheme. Using colors to differentiate variables and constants, listing the steps, and putting all the formulas or critical concepts in a corner have also become part of my teaching structure.

Although online teaching may come as a barrier, since visualizing students’ reactions is more challenging. It allowed having more time and disposition from the students to have one-on-one video call meetings. When doing online teaching, I had more individual interaction with the students than when teaching in person for the same class. Those were valuable interactions since I could assess what the students were having doubts on and recapitulating on the next class. Also, I encourage student participation by asking them to give their answers, especially when recapitulating before an exam, and by doing so, I can assess if the theory was understood.

When it comes to the assessment, the most important thing to evaluate is that the student knows what criteria is essential to choose a procedure. I believe authentic learning has come into place when the students have interiorized the principles behind a solution and remember it after the course is done. That is why, when I have done rubrics, I evaluate if the student chose the correct variables and formulas. Also, in grading, if a student is having problems with the principle behind the solution, I make more extended annotations. Most of the time, students have a better understatement when the corrections are done on top of their handwriting.

I discovered that I enjoy teaching. I have always been an easily approachable person, which comes in handy when you need the students to approach you if they have difficulties. Students outside my sections have approached me for help, which has been very rewarding because it means that my teaching method is working, and I have been able to transmit reliability to the students.

15

Resume cfpachec@syr.edu (315) 395-4479 Sample Pages: https://issuu.com/carolpav/docs/sp Architecture Portfolio: https://issuu.com/carolpav/docs/portfolio

EDUCATION

COMPETITIONS

Master of Science in Architecture Syracuse University, School of Architecture Syracuse, NY

Dec 2020

Solar Decathlon 2020 April 2020 Ȃ Honorable Mention Collaborated with team on Design Challenge: Net

Zero Mixed-use Multifamily

2016

Bachelor of Civil Engineering Polytechnic School of Litoral “ESPOL”

Odebrecht Award for Sustainable Development Dec 2015 Ȃ Eighth place

Guayaquil, Ecuador

Research project: Recycled concrete blocks obtained by the reuse of construction waste

2014

Bachelor of Architecture University of Guayaquil Guayaquil, Ecuador Gradutated with Honors

CONFERENCE 18th Annual New York State Green Building Conference Ȃ Presenter Aug 2020

EXPERIENCE School of Architecture, Syracuse University

Teaching

Assistant,

ARC

311

Fall 2019, Professor Sinead Mac Namara

Structures

II

PUBLICATIONS

Facilitate group sessions, grade assignments and exams.

Teaching

Assistant,

ARC

Spring 2020, Professor Junho Chun

211

Structures

The Fourteen LACCEI International MultiConference for Engineering, Education, and Technology: Engineering Innovations for Global Sustainability, Jul 2016

I

Facilitate group sessions, grade assignments and exams.

Teaching

Assistant,

ARC

311

Fall 2020, Professor Sinead Mac Namara

Structures

Application of Pervious Concrete: Reuse of Rainwater and Flood Control. (Referred Paper: #83)

II

Facilitate group sessions, make rubrics and grade assignments and exams

HONORS

Magritte S.A. (real estate developer) Designer and project manager

Fulbright Foreign Student Scholarship

Jun 2019

International Chapter P.E.O. Sisterhood

Aug 2019

Recipient

Sep 2016 - Jun 2019

Residential project “Veleros del Rio.” Created proposals for residential and hotel projects.

Scholarship Recipient

Freelance Designer and Contractor

DIGITAL SKILLS

Jan 2015 - Jun 2019

Designed architectonical and structural residential projects. Managed residential and commercial remodeling.

AutoCad, Revit, ArchiCad, Rhinoceros, SketchUp, Vray, Photoshop, Illustrator, InDesign SAP 2000, Etabs, ArcGis, Microsoft Project, Excel Microsoft Teams, Conceptboard, Miro.

