Event Information

Lisa Dysleski

Based on research that shows that students do better with early and precise feedback, Early Performance Feedback (EPF) is an initiative at CSU that seeks to improve students’ performance in courses. EPF has supported some of the logistics of providing feedback, but it can still be difficult for faculty to convey bad news about performance well. When students experience failure, particularly in first-year courses, they may question their belonging or ability for future success, and even well-intentioned messaging from faculty can leave some students feeling ashamed. Students respond with actions that likely impede their academic recovery, hiding their performance or avoiding the campus resources that can help them get back on track. This session will focus on how to more effectively communicate about failure with students, not only addressing the students’ difficulties but also their psychological worries. In addition to reviewing the EPF program, we will take a look at the process that CSU recently used to improve communications with students on academic probation, and use that as a model for how to improve communications about early performance in courses.

This is the second lecture in a series, begun Spring 2020, that is part of the Student Experience Project, a collaborative project whose mission is to transform the college student experience by creating equitable learning environments through innovative, evidence-based practices. More information about the SEP can be found at www.studentexperienceproject.org.

September 22 - September 22, 2020 11:30 AM - 1:00 PM

Zoom

Aubrie Kent, 970-491-1948, aubrie.kent@colostate.edu