Student feedback in liberal arts studies
feedback liberal arts (non-specific)By Student Voice
Introduction
Feedback forms an important cornerstone in the field of liberal arts education. It's a key tool through which students can engage and understand their academic progress and areas for growth. However, this area faces distinct pedagogical challenges. Effective feedback can dramatically enhance a student's intellectual development and success by actively involving them in the learning process. This initial section of our blog serves to look into the overarching value of feedback and sets the stage for a deeper discussion on its complexities within liberal arts studies. By harnessing tools such as student surveys, it's possible to gather vast insights into student experiences, which staff can then use to refine their teaching strategies. Additionally, modern advancements such as text analysis offer novel methods to examine student feedback more efficiently and effectively, ensuring that the student voice is heard and acted upon. These feedback mechanisms play a critical role in shaping not just individual academic journeys, but also in sculpting the broader educational landscape in liberal arts.
Inadequate Feedback
One of the most significant hurdles in liberal arts courses is the issue of inadequate feedback. Often, students find themselves bewildered by feedback that is either too vague or extremely critical, without constructive advice on how to improve. Such feedback can demotivate students, making them feel undervalued and stifling their academic progress. It is not enough to simply flag a student's mistakes; staff must also provide clear suggestions for improvement and growth. By focusing on specifics, rather than general comments, teachers can foster a more supportive and effective learning atmosphere. This issue is exacerbated when feedback does not actively engage with the individual student's work but appears as a generic comment applicable to any student. Consequently, this impersonal approach can leave students grappling for direction, unclear on how to advance their skills and knowledge. Utilising student surveys has been an important element in identifying these gaps in the feedback process. These surveys have facilitated a dialogue between students and staff, highlighting areas needing attention while also acknowledging practices that resonate well with students. Engaging with this feedback loop is an ongoing process, crucial in the continuous improvement of teaching and student satisfaction in liberal arts education.
Delayed Feedback
A common barrier to effective learning in liberal arts is the issue of delayed feedback. Many institutions aim to adhere to a four-week timeframe for returning assessed work, but this isn't always achieved. The lag between submission and feedback can leave students in a state of uncertainty, unable to move forward with clarity in their studies. When feedback is not promptly provided, students may struggle to remember the specifics of their work, making the feedback less meaningful. This is especially troublesome as they prepare for exams or subsequent assignments where understanding past mistakes could be key. Timely feedback not only helps clarify doubts but also reinforces learning by allowing students to apply corrections and insights to their ongoing academic work. Staff must recognise the importance of this process in supporting student's academic growth and aim to provide feedback that is both timely and rich in constructive guidance. This will enable students to more effectively integrate learning points into their studies, enhancing both their confidence and academic performance. For staff in liberal arts, ensuring that the feedback process is managed efficiently is an important aspect of building a supportive educational environment.
Inconsistent Marking
In the area of liberal arts, variations in marking and feedback from different staff members can create a sense of unease amongst students, who may feel that grading is not consistent. This variation often leads to confusion and the feeling that grading is not transparent or fair. When two students with comparable work receive different grades, it undermines trust in the academic evaluation process. This issue is particularly visible in disciplines where subjective judgment plays a large role in assessing a student's performance. To address these inconsistencies, some universities have started implementing standardised marking schemes. However, even with such measures, disparities can still occur. Regular training sessions for staff on effective and consistent marking strategies could help minimise these differences. Importantly, engaging staff in discussions about assessment criteria and marking processes can lead to a more unified approach to evaluating student work. An ongoing dialogue, supported by insights from student surveys, can prove valuable. Such measures ensure the feedback provided is not only consistent but also meaningful, helping students understand how to improve their work based on fair and clear criteria.
Limited Feedback Opportunities
In some liberal arts courses, the format heavily relies on final exams, with rare or non-existent intermediate assessments or seminars. This lack of frequent assessment points limits the opportunities for students to receive feedback throughout their course. When feedback is primarily reserved for the end of a term or module, students miss out on the continuous guidance that could help shape their understanding and improvement over time. This structure can be particularly challenging for students who may struggle with large topics as they have no clear indication of their progress until it is possibly too late to make significant improvements. At the heart of effective teaching and learning in liberal arts is the need for regular, iterative feedback that not only addresses weaknesses but also builds on strengths. Creating more frequent feedback opportunities can empower students, giving them a voice in their learning process and ensuring they feel supported and engaged throughout their academic process. Simple changes, such as incorporating mini assessments or reflective seminars, could significantly enhance the feedback landscape, providing both staff and students with the tools to engage more deeply with the course content and with each other.
Lack of Concrete Guidance
A common issue surfacing in discussions about liberal arts courses is the lack of explicit instructions in feedback. Students often find themselves receiving comments on their work that, whilst potentially insightful, fail to offer detailed guidance on how to improve. This can result in confusion and a feeling of being lost in their academic pursuits. It's important for staff to move beyond identifying issues and to actually provide steps students can follow to enhance their understanding and skills. When feedback lacks specific examples or actionable advice, the opportunity for meaningful learning is considerably diminished. The process of improving and refining academic skills becomes a challenging task when students must guess what their tutors expect from them. Staff must ensure that the feedback they provide is not only reflective of the students' performance but also furnishes them with a clear path to betterment. Implementing a more structured feedback model, which plainly states expectations and offers concrete suggestions, could bridge the gap between student potential and performance. This strategy would also foster a more supportive and transparent teaching environment, thus enhancing student engagement and learning outcomes.
