Cheryl Giles, Francis Greenwood Peabody Senior Lecturer in Pastoral Care and Counseling, shares her own experiences, missteps, and successes to demonstrate self-awareness for students in her course Counseling for Wellness and Resilience: Fostering Relational Wisdom. She encourages students to listen deeply to themselves and others without judgment by practicing mindfulness throughout the course.
Giving students the opportunity to act on feedback they receive is one of seven principles of good practice outlined in this analysis of how formative assessment can enable students to take control of their own learning.
Poll Everywhere has native integration with PowerPoint, Google Slides, and Keynote, so teaching staff may solicit feedback right within a slide deck, eliminating the need to open a separate browser window or platform.
Qualtrics may be used to acquire real-time feedback from students, including by way of course evaluations. Its reporting and data analysis is robust and is covered in depth within the support portal.
Tyler Giannini and Susan Farbstein, Clinical Professors of Law, pull back the curtain on pedagogy for students in the seminar Advanced Skills Training in Strategic Human Rights Advocacy by making them part of a learning community and giving them ownership over the learning process. For example, each year students work to improve simulations in which they originally were participants, in an earlier prerequisite seminar attached to the International Human Rights Clinic.
Advocating for developing students’ “evaluative judgment” to make decisions about the quality of their own and others’ work, this article suggests refinements to common practices such as self-assessment, peer assessment, feedback, rubrics, and the use of exemplars.
This synthesis of research on assessment feedback in higher education courses features 12 pragmatic recommendations for instructors and a “feedback landscape” framework.
In her Transformationscourse, Assistant Professor of Architecture Megan Panzano uses architectural design methods and concepts, and a workshop approach for giving feedback, to engage undergraduates from a wide range of concentrations. When students translate abstract ideas into physical form through a variety of materials and fabrication techniques (see photos below), they confront limits, question assumptions, and expand their problem-solving capacity.
Mark Mulligan, Associate Professor in Practice of Architecture, requires students in Tectonics Lab to work collaboratively on design-build projects of increasing complexity over the course of the semester that are subject to critique by peers, guest experts, and Mulligan himself. For example, with an assignment such as construction of a simple joint between two pieces of wood, “I tell them that we’re actually going to test the joint to its breaking point, so they know that they have to build something that can withstand real force;and to make it fun, I get everyone to predict where it is going to break”—a metaphor for gaining practice with receiving constructive criticism.
Cheryl Giles, Francis Greenwood Peabody Senior Lecturer in Pastoral Care and Counseling, shares her own experiences, missteps, and successes to demonstrate self-awareness for students in her course 
In his 
Tyler Giannini and Susan Farbstein, Clinical Professors of Law, pull back the curtain on pedagogy for students in the seminar 
Bethanne Altringer, Senior Preceptor in Innovation and Design and Director of the Desirability Lab, uses personalized approaches to students’ learning in courses like 
In her 
Mark Mulligan, Associate Professor in Practice of Architecture, requires students in