PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION
Transdisciplinary Disciplinary Feedback in Higher Education
Feedback Practices to Promote Student Success Across the Disciplines in Higher Education
- Publisher
Myers Education Press - ISBN 9781975509439
- Language English
- Pages 200 pp.
- Size 7" x 10"
- Request Exam Copy
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- Publisher
Myers Education Press - ISBN 9781975509446
- Language English
- Pages 200 pp.
- Size 7" x 10"
- Request E-Exam Copy
Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education covers a group of faculty at a small, public, comprehensive, Hispanic-serving university in west Texas who made a commitment to study effective feedback strategies and implement them in their courses across fourteen different disciplines. The faculty joined a learning community to discuss and implement high impact practices using ten feedback tools and strategies outlined by Riordan (2021). Twenty-two faculty share their unique experiences using effective feedback methodologies in over forty case studies with students in programs spanning across developmental education, biology, English, nursing, psychology, criminal justice, accounting, communication, history, political science, natural resource management, STEM, teacher education, and counseling. These case studies illustrate how each of the Riordan feedback strategies is effectively implemented, showcasing the resulting two-way exchange between the instructors and students in undergraduate and graduate courses.
Drawing on their in-depth experiences, through these real world examples of feedback in higher education courses that have had a positive impact on students, authors Dr. Jeanne Qvarnstrom and Dr. Alicia M. Trotman provide insights into how meaningful feedback is framed and implemented in each discipline, using a customized approach to feedback to help readers identify the key feedback skills that are unique to each subject. Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education is written primarily for faculty who know that feedback is important, but who also recognize that some types of feedback will be disregarded by the student. The purpose is to provide real world examples of feedback in higher education courses that have had a positive impact on students.
Organized into three sections, in Part I of Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education the authors explore instructor orientation to feedback, Part II highlights student orientation to feedback, and Part III illustrates the authors teaching the disciplinary tools as aligned with feedback strategies. While the tools and practices remain consistent, the implementation methods vary contextually to best meet the needs of the students in mastering the concepts of the disciplines. The reader gains a greater understanding of the ten feedback tools and practices from a transdisciplinary perspective. Each chapter ends with reflective questions for the reader and a reference list for future study. Effective feedback in higher education is a popular topic, but in Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education, addresses a gap in research and offers examples from higher education.
Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education is dedicated to college and university instructors in various disciplines who recognize the power of feedback and want to learn more about effective forms of it. The book is well suited for faculty professional development initiatives, professional learning communities, and graduate programs in higher education and teacher education, making it an appropriate resource for both individual instructors and course adoption.
Jeanne Qvarnstrom
Jeanne Qvarnstrom is a professor of education at Sul Ross State University, where she served as the Vice President of Institutional Effectiveness for a number of years. In that capacity, she worked with academic program coordinators in every college to oversee assessment for the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) for accreditation purposes. Now, she serves as the program coordinator for the Master of Education degree.
In addition to her teaching responsibilities, Qvarnstrom leads a faculty professional learning community, Connecting with Students for Success to Promote Retention, with a focus on instructional best practices in higher education. Faculty in the learning community are committed to building positive relationships with students and providing forward-looking feedback to support students' learning, engaging in studying feedback theory, literature, practices, and the implementation of those practices in their classes.Transdisciplinary Feedback in Higher Education: Feedback Practices to Promote Student Success Across the Disciplines in Higher Education evolved from these faculty practices. Retention data has demonstrated that those practices have positively impacted students involved in the faculty members' courses.
Dr. Qvarnstrom earned her bachelor's degree at Iowa State University and her master's degree in history at California State University, East Bay. In her doctoral studies at the University of the Pacific in Stockton, California, she majored in educational leadership and minored in curriculum. Before starting university teaching, Dr. Qvarnstrom had teaching experience in California, Maryland, and Delaware. She also held several administrative positions including curriculum supervisor for San Diego County Office of Education, school principal, and director of curriculum and assessment in Wilmington, Delaware. She has been teaching undergraduate and graduate courses in education at Sul Ross State University since 2012.
Alicia M. Trotman
Dr. Alicia M. Trotman is an Associate Professor of Psychology in the Behavioral and Social Sciences Department at Sul Ross State University. Her vocation in teaching began in 1996, grounded in a deep commitment to students' growth and becoming. With an academic background in Computer Science and Applied Psychology from Pace University, she earned her Ph.D. in Learning, Technology and Culture at Michigan State University in 2012. Since joining the university in 2017, she has been recognized for her teaching and mentorship, receiving the Teacher of the Year award and Student Activities Advisor of the Year award. She is an active member of the Association for Women in Psychology (AWP) and the American Psychological Association (APA )Division 1 [Society for General Psychology and Interdisciplinary Inquiry]. A native of Trinidad and Tobago, she embraces the spirit of a wearer of many hats, carrying her cultural heritage into her academic and communal work.
Dr. Trotman’s scholarship unfolds within a transdisciplinary collaborative that includes colleagues in clinical and liberation psychology, theology, palliative care, counseling, theater and design, and art. Her research centers on instructional strategies and affect, engaging humanistic, spiritual, person-centered, and phenomenological methodologies. She is currently involved in developing a mental health collaborative and cultivating a meaningful digital presence at her university — work that reflects her commitment to connection, accessibility, and care. Beyond her academic roles in teaching, research and service, Dr. Trotman finds restoration in tea, yoga, and dance, and joy in calypso and soca, electronic dance music, film, and anime.
