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Gormally C, Evans M, Brickman P. Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change. CBE Life Sci Educ. 2014;13(2):187-99doi: 10.1187/cbe.13-12-0235.
Gormally, C., Evans, M., & Brickman, P. (2014). Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change. CBE life sciences education, 13(2), 187-99. https://doi.org/10.1187/cbe.13-12-0235
Gormally, Cara, et al. "Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change." CBE life sciences education vol. 13,2 (2014): 187-99. doi: https://doi.org/10.1187/cbe.13-12-0235
Gormally C, Evans M, Brickman P. Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change. CBE Life Sci Educ. 2014;13(2):187-99. doi: 10.1187/cbe.13-12-0235. PMID: 26086652; PMCID: PMC4041498.
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CBE Life Sci Educ. 2014;13(2):187-99. doi: 10.1187/cbe.13-12-0235.

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

CBE life sciences education

Cara Gormally, Mara Evans, Peggy Brickman

Affiliations

  1. *Department of Science, Technology, and Mathematics, Gallaudet University, Washington, DC 20002 [email protected].
  2. Biology Academic Success Center, University of California, Davis, Davis, CA 95616.
  3. Department of Plant Biology, University of Georgia, Athens, GA 30602.

PMID: 26086652 PMCID: PMC4041498 DOI: 10.1187/cbe.13-12-0235

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.

© 2014 M. Evans et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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