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Usually, I use tools like slido to allow students to participate anonymously in quizzes or other kinds of questions. Limited, but allows introvert students to participate.

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Allowing and promoting fair participation of students in classroom. This can be challenging with large groups.

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a culture where students can share their suggestion about the course and they receive suggestions to improve their work, not just a grade

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A culture of feedback means being open to multiple perspectives and ways of thinking, being, and doing and incorporating those perspectives into our community/culture. 

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A culture of feedback means being open to multiple perspectives and ways of thinking, being, and doing and incorporating those perspectives into our community/culture. 

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Only extreme feedback is given in course evaluations

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Only extreme feedback is given in course evaluations

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When reading course evaluations, most of the time you only get the extreme sides of the feedback. Mainly only students who really enjoyed the class or did not, but a lot of the time you do not get anything constructive that can help you improve or any students who liked some things and not other things in the class.

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Students need to feel a personal commitment to improving the classroom and that can be difficult to foster in a student body that is very busy and pulled in many directions.

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Being transparent when feedback catches you by surprise, makes you change your mind, or leaves you unsure how to respond.

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It means fostering engagement by asking questions and really listening to answers.

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Asking students or employees surveys so you can get a temp. check on the types of individuals you're working with in order to effectively give feedback 

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Asking students or employees surveys so you can get a temp. check on the types of individuals you're working with in order to effectively give feedback 

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Accounting for people's different levels of comfortability (extroverted/introverted), people accept feedback in so many different ways depending on the tone and the structure of it 

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Accounting for people's different levels of comfortability (extroverted/introverted), people accept feedback in so many different ways depending on the tone and the structure of it 

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Having check ins with my supervisor where I created my own SMART goal and working towards it in between performance reviews 

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Having check ins with my supervisor where I created my own SMART goal and working towards it in between performance reviews 

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Offering safe spaces for people to feel comfortable to share their insights and/or feelings about certain topics

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Offering safe spaces for people to feel comfortable to share their insights and/or feelings about certain topics

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Finding ways to allow people to express themselves and building a culture of trust through role modeling.

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Finding ways to allow people to express themselves and building a culture of trust through role modeling.

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It can be difficult to get everyone to feel comfortable to open up and be honest.

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It can be difficult to get everyone to feel comfortable to open up and be honest.

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I had a student let me know that something I said in class may have been interpreted in a way I did not intend. I responded by acknowledging the situation and taking the opportunity to clarify. 

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I had a student let me know that something I said in class may have been interpreted in a way I did not intend. I responded by acknowledging the situation and taking the opportunity to clarify. 

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One where everyone feels comfortable to share feedback in real time 

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One where everyone feels comfortable to share feedback in real time 

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In difficult situations, I often find it challenging to share honest feedback in a way that will be interpreted as a kind and caring effort to help. I don't want to hurt feelings and would love it if those hearing my thoughts and ideas would be able to listen with a "growth mindset" rather than becoming defensive.

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It's just so hard to use the right expression in Spanish

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It's just so hard to use the right expression in Spanish

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One where there is an expectation that instructors will actively engage in course improvement planning on a regular basis.

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One where there is an expectation that instructors will actively engage in course improvement planning on a regular basis.

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Having a voluntary process in place for faculty and instructors to work on course improvement planning in response to student course evaluations, for example, with a peer faculty mentor.

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Having a voluntary process in place for faculty and instructors to work on course improvement planning in response to student course evaluations, for example, with a peer faculty mentor.

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for me the culture of feedback provides the opportunity to genuinely connect with the culture of the environment and people I am working with. It also helps me in the processing of adapting to what's going and not feeling like my unique perspective may be of acceptance in that environment

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...where we both brought different strengths to the table and those strengths were acknowledged explicitly.

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Providing timely feedback allows the person receiving the feedback to reflect on the situation more deeply because it is fresh in their minds. Then they can incorporate the feedback sooner and evaluate the results.

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People have different styles and it can be hard to know the best approach to deliver constructive feedback based on different personalities.

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In my job, the structured 6 month review cycle creates a framework for formal feedback. Those sessions are productive and honest, which encourages continual, reciprocal feedback beyond the confines of the evaluation sessions.

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Being in an environment where constructive feedback is encouraged and an integrated part of the daily discourse.

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In academia we're supposed to be the experts

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In academia we're supposed to be the experts

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It's hard to let your guard down and accept feedback.

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*offer suggestions, use "In my own experience..." and not "You should be..."

