Dealing confidently with feedback: the impact of a Grow Your Academic Resilience workshop

Authors

  • Helen Briscoe Edge Hill University
  • Claire Olson Edge Hill University
  • Maisie Prior Edge Hill University

DOI:

https://doi.org/10.47408/jldhe.vi28.1019

Keywords:

feedback, resilience, academic resilience

Abstract

A key concern for educators is that students actively receive, engage with, and implement their academic feedback. However, increasing evidence suggests that students in HE do not engage well with feedback. One way to address this concern is to look at how we can develop feedback literacy in students, which requires a level of academic resilience. Resilience in an academic context is known to increase retention and students’ engagement in their learning, as well as supporting workplace readiness. This research looks at students’ readiness and willingness to engage with their academic feedback and assesses whether learning about academic resilience can improve feedback engagement. Two cohorts of students were identified to take part in a Grow Your Academic Resilience (GYAR) Workshop. Using a mixed methods approach, participants were invited to complete a pre- and post-session questionnaire. Participants quantitatively rated their pre- and post-session confidence about dealing constructively with academic feedback, while free-text responses provided qualitative data. Findings suggest that offering students practical tools and strategies increases their willingness and confidence in engaging with and acting upon their feedback.

Author Biographies

Helen Briscoe, Edge Hill University

Helen Briscoe has supported students in Higher Education Institutions for 22 years. She currently works as an Academic Skills Advisor at Edge Hill University, where she delivers academic writing support through embedded teaching sessions, workshops, webinars, and one-to-ones. Helen has worked as a Learning Facilitator, mentoring students with a range of complex mental health needs throughout their time at university. Helen has a passion for academic integrity and has recently created an innovative Referencing and Academic Integrity Toolkit to support students and staff. Helen is a Fellow of the Higher Education Academy and has recently been awarded ALDinHE Certified Practitioner status.

Claire Olson, Edge Hill University

Claire Olson is an Academic Skills Advisor at Edge Hill University. Having worked within education and training for 20 years, Claire has had held a variety of roles within Museums and Galleries, further education and most recently in higher education. Having joined Edge Hill University in 2016, Claire currently teaches and supports students with their academic writing via embedded sessions, workshops and one-to-one appointments. Claire holds a BA in Art History, an MA in Museum Studies and a Postgraduate Certificate in Teaching in Higher Education and is a Fellow of the Higher Education Academy.

Maisie Prior, Edge Hill University

Maisie Prior is an Academic Skills Advisor at Edge Hill University, where she teaches academic writing and information literacy through a mix of embedded lectures, workshops and one-to-one tutorials. Prior to working in higher education, she trained as a secondary school teacher of Modern Foreign Languages, having previously taught English across a variety of ages in Spain and Italy. Maisie holds a Postgraduate Diploma in Education (with Qualified Teacher Status) and a Postgraduate Certificate in Teaching in Higher Education and is a Fellow of the Higher Education Academy. 

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Published

24-09-2023

How to Cite

Briscoe, H., Olson, C. . and Prior, M. (2023) “Dealing confidently with feedback: the impact of a Grow Your Academic Resilience workshop”, Journal of Learning Development in Higher Education, (28). doi: 10.47408/jldhe.vi28.1019.

Issue

No. 28 (2023)

Section

Papers

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