document contains evidence (based on actual survey results) of my teaching abilities as measured by former students at Lincoln University. These results reflect a two-year period during which time I was promoted to serve as the acting chair of the department of Visual Arts while simultaneously serving as the liaison of the Lincoln-Barnes Foundation Partnership, and Director of the Center for Excellence in Visual Arts. The package also reflects the overloads I maintained in order to ensure that students (for whom I did not serve as their official advisor) would graduate on time. These included three students from Graphic Design for whom I served as their Capstone Project advisor moving my 3:3 load to 4:4 and 4:5. In addition to this, I was the only professor on staff willing to chauffeur students to the Barnes Foundation so that they could take a required course in the Visual Arts program; a course required for every track (Art, Art History, and Museum Studies). I performed this task for the entire 2 years of my tenure at Lincoln University.

1. SAADIA N. LAWTON, Ph.D.
EVIDENCE OF TEACHING ABILITIES
CONTENTS:
1. TEACHING PHILOSOPHY
2. 2011-2012 SELF-EVALUATION
3. 2010-2011 SELF-EVALUATION
4. OVERLOADS 2011-2012
5. 2010-2012 COURSE EVALUATION RESULT AVERAGES
6. SPRING 2012 L.U. COURSE EVALUATION RESULTS
7. FALL 2011 L.U. COURSE EVALUATION RESULTS
8. SPRING 2011 L.U. COURSE EVALUATION RESULTS
9. FALL 2010 L.U. COURSE EVALUATION RESULTS

2. Lawton’sTeachingPhilosophy
InJanuary2012thearticle“TransformingPedagogies,Practices,and
Products:InnovationsforQualityEducationpublishedinNetwork:A
JournalofFacultyDevelopment,featuredexcerptsofamethodIcreatedto
effectivelyachieveandmeasuredeliverablesbasedonstudentlearning
objectivesfromauniversalrubricdesignedexclusivelyforscaffoldprojects.
Oneaimofthisuniversalrubricwastorealizehowa2002experience
shapedmyteachingphilosophy:
Studentslearnwhentransparentequitablesystems
thatmeasurediverselearningstyleswhereprojects
builduponvariableskillsacquiredandreinforced
duringtheirtenureofstudybalancebestteaching
practices.
Educatorsareentrustedwiththeresponsibilitytoshowstudentshowto
connectthedotsbetweenwhattheylearnandhowtheycaneffectivelyapply
information.Coincidentally,myphilosophyalsoacknowledgesthenecessity
tocultivateenvironmentswhereallfacultyshares,tweak,andcollaborate
withtheintenttoidentifypracticesthatbestsuittheneedsofstudentlearners
butdonotcompromisestandardsofacademicexcellenceandintegrity.
Ourchargeistoprovidestudentswiththemeanstodevelopnewskills,
sharpenoldones,andencouragecreativeexplorationsofoptionsindiverse
learningenvironmentsthatchallengetheirabilitytonotonlythinkcritically
butalsoperformglobally.Ibelievethatourabilitytosuccessfullyachieve
theseobjectivesrestinourwillingnesstomodifylessonplans,collaborateas
colleagues,adaptbestteachingpractices,andmodeltheresultsweexpect
withinourownprofessionalperformance.
Whilemyuniversalrubricforscaffoldprojectsremainsaworkingdocument
togaugetheeffectivenessofmyownteachingpracticesthroughthelensof
studentperformance,ithasofferedopportunitiestoidentifybestpractices
andassessthosepartsofthemodelthatrequirerevisions.Intheend,my
conviction(andobjective)remainsthatagoodteacher:
1.advocatesforvariableprogressivestudentlearningstyles.
2.embracestheinterchangeablecorrelationbetweenteacherandlearner.
3.drawsfromtheirownexperiencestohelpstudents.
4.practicesintegrityinteachingandadvising.
5.encouragesstudentstopersevere.
6.makestheabstractconceptsinconcretemanageableterms.
Iusethesearethestandardstoassessmyownproductivityasateacherand
educator.

5. COURSES TAUGHT
LINCOLN UNIVERSITY
1. ART200 INTRODUCTION TO ART (CORE CURRICULUM COURSE)
2. ARH211 ART HISTORY I: SURVEY OF ART (ANTIQUITY TO 1400)
3. ARH212 ART HISTORY II: SURVEY OF ART (1400 TO PRESENT)
4. ARH216 ART THEORY, CRITICISM, AND METHODOLOGY
5. ARH375 AFRICAN ART HISTORY/ SELECT THEMES
(formerly ARH275)
6. ARH376 AFRICAN AMERICAN ART ISTORY, 1619 TO PRESENT
(formerly ARH276)
7. ARH490 SENIOR CAPSTONE
8. MSM200 INTRODUCTION TO MUSEUM STUDIES
UNIVERSITY OF WISCONSIN-MADISON
1. ARH101 ART HISTORY PAST AND PRESENT (TEACHING ASSISTANT)
UNIVERSITY OF WISCONSIN-WHITEWATER
1. FREEDOM MOVEMENTS IN THE AFRICAN DIASPORA (NEW COURSE
APPROVED FOR RACE & ETHNIC STUDIES IN HISTORY DEPT)
CORNELL UNIVERSITY
1. AFRICAN AMERICAN SOCIAL & POLITICAL THOUGHT (TEACHING ASSISTANT)
2. RACISM IN AMERICAN SOCIETY (TEACHING ASSISTANT)

6. LAWTON'S COURSE EVALUATION RESULTS
QUESTION NO.
(Please consult Evaluation
Form for wording of each
question)
FALL 2010 SPRING 2011 FALL 2011 SPRING 2012 TOTAL
AVERAGE PER
QUESTION
NO. 1 3.52 3.69 3.4 3.47 14.08 3.52
NO. 2 3.4 3.51 3.14 3.53 13.58 3.395
NO. 3 3.24 3.46 3.1 3.32 13.12 3.28
NO. 4 3.44 3.54 3.07 3.58 13.63 3.4075
NO. 5 3.4 3.46 3 3.61 13.47 3.3675
NO. 6 3.21 3.51 2.98 3.26 12.96 3.24
NO. 7 3.12 3.34 2.64 3.16 12.26 3.065
NO. 8 3.56 3.43 3.17 3.53 13.69 3.4225
NO. 9 3.64 3.49 3.17 3.42 13.72 3.43
NO. 10 3.64 3.49 3.12 3.42 13.67 3.4175
NO. 11 3.44 3.57 3.19 3.21 13.41 3.3525
NO. 12 3.08 2.94 2.55 3 11.57 2.8925
NO. 13 3.33 3.15 2.9 3.32 12.7 3.175
TOTAL SCORE 44.02 44.58 39.43 43.83 171.86 42.965
AVERAGE BY SEMESTER 3.38615385 3.429230769 3.03307692 3.371538462 13.22 3.305