Classrooms Observations

Class Observations, Feedback, and consultation

The Faculty Professional Development Program provides consultation as well as confidential feedback on teaching based on classroom observations. This opportunity is available to all faculty members. Upon your request, a Lane faculty member with expertise in instructional design and pedagogy as well as experience providing formal feedback to teachers will observe one of your classes and provide suggestions on ways to enhance your teaching. You may request either general feedback or input on a specific aspect of teaching (e.g. appropriate use of technology, promotion of active learning, classroom management, student engagement, etc.) After the observation or review, your observer will arrange to meet with you to provide consultation and feedback. This program is not part of any evaluation system, and all feedback will be completely confidential and constructive. At the present time, we are fortunate to have four qualified faculty members who are available to observe classes and provide feedback. (Please see bios below.) Please fill out the Feedback Request Form if you would like to take advantage of this opportunity. Please note: Beginning Fall 2016, FPD will pilot offering small stipends of $100 to faculty participants. Faculty members who request an observation will meet with an FPD specialist prior to and following the observation and will also complete a post-observation reflection in order to receive the stipend. Please submit the Reflection Form to FPD Coordinator, Adrienne Mitchell.

Judy Boozer:

Judy has been teaching at LCC since 1992 and also has taught high school for several years. She earned a BA degree in Business Education from Idaho State University and a MST in Business Education from Portland State University and absolutely loves her career field of teaching. She has spent the last several years mentoring new faculty here at the college and in the Business Department and is anxious to work with other faculty in other departments. Because technology is a big part of the curriculum in her department, Judy is required to keep up with new versions of software and has been teaching online courses for over a decade and would love to share her experiences with others seeking to start or enhance their online courses. She presently teaches traditional lecture classes, hybrid courses, and online courses most terms. Judy prides herself on her approachability and ability to make her students feel comfortable in her classes so that they are able to interact with other students and ask questions to increase their learning.

Judy is anxious to share her methodologies with other faculty and learn through observations new ideas to incorporate into her own classes. She truly believes that we can all learn from each other and is anxious to be part of this sharing process that can truly increase the success of our students.

Areas of expertise:

  • online teaching
  • general teaching pedagogy
  • student engagement

Susan Reddoor:

Susan Reddoor is a faculty member in the Academic Learning Skills Department. She has participated in Quality Matters training for online course evaluators, as well as the League for Innovation Basic Education Online Project. She has taught face-to-face, online, and hybrid writing courses at Lane for the last thirteen years. Prior to joining the Lane Community College faculty in 2002, Susan was an Assistant Professor in the College of Education at Montana State University, Northern for five years. She served on a state board for teacher training certification, taught education foundation and content-area methods courses full time, and supervised student teachers and practicum students in the surrounding school districts. In addition, Susan was the lead faculty member of a "Preparing Tomorrow's Teachers for Technology" three-year federal project coordinating teacher training at five tribal colleges throughout the state of Montana.

Areas of expertise:

  • online teaching
  • constructivist pedagogy
  • general teaching pedagogy

Michael Sámano:

"The teacher is no longer merely the-one-who-teaches, but one who is him/herself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow." 
-- Paulo Freire

Michael Sámano, is a native Eugenean, Oregon. After six-years of military service, he started his academic career at Lane Community College. At the University of Oregon he studied Sociology and Ethnic Studies. He earned Master of Arts degrees from Humboldt State University, and the University of California, Davis, and holds a Ph.D. in Education from Oregon State University. Professionally, Sámano journeyed full-circle in 1999, when he returned to Lane as the program coordinator for Ethnic Studies.

Sámano points to the 1991 – 1992 academic year as the start of his lifelong exploration of the mechanics of classroom dynamics. That year, as an undergraduate senior at the University of Oregon, he received special dispensation through the Graduate School to participate, as a Teaching Assistant, in a 600-level doctoral seminar. The experience of being directly mentored by a master-level senior faculty member, led to a deep understanding of how to deliver classroom material, how to facilitate individual and group discussions, and how to evaluate student performance and progress.

While at Humboldt State University, Sámano was able to expand his knowledge of the profession of teaching while studying in the Department of Sociology's teaching track. The all-encompassing program focused on learning educational theory and teaching pedagogy. In an educational setting, the graduate students built, critiqued, edited, and then re-edited multiple course syllabi. Students were trained in the nuances, reasons, and practice of holding office hours. More importantly, Sámano and others, focused most of their attention on classroom instruction: the delivery of course material, the evaluation of student performance, and how to handle hard topics, situations, and students. When he was hired as a faculty member at Sacramento City College, and later at Portland Community College, he began what he continues to do to this day: simultaneously teach and learn with the students in his classroom.

Throughout his career, Sámano continues to seek opportunities to refine his classroom skills using FPD funds, as well as participate in workshop and seminar opportunities. More importantly, he strives to put study into practice.

Areas of expertise:

  • creating an inclusive learning environment
  • working with diverse student populations (e.g. Veterans)

Lu (Alice) Warner:

Lu Warner (aka Alice/A. Louise) focuses on engaging students and creating learning environments that are respectful and supportive for all. She has particular interest and expertise in active learning methods, metacognition, supporting student comprehension of course materials, using classroom assessment techniques (CATs) to engage students and plan instruction, brain science and accessibility. Lu is currently researching the impact of student assumptions about course content on student learning and thinking about how to plan instruction that engages students in testing their assumptions.

Lu has a Master's degree in teaching from Western Oregon University, a B.A. in Italian Studies from Yale and a law degree from Boston University. She began teaching Negotiation and Constitutional Law 25 years ago at a competency-based program of the University of Massachusetts for working adults. Since then she has taught educational pedagogy (teaching strategies, theory and law for general education, ESL and special education), as well as language arts (reading, writing and speech), social science, basic spanish, effective learning, college and career awareness, environmental leadership, the psychology of behavior change, real estate development, finance and law, courtroom skills and law related to violence survivors.

Lu has taught adults and young adults in the classroom - in small groups, classes with 45 students, seminars, lectures, and workshops - and has experience observing and coaching teachers and attorneys one-on-one. She has been teaching at Lane since 2010.

Areas of expertise:

  • constructivist pedagogy
  • working with diverse student populations (e.g. English language learners)

For additional information, please contact FPD Coordinator, Adrienne Mitchell at or (541) 463-5871.