Teaching Reflections

Syracuse University, Fall 2019 Teaching Assistant – Structures II – ARC 311 This course was my first experience giving classes to a large group of students. I tried to prepare the class in advance, coming up with easy to follow procedures. Going to the main lectures helped me highlight the theoretical part given in the previous main lecture and make connections. I discovered the importance of giving time to the students to process the information given. Therefore, I let a couple of minutes after a new procedure to ask questions, which they did, and that helped create more questions.

Grading homework made me realize where the students were having problems, and therefore at the classes, I tried to repeat those procedures and clarify them.

Syracuse University, Spring 2020 Teaching Assistant – Structures I – ARC 211 The professor asked the students to survey to see the student’s calculus and physics level. For 95% of my students, this was the first class related to physics at the university level. Therefore, I prepared the solution to the problems as if they had no previous knowledge of physics. I tried to break the solution, showing all the conversions, for example. Also, I showed different approaches to tackle the problem and showed the importance of drawing the problem. Moreover, I took five to ten minutes of each class to recapitulate the essential points of the theory used that day.

I realized that every student has their own pace and the importance of making more accessible learning. Therefore, I began to put the formulas or critical concepts in the whiteboard corner and use different colors to highlight what is new and needs to be practiced.

In the middle of the semester, the modality changed to online. I held synchronous online sessions that were recorded on Blackboard Ultra. With this change, I mixed the usage of slides and handwriting and drawing. Since this was the first time for students and myself to be involved in online learning, I tried to give more aid materials to study. I decided to upload the shared content on the synchronous online sessions as easily readable notes in pdf format.

One of the most valuable aspects I learned from the FPP sessions was watching how the presenters interacted and read the audience. In other words, how they showed their personality and brought the audience into the conversation. Therefore, I tried to be more enthusiastic and empathetic to anticipate what the students may struggle to grasp. As a result, the students felt more comfortable on the online part of the semester and asked more questions.

Syracuse University, Fall 2020 Teaching Assistant – Structures II – ARC 311

With the previous online teaching experience, I continued to record the classes and upload the problems’ solutions as pdf at the end of each class. Given the students’ feedback, I chose to do preconceived slides with part of the solution to have a more transparent material, highlighting the steps as I went through the problem’s solution.

Typing or handwriting at the sessions was used to write the students’ comments or highlight an important part. I continued to do a brief recapitulation at the beginning of the class and incorporated summaries for each problem, listing the steps we did, essential formulas, and charts. I tried this once and asked the students if it was helpful to continue doing it.

Since I got positive feedback, I kept this structure for the entire semester. Highlighting variables with different colors was a good tactic since they also highlighted their notes using colors.

One of the things that came to my realization compared to the first semester that I taught this course is that I had more students approaching me with doubts regarding homework and projects. It was helpful for me since I knew what needed to be further discussed for the preparation exams sessions. Moreover, I encouraged the students to come up with the questions’ answers, giving them hints and time to answer them.

Since I was a teaching assistant previously to this course, I did the rubrics for all of the assignments and the second exam. Since I had experience grading, I knew the mistakes students tend to make, and one incorrect answer on a previous step would affect the following. Therefore I was encouraged to review the procedure. Also, since I have previous experience with Blackboard, I help to guide the other teaching assistants.

On Class Material Topics Covered Recitation Topics for Structures II - ARC 311 Syracuse University, Fall 2019 R1: Shear R2: Shape properties and deflection R3: Deflection R4: Timber beam design R5: Timber column design R6: Concrete cracking R7: Concrete beams R8: Prestress concrete R9: Test preparation R10: Steel beams Recitation Topics for Structures I - ARC 211 Syracuse University, Spring 2020 R1: Vector and weight R2: Equilibrium R3: Reactions: Co-axial and non-co-axial forces R4: Free body Diagram and Determinacy: Member force and load path R5: Stress & strain R6: Internal forces in a beam R7: Beam analysis R7: Buckling R8: Tributary Area and Load path R9: Structural Floor Framing and Load Path R10: Truss analysis Recitation Topics for Structures II - ARC 311 Syracuse University, Fall 2020 R1: Shear R2: Shape properties and deflection R3: Timber beam design R4: Test preparation R5: Concrete cracking R6: Concrete beams R7: Prestress concrete R8: Test preparation R9: Steel beams R10: Steel columns

On Class Material Visual Aid Material

Structure of the classes: 1.

