This Week for Faculty: Mentoring Workshop Rescheduled
The workshop “Bridging Differences for Better Mentoring: Inclusive Mentoring Skills,” originally scheduled for Wednesday, November 2nd, has been rescheduled to Wednesday, December 7, 12:00-1:30pm. Register here.
Until then, we invite you to:
View the recording of the September 28 keynote: “Bridging Differences for Better Mentoring: Creating an Inclusive Learning Environment One Relationship at a Time”
Read the book Bridging Differences for Better Mentoring: Lean Forward, Learn, Leverage (Fain and Zachary, 2020): available as an ebook through Columbia Libraries.
Schedule a consultation to discuss your mentoring needs. Email ctlfaculty@columbia.edu
Giving and Receiving Feedback to Support Learning
Even though midterm is a typical time to give (or get!) feedback, it’s never too late to focus on your practice. This is a great time to consider what focused, action-oriented, and timely feedback you can give your students to help them learn and grow before the end of the semester.
- Explore the CTL’s Feedback for Learning resource where you will find strategies for giving effective feedback and an overview of Columbia-supported tools available through CourseWorks (Canvas) including Gradebook comments, Quiz tool feedback, Rubrics, and SpeedGrader, as well as Gradescope.
- Consider how you might incorporate Rubrics Into Your Feedback and Grading Practices to make the process more transparent to your students and set them up for success. Partner with your students and TAs (if applicable) on the co-construction of the rubric; this inclusive practice ensures that the assessment or assignments expectations are clear.
- Invite your students to share their feedback with you. Check-in with your students to see how they are doing post-midterm. The Center for Teaching and Learning recommends capturing student feedback at various points within the semester. The goal is a dialogue about students’ learning. The CTL’s resource Early and Mid-Semester Student Feedback outlines two approaches for collecting feedback from your students: 1) the start, stop, continue method and 2) a question bank for gathering feedback from students. Reflect on the data collected and the modifications that can be implemented during the semester to support student learning. To ensure that students feel heard, share back aggregate responses or themes, and address the points raised and what students can expect for the remainder of the semester.
The CTL is available to consult with you as you reflect on your feedback practices, design rubrics, or design your feedback survey and interpret the data received. Reach out to us at ctlfaculty@columbia.edu.
The CTL is Here to Help!
Office Hours
Join us for office hours via Zoom (or phone) Monday-Friday, 9:00am-5:00pm to have your teaching with instructional technology questions answered.
Consultations
Schedule an in-person or virtual consultation to discuss any teaching and learning need by emailing ctlfaculty@columbia.edu or email the CTL Learning Designer assigned to your school or department.