Candace Cunard is a PhD candidate in English and Comparative Literature, interested primarily in the eighteenth century novel and the participatory literary culture within which it begins to develop. She is also interested in issues surrounding the intersections of gender presentation, generic convention, models of authorship/authorial personae, and the increasing authority of the novel as a genre.

I found this process to be particularly useful, not just for the concrete feedback it produced, but for the way that it forced me to think about the structure of my lesson plan in the first place. Often I am not teaching the kinds of things where “checking for understanding” is as easy as tallying term use, but I don't typically think about quantifying student performance, and thinking in that manner for this one lesson plan has definitely changed the way I plan to approach future lessons. I realized in the prep stages alone that I need to build more “checkpoints” into my lessons and pay more attention to teaching the same topic or idea in a number of ways. The results of the observation confirm that this approach isn’t just useful for providing the instructor with data—it’s useful for helping the students learn. -- Candace Cunard

Observation Plans:
Candace Cunard's observation by Philip Rodenbough
Philip Rodenbough's observation by Candace Cunard