Review the concepts learned in lectures 2.

Read the problem highlighting the keywords, 3.

Draw the problem and listing the data and what is the problem asking, 4.

Set up the procedure by listing each step, 5.

Explain the procedure highlighting the variables, the units, formulas, and charts used.

6.

Explain what other variables can change for other situations.

7.

Summarize what the steps were and what needs to be remembered.

Using color code to differentiate variables and constants, listing the steps, drawing the problem and results, explaining the usage of charts, and highlighting essential formulas or critical concepts

Summarize what the steps were and what needs to be remembered, helps to recapitulate before doing the next exercise and at the end compare procedures.

Content of classes Notes uploaded

Content of classes Notes taken by students

Notes taken by Ina Jang

Notes taken by Valeria Otero

Syracuse University School of Architecture

ARC311 Structures II

Fall 2020 Prof. Sinead C. Mac Namara

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Recitation # 6 Monday 10/12

ok.ind ok in assume a 5 231 6.67 a 6in 1o80 As 0.9 1.33 3in 60 2118E in 1.33in xookanz

0fycd.a y a121 As fu

a

0.85ft b

The questions below are from Midterm exams in previous years:

a

Q1. simply ysupporteddbeam a) Find Area of Steel required for this beam. d the he Are

As

i

i

i

i

i

r

i

i

cantile ever

0.85 414 4nz com As iooook.in

2.35in n

2 1 o.gxookancig okancig ss ssy

1 iainzx ainzxookano 85xukanzxlo.ir

2.10in

continues zmoretimes As 1.18in I4thiterattion a _2.08in

Q1b) Show on the profile and both sections here where the reinforcing steel for the beam in part a) should be

As s_1,18in

B

Ac

i

iii i iii

C

locate etherebarattension

i

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s

il ii iiiii

find IWucBMD Assure a h13 d h 2

find Asthrouughitevation

Effi.to otoY5hhaasntoA2 0

hspace check enough

oooo

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3 5

4 5

Q2. a) Find the Area of Steel required for a 40 ft long simply supported beam with a live load of 0.3 kips/ft. You may assume that the beam is 24” high and 12” wide. Don’t forget to calculate self-weight.

Weight concrete = 150 lb/ft2 f’c = 4ksi fy = 60 ksi = 0.9 b) Determine what combination of rebar (see chart attached will be best (if cover is 2” and the spaces between bars must be 1” or 1 bar diameter whichever is smaller).

As 1,81in matchintable 3 8

barno

numberrofbar

diameter 1in

barnumber

3 0 bar 12 width dhb 2space 12cover_width beam ch hecessary y 3 c c1 12 in 12cL 2c cL L 12 12oz 2o oz q in 12 9 1111 bars fit then closasop clo osas saso op c on a 12 24beam is s okay 3

Notes taken by Angelina Zhang

In class material

Notes taken by Ina Jang

Rubrics and grading Rubrics of assignments HOMEWORK 1 SII FALL 2020 QUESTION 1 Points literal a 15 literal b 15 literal c 15 QUESTION 2

For all the literals, subtract points when: Reactions wrong (Ͳ2) Shape wrong SFD (Ͳ3) Shape wrong BMD (Ͳ3) Shapes correct but values wrong (Ͳ2) No label or did not use ruler (Ͳ1)

6 Answer: All else being equal (total lbs of load and total length of beam) then point loads make higher moments than uniformly distributed loads,and cantilevers have higher moments (also negative M as opposed to pos M) compared to simply supported beams The student has points if: Full answer (6) They only talk about loads (4) they only talk about boundary conditions (4), try to answer but not the above (3)

