An instructional feedback model for improved learning and mentoring

Abstract

An instructional feedback model is presented to incorporate such elements as the course objectives, classroom lectures, course materials, and student written responses with the extra instruction obtained during out of class interactions. The value of each phase is described and costs which accompany the benefits of implementing the model are identified. The primary advantage of the instructional feedback model is that the professor can combine in a classroom setting both a technical curiosity among students about specific problems and an encouragement for productive discussions during office visits. Related to the more subjective components of the model, data are collected from several students at two different institutions. Out of class interactions with students are shown to yield extensive benefits and thereby justify the costs. The focus of the paper is to provide insights for beginning instructors who have never taught before and for research professors needing to improve teaching skills. Recommendations are made to enhance these valuable interactions with students.