Evidence of Teaching Effectiveness
Pedagogical Innovation and Adaptability
Teaching is a constant process of experimentation and refinement. I regularly integrate new evidence-based methods, including team-teaching, gamification, and Universal Design for Learning (UDL). My chair has noted that I "never appear to settle into one methodology" and am "continually revising pedagogical approaches." As an early adopter of AI-enhanced learning, I have explored its instructional potential while establishing ethical frameworks for its use.
Students have observed that my evolving approach improves clarity and engagement, observing:
“His use of different teaching methods, like musical analysis through both historical and modern examples, made the content more engaging.”
“I liked how the professor adapted the course structure based on what we were interested in, which made learning feel more personalized.”
My course evaluations also reflect this growth. Ratings for “Clarity of Assignments and Rubrics” have risen from 3.4 in 2020 to 4.5 in 2024, and my scores for “Use of Technology to Support Learning” have consistently exceeded departmental averages, peaking at 4.8 in 2022.
Student Engagement and Accessibility
I prioritize a student-centered, relationship-rich learning environment grounded in human dignity. My chair has described me as "easy to approach" and "always ready to assist." Students consistently rate me 4.6 to 4.8 for “Availability Outside of Class” and offer comments such as:
“Professor Turner is the most caring and patient professor I’ve ever met.”
“This is the first professor I’ve had that truly respected me as a person.”
Additionally, I emphasize open dialogue and active participation, reflected in consistently high ratings (4.45 or above) for “Opportunities for Class Discussion.” As my responsiveness to student needs has grown, my scores for “Handling of Challenging or Controversial Content” have risen from 3.9 in 2022 to 4.2 in 2024.
Responsiveness to Feedback
Continuous improvement is central to my teaching philosophy. I seek out and act on feedback from students, colleagues, and pedagogical research. My chair has commended my openness to critique, noting that I “embrace feedback with a professional demeanor.”
Students also recognize this commitment:
“Dr. Turner listened to our feedback about the class and adjusted accordingly.”
“He made adjustments based on what we needed.”
Finally, this responsiveness is reflected in course evaluation trends: scores for “Intellectual Challenge” and “Degree to Which Assignments Helped Me Learn” have improved from 3.9 to 4.5 over the past six years. Likewise, refinements to course structure and scaffolding have strengthened the balance between rigor and accessibility.
One particularly challenging case highlights this approach. From Fall 2019 to Spring 2021, a student who initially struggled with my methodology raised concerns to my chair. Rather than dismissing them, I worked to address her needs. By the following semester, she became one of my most engaged students, later writing, “It means a lot to me and the other students that you take the time to encourage us.”
Impact and Recognition
My teaching effectiveness has been recognized both in student evaluations and by my colleagues, who have twice nominated me for the HPU Innovation and Creativity in Teaching Award. One student letter from my nomination package summarized my impact:
Dr. Turner teaches traditional methods of great composers while pushing students to expand theoretical boundaries in a way that speaks to their own experiences... Every music major is fortunate to learn from Dr. Turner and will be changed for the better after taking his courses.
Through ongoing pedagogical experimentation, responsiveness to student needs, and a commitment to fostering inclusive learning environments, I continue to refine my teaching for the benefit of my students and colleagues alike.