Using the “F” Word in First Year Student Experience

Like the other popular “F” word, feedback can be used in many ways during a college students’ first year. A mindful conversation about how to make the most of this complex word may improve the classroom experience.  Contextual feedback fans a burning interest in the material. Timely feedback provides encouragement to keep going! But specific feedback improves the lives of students and faculty members in equal measure.

My students and I just completed week 4 of our 7 week University Studies class.  We use the time in class to get to know each other. A variety of in class assignments provide chances to craft and deliver a message that engages the learning and listening styles of your audience. Learning about the styles is one thing. Putting them into practice is a true achievement that furthers the goal to earn a Bachelor degree.

feedback-heads1

Learning curve item of the week – Weaving reminders of what was covered in class into the written feedback to students may improve retention. For example, instead of saying something bland like “Good progress on applying the learning styles to your note-taking“, a better sentence may read –  “When the tech support person came into class to help us hook the laptop to the projector, creating the chart of the steps she used is an example of Visual-Spatial Intelligence.”

The halfway point is a great place to provide feedback. Since feedback must be timely, it is a good thing we started the practice of feedback on Day 1. That way, the feedback now can be compared to last month and progress can be clearly measured. Two encouraging signs at this point:

1. Students are modeling in class behavior to the reading and activities. Many have written plans of study and as a result, assignments are getting in on time and properly formatted.

2. The feedback they give me is also contextual, timely and specific! What they are sharing with me shapes how the next 3 weeks will go.

Returning to the title of this post, overusing the “F” word, both of ’em, makes communication boring and less effective. Being mindful of when it is time to speak, when it is time to listen, and when it is time to act improves the first year experience significantly.

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