Faculty Perspective

Ten photos of a diverse group of college faculty and instructors

Course instructor

"I first evaluate student videos using a rubric, and then offer fairly brief written comments about the specific strengths and growth opportunities that I observed in the video. I like to start by mentioning one or two things the student did well, and then ask questions or make suggestions about what they might do next time to play on those strengths."

Faculty member

"In my feedback to students, I draw clear connections between the course content and my observations. How did the student embody the practices and standards at the focus of the assignment? What specific words or actions could they use to further embody those practices? I often ask students to respond to my feedback with specific ideas of their own, as well, to create a dialogue rather than a one-way street."

The Importance of Leading with Strengths-Based Feedback

Recall the adult learning foundational principles, particularly the principle of offering strengths-based feedback first:

Consider the social context
Build off prior knowledge
Plan for self-directed learning
Lead with strengths-based feedback
Establish relevance
Create space for reflection
Engage in culturally sustaining mindset and practices

Why do we do this? We know that it supports confidence and resilience, especially when offered in the context of a supportive and collaborative course environment. We also want to model for students their approach to adopting a strengths-based perspective with children and families.

Go to Activity 11 in your Journal (PDF).

Answer the following questions in your journal:

If you wanted to improve one of these skills (e.g., strengths-based feedback first), what could you do?
What could you help your student do to improve their skills?