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| Doug Swift (Visiting Assistant Professor in English/Journalism) caught Jack Shuler (Professor & Director of Journalism) in the act of some great teaching. Doug writes:
Jack and I have offices across the hall from each other. We often shout ideas back and forth, often loudly. Sometimes, an idea is so good, it’s worth a meander across the hall. And sometimes, one of us sends an email! Like the time a student we shared in common wrote an essay in Jack’s class that he found really exciting. “You should see what JoJo wrote!” he yelled. Then: ping! I knew there was something good in my inbox. I got a bonus with that email. Jack’s comments were on it. And it wasn’t just his comments, which were both supportive and challenging in a great way. There was a technique he was using which I immediately stole. And from that day to this, my teaching has been measurably more efficient and effective. His responses to this essay were in a Q & A. Something like, Is the story introduced with a fully described anecdote? Then a crisp reply with specific examples of what was effective, and what could be improved. He had three questions, which were comprehensive in scope. It seemed obvious that the questions were copied from the assignment. Limiting the feedback to just three questions makes it manageable for both the professor and the student: it allows me to provide precise, focused responses without feeling overwhelmed by every detail, and it gives the student three prioritized points to absorb and act on- streamlining the process and making the feedback more impactful. I have struggled to give students clear guardrails that still allow for creative work. I have also had trouble managing my time when giving responses. This simple technique has solved my two biggest challenges. I’ve tried to thank Jack. But he never hears me over the yelling. |