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| Introduction | | | | 
Welcome to my portfolio. I am an Assistant Professor in the Department of Fine Arts at Tarleton State University where I teach classes in music education, music theory, music history, and popular music. This portfolio is an overview of my academic career. I have a long history at Tarleton State University. My father attended Tarleton when it was Tarleton State College and my grandfather attended when it was John Tarleton Agricultural College. I graduated from Tarleton and so did my two children. When I was an undergraduate, Dr. Christian Rosner was my mentor. She was my theory professor and I now occupy the office she had before retiring. I feel that I have come full circle and am humbled to carry on in her shadow. Tarleton is continually striving to increase the diversity on our campus and I fully support the measures toward that end. I also believe that part of diversity - or difference - is the inclusion of a strong heritage. I feel that I am among those individuals that lend that element. I have strong ties to the community, threads through the history of Tarleton State University, and a desire to share with and to learn from the diverse population of students, faculty, and staff that converge with a common purpose. Please click on the links to the left for a more thorough look through my portfolio. Please feel free to contact me if you have any questions or comments. 
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NOTES add section for uploading student letters, colleagues' letters, recommendations add section for professional memberships (TMEA, MENC, TI:ME, CMS) Compendium of the feedback received from Pop Music and set up one for other classes as well. Upload consolidation of advising comments from Advising center Statement of Deans'/Provost's Expectations of Tenure Applicants Kember, Leung, & Kwan, writing in Assessment & Evaluation in Higher Education (2002) indicate that formal faculty questionnaires completed by students at the end of the semester are not always effective in improving faculty performance, for many different reasons. Part of this problem is that the evaluations occur after the fact, after the class is completed and the professor and students have gone their separate ways. Hesketh & Laidlaw, writing in Medical Teacher (2002), state that feedback is most effective when it is well-timed according to daily work and is as close to the event that it evaluates as possible.
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