QUESTION 3 literal a literal b

15 12

literal c 12 literal d 5 literal e

5

TOTAL

Same as question 1 Wrong diagram (Ͳ3) Wrong method/formula (Ͳ3) Math error (Ͳ1) If they use the Mmax they found although not correct, and use the correct formula give complete points

Wrong diagram (Ͳ3) Wrong method/formula (Ͳ3) Math error (Ͳ1) If they use the Vmax they found although not correct, and use the correct formula give complete points Answer: Any opening through the depth of the beam should be placed in zone of low shear Try to answer but not give correct place (2) Answer: Any sensible answer that compares the existing shear force to the additional load (anything that might change the answer by 10% for eg). Given that Vmax is 1416 lbs – then if the art is more than say 142 lbs then the new SFD would be more than 10% different and so it would make sense to re calculate the SFD If they mention they need to check max load in shear diagram, the question is correct Try to answer (2)

100

HOMEWORK 7 SII FALL 2020 STEEL BEAM DESIGN

STEP

Secondary beam

Primary beam

Points

a b c d

20 10 10 10

a b c d TOTAL

20 10 10 10 100

Only discount points for the first mistake, if they apply the correct formulas, but because of that previous mistake do not get the right answer do not count off points. Also for the primary beam point load, I attached the solution in case they choose a perimetral or intermediate beam (if they multiply the reaction by 2 or no) Incorrect Wu (-3) , Incorrect Mu, cause they did not apply the right formula (-3) Incorrect Mu, cause of a math error (-2) Does not draw the BMD, just give a value for Mu (-3) Incorrect Zreq (-3) Does not make a list only put one option (-3) Choose the heaviest section of the list (-3) Does not consider that the primary beam recieves a point load (-5) , Incorrect Reaction for point load on primary beam (-3) Incorrect Mu, cause they did not apply the right formula (-3) Incorrect Mu, cause of a math error (-2) Does not draw the BMD, just give a value for Mu (-3) Incorrect Zreq (-3) Does not make a list only put one option (-3) Choose the heaviest section of the list (-3)

HOMEWORK 6 SII FALL 2020

Q1 part A Q1 part B Q2

Points 5 5 5

Q3

15

Q4

10

Q5 STEP 5

40 10

STEP 6 TOTAL

10 100

Prestressed concrete Only discount points for the first mistake, if they apply the correct formulas, but because of that previous mistake do not get the right answer do not count off points Correct shape but incorrect values (-1 each diagram ) Other shape (-3) Correct shape but incorrect values (-1 each diagram ) Other shape (-3) Define Max moment at the middle, but incorrect value (-2 each) Wbalance incorrect (-3), uses formula wl2/8 (-5), makes BMD but has incorrect values (-2) Does not apply formula Mbalance/e (-3) Apply rule of 3 according to percentages, but incorrect value (-2), applies something else (-3) If they apply the moments and Pi, Pc they found do not subtract any more points for that. Wrong I (-3), Does not use M max (one of service and one for transfer) they found (-3) Do not use y=17 in (-3) Do not use Pi for transfer (-3) Do not use Pc for service (-3). Do not identify properly where is compression or tension (-3) Incorrect limit for transfer and service (-3 each) Do not make the correct comparison, the limits have to be greater that the stresses found (-3) Correct drape for the middle incorrect for the ends (-2) Incorrect drape overall (-3) Says that the limits have to be greater that the stresses found, but does not give a correct suggestion (-3). Does not make the correct comparison (-5)

