Education
It's easy to dread the end-of-semester course evaluation because, by that point, we are essentially conducting a postmortem. But what if we sought out the pulse of our class while it was still alive? In this episode we look at the benefits of soliciting midsemester feedback from our students as part of the process of play--the act of adopting, adapting, and revising through a meaningful conversation. From transparent conversations to the starfish model of asking for feedback (more of, less of, keep doing, start doing, stop doing), in this episode we discuss how midsemester feedback can help make just-in-time adjustments and opportunities for explanations that will help ensure the best learning and teaching possible. Sources referenced in and consulted for this episode: Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. 2nd edition, Jossey-Bass, 2005. Mercer-Mapstone, Lucy and Sophia Abbot, eds. The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Elon University Center for Engaged Learning, 2020.