Reflections and Reframing: Student perspectives on using...

"Reflections and Reframing: Student perspectives on using mindfulness to support feedback literacy and growth"

Presented by Assistant Professor Erin Isings as part of the FIMS Seminar Series 2024/25.

All are welcome to attend.

Attend in-person: FNB 4130
Attend online: Register on Zoom

Abstract: The process through which students make meaning and learn from feedback is called feedback literacy. Feedback-literate students have the ability to make meaning and enact feedback to enhance their learning. Other students struggle to establish meaning from feedback, which may present a barrier to learning. To support the development of feedback literacy skills, the research team developed a 6-lesson, online, interactive learning and wellness resource on mindfulness and its application to feedback literacy. The resource was embedded into the online course sites of the research team. Students within the courses were invited to complete the lessons and answer open-ended survey questions and participate in a focus group. Offering targeted wellness support that is applicable to a particular learning skill, such as mindfulness for feedback literacy, proved to be beneficial and impactful as students were able to extrapolate additional personal and professional applications.