Disagreement with Assessment
Disagreement with assessment can significantly impact students' trust in the grading process. In liberal arts, where subjective analysis often plays an important role, disparities in grades and feedback among coursework and examinations can leave students feeling confused and unsupported. When a student's understanding of their academic performance clashes with the grades received, it can lead to doubts about the fairness and accuracy of the assessment. This issue poses a challenge for both students and staff in maintaining a productive educational relationship. To mitigate this, it's essential for staff to be transparent about the criteria used for assessments. Open communication channels where students can discuss and understand the reasons behind their grades are key. This not only helps in clarifying doubts but also in reinforcing trust in the assessment process. Implementing regular meetings or feedback sessions where students can speak freely about their concerns with their instructors can be quite beneficial. Another effective strategy could be the use of exemplars that demonstrate what is expected at different grade levels, providing students with a clearer benchmark against which to measure their own work. This approach can help align student expectations with academic standards, thus reducing the frequency and intensity of disagreements over assessments.
Valued Feedback Experience
In the area of liberal arts, receiving feedback that resonates and feels personally relevant can significantly enhance a student's educational experience. Such valued feedback experiences often include detailed in-text comments and constructive criticism that specifically address the student's work, providing clear, actionable advice. Teaching staff find that when feedback is tailored to the student's individual efforts and offers direct suggestions for improvement, it becomes a powerful tool for academic growth. This approach not only demonstrates that the student's work has been thoroughly reviewed but also that the staff is genuinely invested in their development. Highlighting specific strengths alongside areas for improvement makes the feedback feel more balanced and encouraging. As a result, students are more likely to perceive the assessed tasks not as a final judgment but as part of an ongoing learning process aimed at enhancing their skills and understanding. Through this mechanism, feedback transcends its function as a mere evaluative tool and becomes integral in fostering an engaged, reflective, and motivated learner. Engaging with students through meaningful feedback practices ensures that learning is seen as a collaborative process, where open dialogue and personalised attention help sculpt their academic and personal growth.
Comparison to Other Courses
When we look into the feedback provided in liberal arts courses compared with subjects like the humanities, several key differences become apparent. In many humanities courses, the emphasis on continuous assessment allows for more frequent feedback, which supports a student's learning process effectively. In contrast, liberal arts courses often focus on broader themes and critical thinking, with fewer assessments throughout the term. This can result in less frequent feedback, which might not be as detailed or helpful as in subjects with more regular assessments. An important aspect to consider is how this feedback is applied. Humanities students might receive more structured feedback aimed at specific tasks, whereas liberal arts students might get broader, more thematic feedback, which can be challenging to apply without clear, concrete examples. The teaching methodologies across different subjects also contribute to how feedback is perceived and utilised by students. In subjects like science, where correct answers are more definitive, feedback can be straightforward and clear. However, in liberal arts, where interpretation and critical analysis play significant roles, feedback often requires deep thought and consideration, aspects that can complicate immediate understanding and application. This disparity highlights the need for adapting feedback strategies to fit the unique requirements of each course, ensuring that all students benefit from supportive and constructive feedback that leads to academic growth.
Module Criticism
A key point of criticism for psychology modules in liberal arts is the manner in which feedback is often handled. Many students have expressed concerns about the generic and brief nature of the comments they receive. This type of feedback, while quick to provide, fails to delve into the specifics needed to foster a deeper understanding of the subject or to encourage a more thorough exploration of the material. It often leaves students feeling as if their hard work has merely been skimmed over by busy staff, leading to a disconnection from the learning process. This scenario underscores the importance of personalised and detailed feedback, which is crucial in fields that rely heavily on critical thinking and interpretation, such as psychology. To improve this situation, staff could benefit from training that focuses on crafting feedback that not only highlights areas for improvement but also positively reinforces what the student has done well. Moreover, involving students in a dialogue about their feedback can lead to richer insights for both parties, enhancing the educational experience. Instituting regular feedback sessions where students can openly discuss their responses and concerns can foster a more engaged and proactive learning environment, ensuring that students feel valued and supported in their academic journey.
Conclusion
To wrap up, addressing the feedback-related challenges discussed is important for improving the educational journey and outcomes for liberal arts students. Through insightful and detailed feedback, staff can significantly aid students in understanding their academic performance and areas for improvement. Regular, clear, and constructive feedback not only boosts student confidence but also engages them deeply in the learning process. By continually refining feedback practices, liberal arts courses can enhance both student satisfaction and academic success. Embracing tools like student surveys can add valuable perspectives to refine teaching methods and feedback approaches. As all educational processes evolve, liberal arts institutions must stay committed to providing feedback that is not only timely but also profoundly helps students in their academic and personal development. Ultimately, sustained efforts to enrich feedback will ensure a responsive and supportive educational environment, crucial for nurturing thinkers and leaders of tomorrow.
More posts on feedback:
- Feedback in Psychology Courses
- Student Views on Feedback in Medical Education
- Law Students' Perceptions of Feedback in Higher Education
- Enhancing Student Experience in Medical Sciences: Insights into Feedback and Course Structure
- Perspectives on Feedback in Media Studies Education