Evaluations

Selected Statistics

Selected Faculty Evaluations
Survey of English Literature 1750-Present (Fall 2007)

Leeann’s extraordinarily careful preparation was readily evident in the materials I had reviewed in advance of the observation—the extremely well conceived syllabus, in particular—and clearly paid off in the classroom. Although the reading list was heavily canonical and consistently challenging, her students were attentive, engaged, obviously well prepared, and, by all appearances, genuinely interested in pursuing questions raised—on the day I visited, by Pater and Ruskin—about the inner life of individuals in an increasingly mechanized age. . . . Slides of Westminster and St. Paul’s Cathedral provided an illustrative backdrop for the class’s consideration of Ruskin’s arguments about art and architecture, and the discussion quickly developed to involve the theological implications of human imperfection and its role in gothic architecture, matters of mathematical precision and correspondences to religious music, and relationships between gothic architecture and gothic literature. Students drew productive comparisons to works they had studied earlier in the semester, including Shelley’s Frankenstein and essays by Carlyle, and collectively developed a sophisticated overview of the gothic imagination. The discussion ranged widely, touching on questions about the relations of wage labor to slavery, of men to machines, and of perfection to the inhuman, yet—as I hope this summary suggests—their conversation remained intellectually cohesive and productively focused. The care with which Leeann had structured the course was further evident in the pedagogically inspired sequencing of a reading assignment perfectly suited to follow this conversation about the costs of perfection: Wilde’s Picture of Dorian Grey.

Leeann conducted the class very effectively, drawing out the subtler implications of students’ observations, redirecting their attention to particular passages when necessary, and interjecting key questions at certain critical junctures. Her command of the subject matter was evident in the ease with which she was able to interweave diverse student contributions into the larger trajectory of productive analysis. It was among the very finest class sessions I have witnessed at this level of the curriculum, and clearly part of an ambitious and beautifully conceived course.–Kim Emery, Associate Professor, University of Florida

College Writing (Fall 2005)

When I went to her classroom this afternoon, I found a diverse and lively group of students who enjoyed being together. Even the more boisterous students settled down immediately when Ms. Hunter entered the room, and she showed right away her good rapport with the students. She has effective gestures, an engaging facial expression, and a richly inflected voice that maintain students’ interest. After asking if anyone had “general questions” about the class, she proceeded with the assigned essay on group mentality by Doris Lessing. Ms. Hunter made effective use of the board, charting students’ responses to the various groups in which they participated on one side, and the “ways we are individual” on the other. Rather quickly, the boundary between the two became blurred when one student said that “influences” also belong on the “individual” side. This led Ms. Hunter to ask “how much is individualism affected by groups,” and she reminded the class that Lessing is addressing Western individualism in particular. . . . Students were most engaged when Ms. Hunter invited them to reflect on their own classroom experiences–both in this particular class and others at UF. Several gave thoughtful responses to her question about why students tend to agree wih the first contributor to a discussion, and especially why students are reluctant to challenge teachers in class. . . . The class ended with students giving papers to their TAs, and I heard several lively exchanges that showed the students were thinking about their writing and how it was evolving.–Marsha Bryant, Associate Professor, University of Florida

Selected Student Evaluations

Invention and the Creative Process (Fall 2011)

• At first, I thought this class was a joke and the teacher was out of her mind. I almost dropped it because I didn’t want to deal with it. I was not a fan of English and I was certainly not a fan of getting in touch with my feelings. As it turns out, I am glad I stayed in the class because Dr. Hunter changed the way I view the world. The more we discussed Dan Pink’s book the more I came to understand and believe it. Dr. Hunter has changed the way I think and she has taught me that there are other things important in life than just being good at math. I will take what I have learned from the class and will use it throughout my life. Thank you Dr. Hunter!

• Dr. Hunter was excellent. The assignments she gave were very unique and well thought out. Additionally, projects and videos she assigned us to watch were all applicable to business and the real world. Very informative and helpful.

• The instructor was very enthusiastic about the subject and came up with unique and fun ways to engage the class. There was more to the class than just writing essays. She effectively incorporated different modes of information to teach.

• Dr. Hunter’s greatest strength was the fact that she loves what she does and that she has a drive to change the way engineers think. She was very able in involving students in discussion.

• I enjoyed completing the assignments for the course. They weren’t boring. What we learned was directly applicable in everyday life and most careers. The projects were interesting and fun to complete, although time consuming if procrastinated…

• The best aspect of this course was being pushed out of my comfort zone through activities like the impromptu silent skit that we performed and filming a video for a group project.

• She was open and flexible in her teaching, which allowed us to freely explore, and sometimes go beyond, the course material on our own. And in class, she would never give up, no matter how unresponsive we were.

Multimodal Communication for Student-Athletes (Summer 2011)

• Although the class was only 1 month, I can truly say I’ve learned a great deal of things from you and Dr. B whether it was how to be presentable to others, or how to look over a paper, or even to remember to capitalize the letter ‘I’. I know at times i could be a pain, whether falling asleep due to lack of the night before, or talking a little more than needed. I’m still grateful for the things that you two have taught me, not only will it go with me through college, but I’m going to carry it through life. Thanks a lot and take care!!!

Architecture & Design in Victorian Literature (Spring 2011)

• Professor Hunter is a great teacher. She effectively taught us to become better writers through the course work, and is a very approachable, genuine person. She has been my favorite teacher since I have arrived to Georgia Tech.

• She was AMAZING. Wish I could take another class with her.

• I definitely learned more about architecture and Victorian life. It is also a little easier for me to just sit down and write now.

The New Consumer Society (Fall 2010)

• The topic of the class was much different than I expected. When I first came into this class I thought ‘Oh no, this class is going to be a ton of unnecessary work and it’s going to be strange… I’m not sure if I’ll like this at all.’ I honestly feel like I gained a new appreciation of consumerism and trying to make collaborative consumption a bigger part of people’s lives. I wish that I had picked a topic for techshares that I had been more passionate about because it was a great opportunity to really launch an idea. Overall I enjoyed this class much more than I expected. Thank you for a great semester!

• The topic you chose was excellent. I really enjoyed the class. You were engaging and interactive and you were always available for us. Since you expected a lot from us, we worked harder. Even though our assignments took a lot of time and effort, they were entertaining. I learned a lot while doing these kind of projects. Hopefully next time, we’ll get 10s. I wish you the best!

• Hey Dr. Hunter. I enjoyed your class. I found the material to be very relevant and intriguing and I loved the class discussions. I enjoyed you as a teacher too and all your little quirky jokes and tendencies. I found the class to be a good experience and I looked forward to it. I could’ve done without so much reading but after all, it IS English.lol Also, I found the integer grading system a little frustrating. I feel like since a 90 is equivalent to an 8.5, one should be able to attain a 9.5 and thus get 100. While your special number 10 would equal something like 105 for students who you felt went above and beyond. That being said, I would take your class again next year in a heartbeat if it wasn’t about Victorian architecture…:) Merry Christmas!

• This was the only enjoyable class I had this semester, and I actually gained insight on real life matters such as finance and economics. Thanks for everything!