Professional and Organizational Development Network in Higher Education
Date of this Version
2010
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2010) 28
doi: 10.3998/tia.17063888.0028.012
Abstract
Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, and holistic versus specific approaches to reflective teaching.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND