Strategies for Teaching Critical Thinking
Have you ever wondered how students are experiencing your course as the semester unfolds? Do you wish that you had the information you needed to improve instruction before the course ends, without waiting for end-of-semester evaluations or the next time the course is offered? Mid-course student feedback can help you answer these questions and support the learning of students currently taking your course. Jeni Dulek is a professor in Pacific’s Occupational Therapy program, and in her courses, students quickly get used to sharing their experiences throughout the term, not just at the end.
Watch the interview below to hear Jeni talk more about inviting student feedback and using that feedback to inform your teaching practice.
Though we might feel nervous asking students for feedback, especially if we have had difficult experiences with student feedback in the past, knowing what is and isn’t working and understanding how our pedagogical choices are affecting student experiences is valuable information that could potentially help us build better relationships with our current and future students.
References & Resources
Student Feedback Resources (Padlet created by Jeni Dulek)
Gonser, S. (2021, August 6). Continuously refine your practice with student feedback. Edutopia. www.edutopia.org/article/continuously-refine-your-practice-student-feedback
Jacobs, M. A. (2015). By their pupils they’ll be taught: Using Critical Incident Questionnaire as feedback. Journal of Invitational Theory and Practice, 21, 9-22.
Rollett, W., Bijlsma, H., Rohl, S., & Röhl, S. (December 6, 2021). Student feedback on teaching in schools: Using student perceptions for the development of teaching and teachers. Springer Nature.
Teaching @ Tufts. (n.d.). Integrating student midterm feedback during a course. Tufts University. https://sites.tufts.edu/teaching/evaluation/integrating-student-feedback-during-a-course/
Winstone, N. E., & Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.