Mr. Thomas Holmes taught the graduate course ASCI 643 and received positive evaluations from students and observers. He demonstrated excellent preparation, organization, and mastery of course content. He engaged students through discussion, related concepts to their experiences, and challenged them intellectually. His online teaching methods were consistent and effective for the modality. Overall, he was found to be a highly capable instructor who delivered high quality instruction.

1. 3Faculty Teaching Evaluation/Observation Feedback Form
Rating Information
5 = Outstanding, 4 = Exceeds satisfactory, 3 = Satisfactory, 2 = Needs improvement, 1
= Unsatisfactory, A = No basis for evaluation, B = Not applicable
Some areas are not rated and are identified for completion as Yes or No.
Meeting the standard equates to a rating of 3 (Satisfactory)
Justify with comment, all ratings other than 3.
ITEM RATING COMMENTS
I. Class Preparation
a. Prepared for class, e.g.
arrival time, materials
loaded, prepared, etc.
5 I use a variety of learning materials and platforms to enhance and
reinforce the learning endeavor. Prudent thought is taken when
developing content to ensure learning occurs.
b. Syllabus posted on
Blackboard Course (Not
applicable for on-line
courses)
Yes__
No __
N/A
c. Course materials/subject
matter are well organized
(Not applicable for On-line
courses)
B N/A
II. Class Structure
a. Reviews class/module
content from the previous
course session
4 Strives to improve on material previously covered by offering up to
date coursework and new developments
b. Gives overview of content to
cover
4 Overview is accomplished only where appropriate for leading in to next
topical area.
c. Summarizes content covered 4 Uses power points to summarize and move students to next lesson
d. Directs preparation for next
class meeting/module
4 Prepares students either with verbal transmittals or power points
III. Methods
Modality
Conventional Blended
Lecture
EV-Home
EV-
Classroom
On-line x N/A
Instructor: Thomas L. Holmes Jr. -
0186272
Course: ASCI
643__________________________
Date: 6/2014
Contract Type: FTF ___ Adjunct X___

2. a. Provides well-designed
materials
N/A
b. Employs non-lecture learning
activities, e.g. group
activities, case studies, etc.
(Not applicable for On-line
courses)
N/A N/A
c. Promotes class discussion 4 Encourages students to express their opinions on all topics
d. Employs other supporting
tools/instructional aids, e.g.
videos, pictures, case
studies, reports, etc., where
appropriate
N/A Materials for online are provided by course designer. Students are
encouraged to include experiences and information from a variety of
sources as well as outside aviation.
e. Delivers well-planned lecture
(Not applicable to On-line
courses)
N/A N/A
f. Instructional methods used
are consistent with modality
3
g. Class time used effectively.
Class time requirements
met.
4 Keeps students engaged and promotes exchanges of ideas
IV. Instructor-Student Interaction (This includes remote locations if applicable)
a. Solicits student input 3
b. Challenges students 4 Constantly reminds students to share their thoughts
c. Demonstrates awareness of
individual needs
4 Constant dialogue prompts students to share work experiences and
draw parallels to topic areas
V. Content
a. Exhibits subject mastery 4 Has excellent command of course material and uses personal work
experience as a motivator
b. Explains concepts clearly 4 Able to draw from a vast background of experience to expand on basic
concepts
c. Relates concepts to
students’ experience
5 Takes time to delve into students experiences' and relate various
relationships
d. Selects experiences
appropriate to level
4 Works at finding comparable experiences to relate to topical areas
e. Incorporates research
component(s) if applicable to
the course being taught
4 Explains to students how to take work experiences and develop them
into research opportunities
VI. Assessment
a. Session/module learning
outcomes met
5 Constantly cites L.O.'s and how they apply to either academic pursuits
or work related situations

