Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Abstract

Most college science, technology, engineering, and mathematics faculty members could benefit from more feedback about implementing evidence-based teaching strategies. The goals of this essay are to summarize best practices for providing feedback, to describe the current state of instructional feedback, to recommend strategies for providing feedback, and to highlight areas for research.

Abstract

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.