Who benefits when embedded students provide formative Feedback to instructors? Everyone!

Authors

  • Michelle Richards-Babb West Virginia University

DOI:

https://doi.org/10.55632/pwvas.v94i1.854

Abstract

Timely, formative feedback is just as important for instructors as students. In this project, “embedded students” provided instructors with formative feedback through anonymized reports. Students associated with the First2 Network NSF INCLUDES Alliance and enrolled in first or second year STEM courses volunteered to submit weekly reports documenting their ongoing experiences in learning STEM content, specifically in chemistry and math courses. Embedded students journaled about (i) their hours devoted to the course, (ii) their level of content mastery or confusion, and (iii) instructor pedagogy. Reports were anonymized and sent to instructors. Instructor work was limited to agreeing to receive the weekly reports, look them over, and potentially use them to inform upcoming teaching. Embedded students benefited by thinking about their learning in the class (metacognition) and focusing their learning for the upcoming week. Preliminary results from this project, including changes in students’ learning strategies and instructor’s perceived use level of reporting information, will be presented and discussed. Anecdotal evidence indicates positive benefits to both the instructors and the reporting students.

Author Biography

Michelle Richards-Babb, West Virginia University

Professor, C. Eugene Bennett Department of Chemistry, and Director, Office of Undergraduate Research

Downloads

Published

2022-04-22

How to Cite

Richards-Babb, M. (2022). Who benefits when embedded students provide formative Feedback to instructors? Everyone! . Proceedings of the West Virginia Academy of Science, 94(1). https://doi.org/10.55632/pwvas.v94i1.854

Issue

Section

Meeting Abstracts-Oral