3. b. Requires writing
assignments, research
projects and oral
presentations,
as appropriate to the course
being taught (May not be
applicable for On-line
courses)
B NA
c. Provides meaningful
feedback
4 Quickly responds to any commentary with thoughtful measured
reponses
VII. Blackboard Utilization (all Modalities)
a. Blackboard course ready
prior to term
4 Ensures pre-course preparation complete
b. Course materials posted 4 Augments course with new developments
c. Grade Center current and up
to date
3
General Comments/Feedback:
Mr. Thomas L. Holmes has taught more than sixty courses for Embry-Riddle Aeronautical University;
first, for the Charleston Center; then online while assigned and working in Europe and the Middle East
and; finally, at the Tampa Campus. During this year he taught the graduate course ASCI 643 and
several other ungrad courses (SFTY 330, SFTY 335, AMNT 240, and AMNT 270) . His preparation
and execution of the ASCI 643, Management of Research and Development for the Aviation/Aerospace
Industry, was superb. He met the learning outcomes and challenged the students. He made
excellent use of the course Blackboard system for the benefit of his students. He was also adept at
using the Smart Board technology and providing current information through the Internet in the
classroom. His interaction with students was excellent and they gave him favorable critiques. A review
of his online evaluations shows that he engages the students and responds quickly. The online
students also give him excellent critiques for his knowledge and experience. He handled the differences
with undergraduate and graduate students with skill. He is thorough, well prepared and delivers high
quality instruction to students. They appreciate him and give him high marks on their critiques.
Mr. Holmes has completed more than twenty years’ experience in military aviation, safety and
quality assurance. He continues to work in the aviation/aerospace industry. He is a Master of
Aeronautical Science graduate. He has also completed all his requirements for a PhD in
Business Administration with concentration in Management of Engineering and Technology.
Mr. Thomas Holmes is a capable graduate faculty instructor and a highly valuable member of the
Worldwide adjunct faculty.
Faculty Comments:
I have reviewed the assessment marks of this performance review and accept the marks
received. I have been teaching for ERAU since 2001 for various campuses and continue to enjoy

4. influencing the aviation minds of today, and transferring knowledge to them to meet the
challenges of tomorrow. I have also completed all the instructor required FADC training as well.
Faculty Signature:__________________________________ Date:_______________
Date/Time of Observation: 6/2014
X
Jim Lampe
________________________
Signature of Observer

6. Instructions for completing the
FACULTY TEACHING EVALUATION/OBSERVATION FEEDBACK FORM
NOTE:The individual completing the evaluation must be certified in the modality being
observed.
This form is to be used to observe faculty teaching courses using any combination of Lecture,
EagleVision Classroom, EagleVision Home, Blended or On-line modalities.
Not all factors will be observed in each observation. The evaluator is to place an
appropriate number or letter for each factor according to the following rubric: 5 = Outstanding; 4
= Exceeds satisfactory; 3 = Satisfactory; 2 = Needs improvement; 1 = Unsatisfactory; A = No
basis for evaluation; B = Not applicable. Some areas are not rated and are identified for
completion as Yes or No. Meeting the standard equates to a rating of 3 (Satisfactory)
Justify with comment, all ratings other than 3.
The observation can extend for any amount of time, but at least an hour of observation is
recommended. The observer may or may not inform the instructor of the observation before it
occurs.
The form does not have to be completed on a computer and can be handwritten, as the forms
will ultimately be scanned into electronic faculty files.
I. Class Preparation. This section refers to the pre-course work done by the instructor.
a. Prepared for class. Did the instructor arrive at an appropriate time to begin the class,
e.g. at least 30 minutes before the class begins? Does the instructor have all the
required materials with him or her?
b. Syllabus posted on Blackboard. Is the syllabus on Blackboard as required?
c. Course materials/subject matter are well organized. Has the instructor made the
necessary preparations for the class including contacting students, if needed, papers
and assignments graded before class ready to be returned, posted current grades?
II. Class Structure. This section refers to the actual teaching that occurred relative to
preparation of the students for the material/subjects to be taught.
a. Reviews previous class/module content. Did the instructor review any of the material
or subject matter covered in the previous class session? Did he or she ask if there were
any questions about that material?
b. Gives overview of content to cover. Did the instructor provide an overview of the
content/subject matter to be covered in the ensuing session? Was there an attempt to
relate the material to be covered with previous material covered? Would that have been
appropriate?