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Feeling safe enough in the space to share a thought and not be judged.

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Feeling safe enough in the space to share a thought and not be judged.

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It is easy to lose focus on the direction and topic of a conversation, so keeping someone focused on what I could have done better, and redirecting when the person I'm talking to veers toward criticizing the thinking behind my project, how I am as a student, etc, instead of how I presented it. If they have nothing to say about what I am specifically asking for feedback for (did I articulate my project well? could you understand the thinking behind it? did the background line up and make sense with the reasons why this is important? etc), then I politely say "thank you" and move on. Don't be afraid to guide them in tunnel vision to get the information you came for.

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Whenever I had some kind of competition, I could always see the results afterwards and see the scores each judge gave to me. By allowing me to see the scores, over time I could see patterns which allowed for improvement. Also asking the judges or getting feedback helped grow me in more ways than I could imagine. Some people had no valuable feedback because I wasn't in their field and they would give general comments about my presenting, whereas those who were in the field could give precise feedback on how my poster or oral presentations were different from the winners.

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Most people are sensitive to criticism and the result is that they are not capable of adequately listening to the criticism and determining if it is actually helpful or coming from a malicious place. Criticism is important, but it must be constructive. Being able to determine which criticism is helpful and which isn't is an important skill to hone. If the criticism is from someone who has invested in your growth over time, it is valuable, whereas if someone is not giving a lot of energy, they're criticism is not valuable.

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Everyone involved has a growth mindset.

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A culture of fear prevented a culture of feedback from taking shape.

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A culture of fear prevented a culture of feedback from taking shape.

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The Lake Woebegon effect: "...where all the women are strong, all the men are good-looking, and all the children are above average." We don't like thinking of ourselves as "average", and that can make it hard to have constructive conversations intended to support someone's review of their actions and identify steps for moving forward.

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Giving and receiving feedback can be a valuable experience when expectations of learning are concrete and clear..

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Midwest nice-- collecting honest feedback on your performance can be challenging. People want to be perceived as "nice" and this can often get in the way of good old fashioned honest criticism, especially if it might initially hurt the recipient a little.

Emotional balance of recipient to receive feedback, both positive and negative, in a mindset of personal growth. In my experience, many people struggle with separating performance evaluation as differing from a personal/emotional/personality assault. Too often what is meant as a nudge to help them grow is perceived as a barb.

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I don't believe I've ever found myself in an environment where all parties are comfortable with giving and receiving feedback. I've often felt awkward asking for feedback. And on when on the other end of the exchange, it can be quite difficult to craft a means of delivering constructive criticism to help the recipient improve their performance and grow.

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Both parties have confidence in creating a culture where constructive feedback is encouraged, welcomed, sought after, and received in a positive and affirming manner

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Making explicit space for connection
Providing stems
Practicing/role playing scenarios

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When we work through hard things together, we build a relationship and trust to be able to give all sorts of feedback.

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When we work through hard things together, we build a relationship and trust to be able to give all sorts of feedback.

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People find essential giving and receiving feedback to growth and meeting needs of the community

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People find essential giving and receiving feedback to growth and meeting needs of the community

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Something like "unconditional positive regard" without venturing into "midwest nice" territory described to the left: knowing that feedback is being presented and received without fear that the feedback alone will have disruptive consequences.

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Connection and personal development. Creating a space where boundaries are acceptable, and having clear guidelines of what is expected. This makes knowing what needs to be done accessible to all and not up for debate based on a person's bias.

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Mental health and agreeableness. If someone is a people pleaser or doesn't have the tools to set boundaries, barriers to receiving or working on feedback that feels genuine can be difficult.

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conversing with another person not in my office or in a formal setting. Sitting somewhere that has a neutral feeling and allows us to have a more informal approach to decrease the anxiety of receiving negative feedback. Offered a written version of the feedback and discussed steps that were to be taken to make the collective successful.

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Fostering a relationship in the environment that understands that no person is being judged, but being offered another way to consider materials. A place for people to understand all feedback stems from a positive intent mindset.

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Provide resources for effectively giving and receiving feedback. Many people have had bad experiences and would benefit from additional information before being expected to participate. Be transparent about expectations around both giving and receiving feedback, asking the entire group for input when appropriate to the situation.

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Separating feedback from evaluation:
While most courses use grades as a method to provide feedback on understanding of the course, a graduate class I took had several stages of an assignment, where we would submit a first iteration, get a critique of it, submit a peer critique for 2 other students in class (and receive peer critique from 2 other students), re-do the assignment taking the critiques into account, resubmit and get instructor feedback, and finally submit a last iteration. Evaluation for a student was distributed across the three submissions as well as the peer critiques they submitted, so as to encourage good work in each stage.

