{"id":1310,"date":"2025-01-29T22:20:28","date_gmt":"2025-01-30T03:20:28","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/?p=1310"},"modified":"2025-02-12T22:36:24","modified_gmt":"2025-02-13T03:36:24","slug":"academic-success-tip-guiding-students-through-meaningful-feedback","status":"publish","type":"post","link":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/teaching\/academic-success-tip-guiding-students-through-meaningful-feedback\/","title":{"rendered":"Academic Success Tip: Guiding Students Through Meaningful Feedback"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><em>(NOTE: Ideally in the in the first three weeks of the semester. Offer student feedback early in the course and often!)<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">by Ashley Mowreader<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Excerpt below. <a href=\"https:\/\/www.insidehighered.com\/news\/student-success\/academic-life\/2024\/03\/21\/best-practices-college-student-feedback\">Full article available here on Inside Higher Education.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Faculty members can improve student learning through effective and helpful communication about coursework and assessments. Here are three tips to keep in mind when giving feedback.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8230; A&nbsp;<a href=\"https:\/\/www.insidehighered.com\/news\/2023\/03\/24\/survey-faculty-teaching-style-impedes-academic-success-students-say\">spring 2023 Student Voice survey<\/a>&nbsp;by&nbsp;<em>Inside Higher Ed<\/em>&nbsp;and College Pulse found four in 10 students say their academic success has been negatively affected by unclear expectations from their professor and 42&nbsp;percent of respondents say they want more clear expectations from instructors.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One way faculty members can bridge this gap is by providing students with meaningful feedback throughout the course, painting a picture of what student success looks like in their eyes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Defining feedback:<\/strong>&nbsp;Feedback is information given to students about their performance that can guide their future behaviors, according to&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/ctl.columbia.edu\/resources-and-technology\/resources\/feedback-for-learning\/\" target=\"_blank\">Columbia University\u2019s Center for Teaching and Learning<\/a>. It can help direct students to areas of progress as well as evaluate what students are not understanding and where to direct subsequent efforts.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cFeedback should never come off as judgment,\u201d wrote Andrew Shean, chief learning officer at Penn Foster Group, in an&nbsp;<a href=\"https:\/\/www.insidehighered.com\/opinion\/views\/2023\/12\/20\/providing-equitable-student-feedback-coursework-opinion\"><em>Inside Higher Ed&nbsp;<\/em>Views piece<\/a>. \u201cInstead, it should uplift learners, challenge them to think differently, deepen their understanding and build their confidence.\u201d<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The best feedback, according to&nbsp;<a href=\"https:\/\/sc.edu\/about\/offices_and_divisions\/cte\/teaching_resources\/grading_assessment_toolbox\/providing_meaningful_student_feedback\/index.php\" target=\"_blank\" rel=\"noreferrer noopener\">the University of South Carolina Center for Teaching Excellence<\/a>, is:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Educative in nature.<\/strong>\u00a0Students should receive an explanation of what they\u2019re doing right and wrong, but overall feedback should focus on what the student is doing correctly.<\/li>\n\n\n\n<li><strong>Given in a timely manner.<\/strong>\u00a0Students remember feedback (and do so more positively) associated with their work when it\u2019s given immediately.<\/li>\n\n\n\n<li><strong>Sensitive to the individual.<\/strong>\u00a0Some students can be pushed in their academics more than others who may need gentle encouragement, and professors should vary their responses to each student\u2019s needs.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Doing it well:<\/strong>&nbsp;When delivering criticism or encouragement, professors should consider the following:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Create a culture of feedback.<\/strong>\u00a0Faculty should strive to make feedback normalized and valued, according to Columbia. Feedback, mistakes, practice and revision should all be tied to learning, and students should feel welcome to share their own opinions about the course.<\/li>\n\n\n\n<li><strong>Align feedback with learning objectives.<\/strong>\u00a0Putting feedback in the context of overall course objectives can provide clarity into the expectations for the assignment and help students understand why certain elements are important. A rubric is a clear way to demonstrate how expectations fit into learning.<\/li>\n\n\n\n<li><strong>Keep feedback focused.<\/strong>\u00a0Instructors should keep feedback specific to the assignment outcomes and the student\u2019s individual stage of development. Breaking down large or complex projects into stages can be helpful for the student to receive different layers of feedback throughout the process and also to receive direct feedback ranging from general ideas to more specific focus along the way.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cBy embracing purposeful feedback strategies, educators foster an environment where learners are encouraged to strive for excellence, embrace challenges and celebrate progress,\u201d according to the&nbsp;<a href=\"https:\/\/www.umaryland.edu\/fctl\/resources\/assessment\/feedback\/\" target=\"_blank\" rel=\"noreferrer noopener\">University of Maryland Baltimore Faculty Center for Teaching and Learning<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>(NOTE: Ideally in the in the first three weeks of the semester. Offer student feedback early in the course and often!) by Ashley Mowreader Excerpt below. Full article available here on Inside Higher Education. Faculty members can improve student learning through effective and helpful communication about coursework and assessments. Here are three tips to keep [&hellip;]<\/p>\n","protected":false},"author":104,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1310","post","type-post","status-publish","format-standard","hentry","category-teaching"],"featured_image_src":null,"featured_image_src_square":null,"author_info":{"display_name":"Kathryn Byrnes","author_link":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/author\/kbyrnes\/"},"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/posts\/1310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/users\/104"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/comments?post=1310"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/posts\/1310\/revisions"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/media?parent=1310"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/categories?post=1310"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/wp-json\/wp\/v2\/tags?post=1310"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}