HOMEWORK 7 SII FALL 2020 STEEL BEAM DESIGN

STEP

Secondary beam

Primary beam

Points

a b c d

20 10 10 10

a b c d TOTAL

20 10 10 10 100

Only discount points for the first mistake, if they apply the correct formulas, but because of that previous mistake do not get the right answer do not count off points. Also for the primary beam point load, I attached the solution in case they choose a perimetral or intermediate beam (if they multiply the reaction by 2 or no) Incorrect Wu (-3) , Incorrect Mu, cause they did not apply the right formula (-3) Incorrect Mu, cause of a math error (-2) Does not draw the BMD, just give a value for Mu (-3) Incorrect Zreq (-3) Does not make a list only put one option (-3) Choose the heaviest section of the list (-3) Does not consider that the primary beam recieves a point load (-5) , Incorrect Reaction for point load on primary beam (-3) Incorrect Mu, cause they did not apply the right formula (-3) Incorrect Mu, cause of a math error (-2) Does not draw the BMD, just give a value for Mu (-3) Incorrect Zreq (-3) Does not make a list only put one option (-3) Choose the heaviest section of the list (-3)

Rubrics and grading Rubrics of exams Questions Type 1 They got 2 QUESTIONS of 10 points

Grading out of 10 EACH

If you design a prestresed concrete beam that is okay at Decrease live load or Decrease Pc, increase compression stress of concrete TRANSFER, but fails in SERVICE, what should you change (f'c) any of those 10 points. If only says increase inertia, increase heigth of about the design? the beam 8 points, anything less precise but making some sense 5 points If you design a prestresed concrete beam that is okay in Increase Inertia, increase heigth of the beam, decrease e, Decrease Pi, SERVICE, but fails at TRANSFER, what should you change increase compression stress of concrete (f'ci) any of those 10 points, anything about the design? less precise but making some sense 5 points Prestressed concrete questions

AT TRANSFER in a prestressed concrete design, what loads are on the beam?

Only self load 10 points, if they say only dead 5 points, if they put live load 0 points

Transfer: Only self load, Pi is applied, F'ci. Service: Self load+Dead+%live load, What are the three primary differences between Pc is less than Pi,we consider F'c which is greater than F'ci. Three differences TRANSFER and SERVICE in prestressed concrete design?

10 points, Two differences 7 points, 1 difference 5 points AT SERVICE in a prestressed concrete beam how does the prestressing FORCE compare to the FORCE at transfer?

Pc< Pi, Prestressed force at service Pc is less than the one in transfer Pi - 10 points If they say another difference true regarding transfer vs service, example: service considers live load and transfer no give 5 points, another thing somewhat half sensible up to 2 points

Questions Type 2

They got 6 QUESTIONS of 5 points

Grading out of 5 EACH When trying to estimate the depth of concrete beams â&#x20AC;&#x201C; L/10 to L/15 so, from 20 to 30 in - any in this range 5 points. If they say L/20 what is a good estimate for a 25 ft long concrete beam so, 15 to 19 in - any in this range: 4 points. If they say above 30: 2 points, any other value 0 points (spaced every 8 ft with office live loads).

Calculation When you find the area of steel required for a concrete beam, you then check that the bars will fit and then you also check the strain in the steel. Why is it important to check the strain in the steel?

When you find an Area of steel required, what is the Reinforced concrete design next step in designing a concrete beam When you check if steel bars will fit into your cross section, list the three things you have to take into account?

Dead and live loads

Cause we want the steel to fail first, so it gives a warning sing. If the concrete fails first then it would collapse instantly, not allowing time to evacuate.

Anything revolving that 5 points. If they say cause the strain in the steel at failure should be larger that the yield strain, or if they say the strain has to be less than 0.002 3 points, anything less precise 2 points Go to the chart and find a rebar combination that has equal or greater the Area of steel required. Anything revolving that 5 points, anything less precise 2 points Spacing, diameter of the bars, concrete cover. Those three things 5 points, Only two things : 3 points. Only one thing: 2 points

Dead load: permanent, stationary, can not be moved, predictable. Live load: Describe the difference between live load and dead load Can move, can change, less predictable. Anything revolving that 5 points, anything less precise 2 points live is less certain/predicable/controllable - 5 points otherwise up to 2 points When we factor loads to design a piece of a structure, dead load takes a lower factor than live load does, why? if you think they said something halfway sensible