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(1) from teacher to student: an understanding that the educator will provide constructive feedback/critique of a student's progress, within and outside of evaluation/grades.
(2) from student to teacher: providing avenues for students to periodically assess what worked for them and what didn't, fostering an environment where teaching/learning are two sides of the same coin.

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There has to be psychological safety as a foundation for a productive culture of feedback. From there, it is a culture where ideas and thoughts can be openly exchanged without fear of retribution or revenge

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Leader of group should set expectations and guidance on how/when/why to provide feedback. One expectation should be that feedback is kind - with the purpose of improvement (not to berate or belittle)

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Role model the behavior(s) you are seeking to encourage in others

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preface a conversation with something like: "I have some feedback that I would like to share with you, is now an ok time to provide that?" Make clear to students or colleagues that when assignments are submitted or documents are shared, that is an opportunity for feedback and should be expected

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Power differentials / hierarchy creates barriers to culture of feedback; experience where the "lower" person feels obligated to gracefully receive feedback; however, the "higher" person is not receptive nor seeks out feedback

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Establish guidelines early on. Provide a template/system/lesson on how to provide effective feedback. Provide feedback early and often. Make sure to deliver critical feedback effectively so as to not link it with negativity.

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If I'm entering into a new group, I usually feel like I don't know enough to start establishing guidelines for the rest of the group. If everyone in the group is a new member, I find it's hard to establish guidelines for feedback when you wait until the last minute to do so. Also, some people don't always seem as receptive/open as I am, so it takes courage to communicate with these people.

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In my research group, I have regular meetings with my advisor where we discuss my goals and whether my current trajectory coincides with that. They are usually casual, encouraging meetings.

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People seek and offer feedback, both positive and critical. There's not a negative association with critical feedback. There are transparent, regular intervals at which people are evaluated for feedback. There can also be established guidelines for which a person is assessed on.

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transparancy of how the feedback is used (tangible examples), efficient processes, ask direct questions that the students are qualified to answer.

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No one wants to be the first person to speak up, and no one likes to be put on the spot

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Creating a succinct process in which everyone is given time to fill out the feedback and doesn't take very long

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People feel comfortable both giving and receiving feedback as part of the learning process

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Students understand the importance of feedback for them and their performance/experience in the class

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Small and frequent doses of good and bad instead of big and infrequent messages that only focus on the negative.

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A relationship where reciprocal give-and-take of honest, caring feedback is invited, encouraged, and expected.

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Difficulty sharing feedback when the person does not have good coping skills to receive it without becoming upset. How do we create a sense of normalcy in regularly giving and receiving feedback without taking things personally?

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Lack of people knowing how to provide truly constructive feedback (vs. just complaining about something).

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Setting expectations in the beginning of employment is key. It allows for transparency and an effective work environment for all parties.

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As a young female instructor, I solicited feedback from a large class about my teaching.  I feel like it gave many students the idea that I didn't know what I was doing or did not have control over the classroom.  My male colleague who did the same thing in his class did not get the same comment about or "inexperience" in his student evals.  Is it a gender/age thing or is there a "right way" to ask for feedback that does not undermine authority?

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Actively listening, empathizing with others, clearly communicating, and practicing good conflict resolution skills.

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1. Attitude. One person on the team not pulling their weight or hasving a bad attitude about something influences how the rest of the team feels; people can shut down.
2. Turnover. Constantly getting new people in the work environment and them not staying long affects those who do stay; remaining members may feel on edge.
3. Communication. Bad communication will result in people not trusting each other/knowing what needs to be done.

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Essentially a place for growth without judgement. People know they will be heard and feel comfortable asking questions, bringing up ideas and concerns, and expressing themselves in a work environment.

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Developing trust by demonstrating transparency of the process of change based on feedback.

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The number one barrier in my opinion is too many questions.  If the educator is not going to change something, they should not ask for feedback about it.

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I don't think I have been in many successful cultures of feedback.  In most cases, my feedback has been ignored and I have asked too many questions to respond to all of the feedback.

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A successful culture of feedback means that both sides are contributing to an improved product.  Students spend time providing their opinion and educators make changes in response to their feedback.

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I co-teach a class in which we collect feedback after every module (6-8/semester) which has helped shape a course that gets consistently high reviews at the end of a semester