7. c. Summarizes content covered. Did the instructor summarize the material he or she
covered? Did the instructor ask for any questions? Did the instructor ask the students
questions to get a sense of their understanding of the material/subject matter?
d. Directs preparation for next class meeting/module. Did the instructor offer a preview
of material to be covered either later in the class or at the next class meeting? Was that
preview related to previously covered material, if appropriate?
III. Methods. This section deals with the actual teaching mechanics observed.
a. Provides well-designed materials. Are the materials used professionally prepared or
does the instructor create his or her own materials? Are the materials appropriate in
quantity and quality?
b. Employs non-lecture learning activities, e.g. group activities, case studies, etc.,
where appropriate. Does the instructor vary the teaching activities to retain interest
and address individual learning styles? Is technology a part of the teaching activities,
e.g. discussion boards, etc.? Are the non-lecture learning activities appropriate for the
subject matter? These areas can also be determined by reviewing the course syllabus
for non-lecture activities and activities. The evaluator could also return for a
subsequent visit.
c. Employs class discussion. Does the instructor ensure the participation of all students
by asking them specific questions? How does the instructor handle dissenting
opinions? Are dissenting opinions encouraged?
d. Employs other supporting tools/instructional aids. Does the instructor use other
tools or aids such as simulations, video clips, PowerPoint slides, etc.? Are these
appropriate for the subject matter or perhaps used as humorous interjections?
e. Delivers well-planned lecture. If the instructor delivers a lecture does it flow logically?
Do the students have material to make notes on the lecture such as a topical outline or
is the instructor just a talking head? If professionally prepared PowerPoint slides are
used, does the instructor relate the slides to the textbook?
f. Instructional methods used are consistent with modality. Do the methods the
instructor uses work well with the modality? For example, it might be difficult for a
student in an EagleVision-Home math course to work a problem for the entire class to
see. It’s not impossible, but the technical aspects could be difficult.
g. Class time used effectively. Class time requirements met. Was the class taught in
a logical flow with movement between activities efficient? Were the Veterans
Administration session time requirements met, e.g. four hours forty-five minutes for
conventional classes or three hours and forty minutes for blended classes?
IV. Instructor-Student Interaction. This section deals with the interaction of the instructor
with the students. The instructor/student interaction is appropriate for the course subject matter
and modality.

8. a. Solicits student input. Does the instructor make it a point to involve all students in the
classroom discussions, especially drawing out the quieter ones? Does the instructor
voice his/her opinion first or ask the students for theirs first?
b. Challenges students. Does the instructor challenge the students intellectually or
provide all the answers? Does the instructor create an environment that encourages
student growth through stimulating questions and discussions? How does the instructor
react if someone disagrees with him/her? Is disagreement encouraged or even
allowed?
d. Demonstrates awareness of individual needs. While this can be more of a
challenge with EagleVision and On-line modalities, this is particularly important in
courses such as math and those requiring significant writing. Does the instructor
ensure individual student understanding of the course material in class and/or make
arrangements for individual follow-up? Does the instructor attempt multiple approaches
of explaining the material?
V. Content
This section concerns the instructor’s command of the subject matter in the course.
a. Exhibits subject mastery. Does the instructor demonstrate knowledge of the subject
matter beyond what is contained in the textbook or is the instructor bound to the
textbook? How does the instructor respond to student questions? Textbook answers,
personal experience answers or a combination of both?
b. Explains concepts clearly. Are concepts explained in multiple ways, and does the
instructor check for clear understanding of concepts, e.g. “explain for me what we just
talked about”?
c. Relates concepts to students’ experience. Is the instructor knowledgeable of the
students’ backgrounds so that he or she can relate anecdotal examples of concepts to
the students?
d. Selects experiences appropriate to level . Are the experiences in the class
appropriate to the class? The expectations of a 100 level course will be less than the
expectations for a 400 level course. For example, the research component for a 100
level course would be less rigorous than a 400 level course. Another example might be
using executive level case studies in lower level management courses.
e. Incorporates research component(s) if applicable to course being taught. Each
course must have a research component appropriate to the subject and level where
possible.
VI. Assessment
This section focuses on the methods used to ascertain student assimilation of the course
material.
a. Session/module learning outcomes met. How does the instructor measure learning
progress? Does the instructor relate the assessments to the Learning Outcomes of the
session?

9. b. Requires writing assignments, research projects & oral presentations as
appropriate to the type of course. Are writing assignments, research projects and
oral presentations required? Is the grading formula included in the syllabus followed?
Is the instructor’s writing skill sufficient to provide meaningful feedback to students
regarding their writing skills?
c. Provides meaningful feedback . Does the instructor provide feedback that
encourages and improves students’ learning or are assignments graded with minimal
feedback of any kind?
VII. Blackboard Utilization (all Modalities). Blackboard is the major tool for all modalities
and instructor proficiency in using BlackBoard is a requirement.
a. Blackboard Course Ready Prior to Term. Was there an instructor bio and welcome
message posted in advance of the start of the term?
b. Course Materials Posted. Is there evidence that the instructor uses Blackboard for
more than the syllabus, bio, welcome, announcements, assignments and grade book?
Are the materials posted relevant and current?
c. Grade Center current and up to date. Does the instructor use Grade Center and are
the grades current?
RECOMMENDATION PAGE
The RECOMMENDATION PAGE is to be completed after the EVALUATION
OBSERVATION/FEEDBACK FORM is completed, ideally in another location. It is NOT to be
shared with the adjunct faculty who was evaluated. When complete it is to be forwarded along
with the completed EVALUATION OBSERVATION/FEEDBACK FORM to the appropriate
college point of contact.