Publication Date

2021

Abstract

Faculty devote effort and energy promoting learner-centered opportunities that reinforce course content. Through the use of varied pedagogical strategies, appreciating the transparency in learning and teaching (TILT) process, faculty-structured learning opportunities can promote students thinking critically about their performance, building a repertoire of skills to advance learning at higher levels. The feedback that faculty provide and the format given can enhance student-faculty partnerships and success in the service-learning or practicum classroom. Feedback considerations for type (verbal, written, or a combination) and time are paramount to promoting faculty and student partnerships. The method of feedback delivery should be taken into consideration to support student learning.

Author Biography

Dr. Leah Simpkins, OTR/L, CPAM, CDP is a faculty member in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. Her research interests include: interprofessional education, geriatric adults, traumatic brain injury, and therapy dogs.

Dr. Shirley O’Brien is a Foundation Professor in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. Her research interests are in pedagogy, scholarship of teaching and learning and leadership in higher education.

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This work is licensed under a Creative Commons Attribution 4.0 License.

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Transparent Roles in Feedback in the Student-Faculty Partnership for Teaching and Learning

Faculty devote effort and energy promoting learner-centered opportunities that reinforce course content. Through the use of varied pedagogical strategies, appreciating the transparency in learning and teaching (TILT) process, faculty-structured learning opportunities can promote students thinking critically about their performance, building a repertoire of skills to advance learning at higher levels. The feedback that faculty provide and the format given can enhance student-faculty partnerships and success in the service-learning or practicum classroom. Feedback considerations for type (verbal, written, or a combination) and time are paramount to promoting faculty and student partnerships. The method of feedback delivery should be taken into consideration to support student learning.