Workshop Abstract

Faculty Feedback


Vanessa Munford

Presenting on behalf of: Yusuf Yilmaz, Parnian Pardi, Tamara McColl, & Teresa Chan.


By the end of this session, participants will be ale to:

  • Discuss attributes that contribute to feedback being useful or less useful.

  • Identify at least one existing challenge in faculty feedback in higher education and reflect on a possible solution or innovation that could improve feedback in this area.

The Problem:

Faculty and clinical educators benefit greatly from feedback on their performance. Receiving feedback helps with skill development, self-reflection, and is also used for promotion and tenure decisions. Despite the numerous benefits of feedback, there are still several challenges and shortcomings in faculty feedback. Biases in evaluations, lack of formative assessments, and insufficient measure of the whole faculty scholarship are just some of the problems that exist for faculty feedback.

The Gap:

There has been less focus in the literature on feedback provided to faculty. In practice, there is still room for improvement in Universities that could help facilitate more efficient and effective feedback provision. Few solutions have been implemented to help address the gaps that exist in faculty feedback systems.

The Initiative:

If we want to truly develop successful solutions to faculty feedback, we need to first hear from those who stand to be the most impacted - the faculty members themselves. For this reason, we asked a group of faculty members at McMaster University about the feedback they currently receive, their pain points, and what feedback they want. Qualitative interviews were conducted with faculty members and transcripts were analyzed using a constructivist grounded theory approach.

Why Others Should Try This:

Our results describe many key considerations within each component of the faculty feedback system: data gathering, data reporting/analyzing, feedback processing, and the boundaries of feedback. By considering the common challenges and needs of feedback, we can begin to conceptualize initiatives, tools and technology for improving faculty feedback.