Faculty Formative Feedback Project

The purpose of the university Faculty Formative Feedback Project (FFFP) is to provide instructors feedback on pedagogy allowing them to optimize the instructional experience for the diverse student population of the campus. Faculty participation is voluntary and not tied to any university or program evaluative measures, allowing instructors to gather information from a variety of sources through a system that is solely focused on support and not evaluation.

Instructors participating in this project and receiving practical formative feedback that they can immediately apply in the classroom should see an increase in student engagement, leading to a more positive interactive experience with students and course outcomes. In addition, this endeavor seeks to increase the retention of women and faculty of color by providing a non-evaluative support and development path.

For the background and comprehensive details, view the Formative Feedback Project Overview [PDF]

FFFP Alignment with Beach 2030
Values and Strategic Priorities FFFP Component
Engage all students - prepare students to think critically through responsive, flexible, disciplinary, and interdisciplinary curricula. Faculty participants directly survey student engagement in their course of choice, engage students in directed conversation about participation/engagement, and consider changes in response to the information they gain.
Expand access - Adapt all teaching and learning resources to address the unique needs and strengths of our students so as to ensure their personal and professional success. Faculty participants consider the needs of students in their course and can choose to have a project partner observe synchronous instruction with the goal to make pedagogical growth.
Promote intellectual achievement Faculty participants engage in collaborative consultation with project partners to improve instruction and ultimately improve student learning and intellectual achievement.
Action Plan FFFP Component
Build an equitable and empowering culture Faculty participants and partners engage in meaningful conversation about addressing inequities in the university classroom, student and faculty social identities, and improving student learning in each course’s unique context. Project tools support this effort with an explicit focus on an equitable classroom.