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Collecting And Using Authentic Student Feedback in Your Classroom
Session Overview
This video was part of the June 2022 REMOTE: The Connected Faculty Summit
Students are the experts of their own experiences, and their feedback can and should influence decisions you make in your classroom. It is important to be intentional about the ways in which you are gathering feedback, what you are doing to establish a safe environment to promote authentic responses, and how you are using that data. In this presentation, you will hear representatives from Jackson State University and Harper College present two approaches they have adapted to fit their campuses, and review general best practices for gathering student feedback that you can implement yourself.
Speakers
Korah Wiley
Researcher | Digital Promise
Shirley Burnett
Interim Chair/University College | Jackson State University
Dr. Shirley Burnett serves as the Interim Chair/Instructor of Mathematics in University College at Jackson State University. In this position, her sole responsibility is to develop and implement best practices in developmental and intermediate courses. She has earned a Doctor of Education in Educational Leadership with Specialization in Curriculum and Instruction, a Specialist in Education in Administration and Supervision, a Masters of Science in Mathematical Sciences, and Bachelor of Science in Mathematics Secondary Education. She serves as the Contributor and Project Lead in the Every Learner Everywhere Digital Equity Researcher-Practitioner Partnership Project and participates in the Digital Justice Faculty Learning Circles. She is also a Developmental Education Specialist certified through the Kellogg Institute and holds a Class AAAA Educator License in Mathematics (7-12).
Stephanie Whalen
Chair, Academy for Teaching Excellence | Harper College
Stephanie Whalen is the Chair of the Academy for Teaching Excellence and Professor of English and Interdisciplinary Studies at William Rainey Harper College in Palatine, Illinois. Stephanie co-leads multiple cross-institutional collaborations such as the Teaching for Equity Community of Practice, the Equity Literacy Project Open Educational Resource, and the Equity Teaching Academy, which includes a three-course series: Examine, Reflect, and Redesign. Her 2016 dissertation, “Dreamkeepers at the Gate: Culturally Relevant and Responsive Pedagogy in the Community College Classroom” illustrates that the common conceptions and shared visions of educators identified as especially engaging and supportive of systemically non-dominant students provide the foundation for planning for and responding to diverse student needs in ways that are unique to each instructor but connected to consistent equity themes.
