Peer Teaching Review
Dr. Mills Kelly 1999-2000

In reviewing Dr. Mills Kelly the committee visited his western civilization classes (both lectures and a class discussion) and attended his presentations on the use of the Web in instruction sponsored by the Teaching Learning and Technology Center. It also examined syllabi, class materials, and course evaluations for Dr. Kelly's classes, studied his web site extensively, and read his recent American Historical Association paper on using Internet sources.

1. Dr. Kelly's office hours are posted, listed in his course syllabi, and kept. He is available to students with questions and problems then. and before and after his classes and via E-mail and the Internet

2. The course syllabi are full and informative. They outline the course format, requirements, grading, and the schedule of lectures, reading assignments, and examinations. Students are clearly advised of the approach he will take in his classes

3. The assignments appear sufficiently demanding and suited to the level of the classes. The reading assignments are likewise pitched at the appropriate level

4. Assignments of reading material and especially of the written work indicate that the courses are taught at the appropriate level.

5. Dr. Kelly's classes began and ended on time. He was in the classroom, available to students before the start of the class. Dr. Kelly was clear and audible, and his presentations were logical, enthusiastic, and comprehensive. He showed an interest in his subject matter and a mastery of the material he presented. He effectively linked the day's material to previous and future lectures and to contemporary events and problems. He presented a large amount of material, yet the pacing was well measured, making note taking easy. The atmosphere was relaxed and conducive to learning. Like most courses at Tech the atmosphere was disturbed by late arrivals and noise from the hall, and he might want to consider closing the classroom door after class has begun.

6. Professor Kelly made ample use of the blackboard to outline his lectures and to highlight important terms. He showed an exceptional ability to engage students in discussion. It would have been difficult for a student to attend the lecture and not recognize what the teacher saw as important. In his the discussion format Kelly knew the students and did not allow lurkers to avoid involvement. As often happens, the discussion time allotted did not work out perfectly, and some additional relevant points could have been made, but Kelly effectively integrated the major course themes. In his TLTC presentations he showed himself an adept user of PowerPoint and as effective and interesting an instructor to colleagues as he is with his students.

7. Course evaluations for Professor Kelly's courses including special ones done via the TLTC from the fall term were high and featured many favorable student comments.

In the traditional format of peer evaluation, Professor Kelly ranks high, one member of the committee judged him among the best of all the colleagues whom he has reviewed in more than twenty years of such efforts. This judgment is confirmed by the department's nomination of Dr. Kelly for the 1999-2000 Outstanding New Faculty Award. Yet, such an evaluation fails to do justice to Dr. Kelly's work in placing himself in the forefront of faculty using computer and web-based instruction. As recognized by his receipt of a prestigious Pew Grant, his recent American Historical Association paper, and his grants from and work with the Teaching Learning and Technology Center, Mills has emerged as a nationally recognized leader in research into the effectiveness of teaching using the World Wide Web. In his TLTC presentations the committee concluded that Dr. Kelly showed a mastery of hypermedia technology, a thoughtful concern for student outcomes, and a determination to help develop a serious scholarship of History teaching.

Most faculty who have developed web pages recognize the significant amounts of time and effort involved in their development and see their immediate advantages in attracting student interest, providing supplemental materials, and augmenting many of the tasks of teaching. Mills is pursuing a deeper goal, studying the effectiveness of web courses versus traditional ones, and although his research is in progress, it shows promise of yielding impressive results.

The committee members differ philosophically from Professor Kelly's view of the value of the survey and of the use of tests in the survey, but see his approach as promising, well-constructed, coherent, and insightful within his context . One member proposes that he evaluate content as well as skills learning by administering a basic AP Europe multiple-choice test at the end of his class and along with one or two other faculty teaching the survey in a more conventional manner for comparison and to enhance the final publication of his classroom research. The other member, while not opposed to such a comparison should Kelly wish to include it, was more inclined to let him pursue his approach as he has outlined it. Both members judged Kelly, an impressive and innovative classroom performer.

XXXXX, Professor
XXXXX, Associate Professor