Redefining the Role of Peer Critiques
In most graduate programs, “forum posts” or “peer critiques” are often considered perfunctory assignments. Students hesitate to offer substantive feedback, defaulting to superficial comments like “great post!”
Not in my section. :-) These assignments become a powerful tool for learning and growth toward executive presence.
Elevating Peer Feedback: The Consultant’s Perspective
I challenge my students to adopt the role of a Big6 consultant advising a C-suite executive. This approach transforms their mindset, encouraging them to:
Avoid first-person narrative
Craft persuasive, rigorous arguments
Invest generously in their peers’ learning
This strategy elevates the discourse, pushing students to think critically about their contributions and critiques.
Modeling Excellence: The Power of Constructive Feedback
Feedback is more than a grade; it invests in others’ growth. I demonstrate this by offering detailed, constructive comments on students’ work. For many, it’s their first experience receiving such in-depth feedback, initially causing anxiety but ultimately fostering deeper learning.
The Two Schools of Thought in Higher Education
There’s a divide in academia regarding grading and feedback:
Those who believe self-awareness through deeper learning isn’t our responsibility
Those who see it as integral to education
While learning can occur without detailed feedback, the insights gained from engaged faculty are invaluable.
Personal Reflections: The Impact of Inspirational Teaching
My journey as an educator was inspired by two exceptional professors, Cheryl Cebula and Jack Fontaine. Their expertise, presence, and engagement set a high bar I strive to meet in every class I teach. Their influence reminds me of the lasting impact teachers can have on students’ lives.
Student Testimonials: The Ripple Effect of Engaged Teaching
Even when students struggle, genuine engagement and supportive feedback can be profound. A few students reached out to me, sharing how that feedback made a difference:
1. A student appreciating grace and non-judgmental support during challenging times
Thank you for all your comments and insight … this is the first class I have ever had to skip an assignment or two due to work commitments. But you were very graceful and non-judgmental about it, which I appreciate! The grade is bothering my perfectionist brain, but Life happens.
Thank you for what you do for students, it makes a difference and I hope people who have you early on in their program use the bar you set for other professors in terms of individual engagement with students.
2. Another recognizing the importance of the material and the care put into teaching it
I don’t remember any of my professors, but I’ll remember you. I phoned in my first assignment and you woke me up. You create a learning environment where you feel the material is important. You care about it and you made me care about it.
It’s cliche to say, “It’s all about that one student.” Each student has their own story, and I genuinely try to connect with and support each one. But I wonder about those who go dark, so it’s nice to know they made it to the other side. Hopefully, I’ll see them either in another course or another context.
Learning is an active, reciprocal process between teacher and student, not a one-way transfer of information.
The Essence of Effective Teaching
Key elements of my teaching philosophy include:
Using diverse, compelling examples to illustrate complex concepts: Use multiple, compelling examples to illustrate complex concepts. This approach helps students grasp deeper ideas beyond superficial details, promotes better recall, and supports critical thinking. Real-world contexts and analogies anchor abstract ideas, revealing nuances and complexity. While AI can generate examples, it lacks the practical experience to understand organizational dynamics and change management issues.
Viewing learning as a reciprocal process between teacher and student: Teaching is a collaborative effort: the instructor brings enthusiasm and experience, while students contribute interest and active involvement. This interaction creates a dynamic learning environment. It’s like a tennis game for knowledge exchange. Low-stakes practice opportunities and feedback help build long-term understanding and skills.
We might end up with A’s and no feedback in our courses, but we will eventually receive our education, eventually. I would rather it happen in a low-stakes classroom than a high-stakes boardroom and to hear that feedback from people who genuinely have my back—those with no horse in my race or axe to grind—versus those who might have an agenda.
Creating opportunities for reinforced learning through distributed practice: Students benefit from multiple opportunities to retrieve and apply information throughout a course. This approach helps them make connections between concepts and develop deeper understanding. Despite knowing the value of distributed practice, students often default to last-minute cramming. Therefore, teachers must intentionally structure courses to encourage consistent, spaced practice. [It seems we must re-learn that pacing is a valuable skill in every context of life.]
Conclusion: The Heart of Learning and Teaching
At its core, effective teaching and learning hinge on meaningful feedback. It’s not just about grading; it’s about investing in each student’s growth, challenging them to think critically, and creating an environment where deep learning can happen. As educators, we nurture this process by providing the guidance and support that transforms education from a mere transfer of information into a transformative experience.