Your first boss in your first architecture firm proposes No, we have to change to prestress concrete or steel. 5 Points. No, ordinary building an ordinary reinforced concrete beam that is 80 Choose material reinforced concrete can not spam that much 4 points. Only no without ft long, what do you say? justification 3 points

Name two advantages to pre-stressed concrete as a structural material

Advantages and List two advantages of concrete as a structural material disadvantage

Limited or less cracking, Greater spam, Smaller cross section, less self load than conventional reinforced concrete, can carry greater loads, less construction time on site any other true - Mentions two advantages 5 points, Mentions one advantage: 3 points Good at compression, Durability, low mantainance, fire resistance, good sound absorption, thermal mass, allows fix connections easily, any other true - Mentions two advantages 5 points, Mentions one advantage: 3 points

Bad at tension, Large self load, Bigger cross section, has cracking, formwork is required, needs time to acquire its final strength, any other true disadvantage - Mentions two disadvantages 5 points, Mentions one List 2 disadvantages of concrete as a structural material advantage: 3 points

Rubrics and grading Examples of grading

Feedback and Evaluations Report Fall 2019

ARC Instructor Pacheco,Carol Fatima, 14199, ARC311, Section - M003

SYRACUSE UNIVERSITY Department: School of Architecture Term: Fall 2019 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC311 Section M003 (Structures II) Responses: 4 Enrollment: 17 Response Rate: 23.5% 1. What is your overall cumulative GPA? 4.0-3.5 3.4-3.0 2.9-2.5 2.4-2.0 Below 2.0 Total

N 2 2 0 0 0 4

% 50.0% 50.0% 0.0% 0.0% 0.0%

SYRACUSE UNIVERSITY Department: School of Architecture Term: Fall 2019 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC311 Section M003 (Structures II) Responses: 4 Enrollment: 17 Response Rate: 23.5% 1 Strongly Disagree N % 2. I gained an understanding of major concepts in this field.

3. The TA helped groups work effectively.

4. The TA seemed well prepared for class.

5. The TA's presentations were clear and understandable.

6. The TA spent sufficient time and effort in assisting students 7. The TA was available outside class/lab/recitation 8. I was comfortable asking questions in this class.

9. The TA graded material and returned within a few days 10. The class activities prepared me for the exams.

0

0.0%

1 0

25.0% 0.0%

2 Disagree N %

3 Neither Agree Nor Disagree N %

4 Agree N %

5 Strongly Agree N %

Summary Stats N Mean StD

1 25.0%

0

0.0%

3 75.0%

0

0.0%

4

3.50

1.00

0 0

1 2

25.0% 50.0%

2 50.0% 1 25.0%

0 1

0.0% 25.0%

4 4

3.00 3.75

1.41 0.96

0.0% 0.0%

0

0.0%

0

0.0%

2

50.0%

1 25.0%

1

25.0%

4

3.75

0.96

0

0.0%

0

0.0%

1

25.0%

2 50.0%

1

25.0%

4

4.00

0.82

0 0

0.0% 0.0%

0 0

0.0% 0.0%

2 0

50.0% 0.0%

1 25.0% 1 25.0%

1 3

25.0% 75.0%

4 4

3.75 4.75

0.96 0.50

0 0

0.0% 0.0%

0 0

0.0% 0.0%

1 0

25.0% 0.0%

1 25.0% 2 50.0%

2 2

50.0% 50.0%

4 4

4.25 4.50

0.96 0.58

SYRACUSE UNIVERSITY Department: School of Architecture Term: Fall 2019 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC311 Section M003 (Structures II) Responses: 4 Enrollment: 17 Response Rate: 23.5% 11. Overall, I rate this TA as an excellent teaching assistant.

Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree Total n=4 Mean=3.5 StD=1.00

N 0 1 0 3 0

% 0.0% 25.0% 0.0% 75.0% 0.0%

SYRACUSE UNIVERSITY Department: School of Architecture Term: Fall 2019 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC311 Section M003 (Structures II) Responses: 4 Enrollment: 17 Response Rate: 23.5% Please include any other comments you may have about the TA. office hours. She knew the subject well and I felt good about asking her anything. hours, she responds the email a few days after. She also could not answer many of the questions that I asked during the class.

Feedback and Evaluations Report Spring 2020

ARC Instructor Pacheco,Carol Fatima, 34602, ARC211, Section - M003

SYRACUSE UNIVERSITY Department: School of Architecture Term: Spring 2020 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC211 Section M003 (Structures I) Responses: 9 Enrollment: 16 Response Rate: 56.3% 1. What is your overall cumulative GPA? 4.0-3.5 3.4-3.0 2.9-2.5 2.4-2.0 Below 2.0 Total

N 6 2 0 0 0 8

% 75.0% 25.0% 0.0% 0.0% 0.0%

SYRACUSE UNIVERSITY Department: School of Architecture Term: Spring 2020 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC211 Section M003 (Structures I) Responses: 9 Enrollment: 16 Response Rate: 56.3% 1 Strongly Disagree N % 2. I gained an understanding of major concepts in this field.

3. The TA helped groups work effectively.

4. The TA seemed well prepared for class.

5. The TA's presentations were clear and understandable.

6. The TA spent sufficient time and effort in assisting students 7. The TA was available outside class/lab/recitation 8. I was comfortable asking questions in this class.

9. The TA graded material and returned within a few days 10. The class activities prepared me for the exams.

2 Disagree N %

3 Neither Agree Nor Disagree N %

4 Agree N %

5 Strongly Agree N %

Summary Stats N Mean StD

0 0 0

0.0% 0.0% 0.0%

3 33.3% 4 44.4% 0 0.0%

0 0 0

0.0% 0.0% 0.0%

5 55.6% 4 44.4% 4 44.4%

1 1 5

11.1% 11.1% 55.6%

9 9 9

3.44 3.22 4.56

1.13 1.20 0.53

0

0.0%

0

0.0%

3

33.3%

4 44.4%

2

22.2%

9

3.89

0.78

0 0 0

0.0% 0.0% 0.0%

1 11.1% 0 0.0% 1 11.1%

2 2 1

22.2% 22.2% 11.1%

3 33.3% 3 33.3% 3 33.3%

3 4 4

33.3% 44.4% 44.4%

9 9 9

3.89 4.22 4.11

1.05 0.83 1.05

0

0.0%

3 33.3%

0

0.0%

4 44.4%

2

22.2%

9

3.56

1.24

2

22.2%

1 11.1%

1

11.1%

4 44.4%

1

11.1%

9

3.11

1.45

SYRACUSE UNIVERSITY Department: School of Architecture Term: Spring 2020 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC211 Section M003 (Structures I) Responses: 9 Enrollment: 16 Response Rate: 56.3% 11. Overall, I rate this TA as an excellent teaching assistant.

Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree Total n=9 Mean=3.8 StD=1.20

N 0 2 1 3 3

% 0.0% 22.2% 11.1% 33.3% 33.3%

SYRACUSE UNIVERSITY Department: School of Architecture Term: Spring 2020 Form: School of Architecture Teaching Assistant Student Rating Form Instructor: Pacheco,Carol Fatima Class: ARC211 Section M003 (Structures I) Responses: 9 Enrollment: 16 Response Rate: 56.3% Please include any other comments you may have about the TA. that the lectures failed to address, and it almost felt as if the discussion sections were more important than the lectures themselves. class a lot easier by explaining problems was difficult to follow along outside of class. But I also didn't get the chance to go to office hours. ents by giving responses such as I did not grade this assignment so I cant help you. The TAs overall also don¿t really explain concepts so much as solve the discussion material on the board and explain their process while also bringing in formulae that come put of nowhere. When questioned they respond with ¿this is just how it is¿ or even all of the planned lessons. There was always such an unbalanced allocation of time to pointless lessons, and the actual course content meant to be explained in these sessions was never done so. Her teaching style was distracting because of its monotony.

Feedback and Evaluations Report Fall 2020