This episode features Chris Pastore, PhD, and an in‑depth conversation on intentional feedback as a cornerstone of effective teaching and learning. Drawing from decades of experience in engineering education, faculty development, and transdisciplinary practice, Dr. Pastore discusses how feedback can evolve from a simple correction to a powerful tool for learner growth and metacognition. This episode offers educators concrete techniques for balancing critique with encouragement, modeling vulnerability, and creating spaces where students feel safe to grow.

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Guest: Chris Pastore, PhD

• Role: Professor of Transdisciplinary Studies and Engineering; Assistant Provost, Faculty Development: Nexus Learning and Classroom Pedagogy Center for Faculty Development & Nexus Learning
• Expertise: Pedagogy, sustainability, composites, & textiles

Quote from the Episode:

“[…] what is the purpose of your feedback? Is it to correct the student, or is it to guide the student? It’s easier to correct a student, but it’s probably not as useful to the class experience.” – Chris Pastore

Getting Started:

• Approach feedback as a tool to guide students’ learning rather than simply identifying mistakes.
• Use short video/audio feedback in Canvas for a faster and more personalized feedback process.
• Ask students to reflect on resubmissions, identifying what they did to improve their work.
• Develop a feedback turnaround plan that you can maintain throughout the semester.
• Encourage a growth mindset in class and normalize that learning new material takes time and mistakes will be made.
• Contact usto talk about providing effective feedback to students.

Terms to Know:

The terms below are mentioned in the episode, and for context and clarity, we’ve provided brief definitions of potentially unfamiliar terms you may hear.

Authentic Assessment: An assessment that requires a student to apply their learning to new situations, which requires them to determine what information or skills they have learned in the class most relevant to solving the problem. These assessments focus on complex real-world scenarios and the constraints they entail.

Feedback: A response provided by faculty or mentor to students to guide their learning. It can take several forms, from written, to verbal, non-verbal, or digital.

Learning Styles Myth: The idea that there are stable, consistent methods by which individuals take in, organize, process, and remember information (e.g. Visual, Auditory, Read/Write, and Kinesthetic), and by teaching those methods, students learn better. There is no empirical support for this claim.

Metacognition: AKA “thinking about your thinking”. It refers to the knowledge a student has of themselves and how they learn to direct their learning. This process allows students to identify knowledge gaps, recognize when they are having difficulty learning new information, and incorporate new knowledge.

Muddiest Point: A formative assessment technique that involves students pointing out what they were most confused about and explaining what was “muddy” in the lesson.

Selected Resources:
The Learning Curve team curated this list based on university resources or guest recommendations.

1. The Power of Rubrics: Helping Learners & Instructors – Academic Commons
2. Angelo, T. A. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers. Jossey Bass: San Francisco, CA
3. Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE.
4. Canvas LMS – How to leave feedback comments
5. Darby, F., & Lang, J. M. (2019). Small teaching online : applying learning science in online classes. Jossey-Bass, a Wiley Brand.
6. Office of Curriculum, Assessment and Teaching Transformation – University at Buffalo. (2026). Feedback. University of Buffalo. https://www.buffalo.edu/catt/teach/develop/teach/feedback.html
7. Academic Commons Upcoming Workshops and Events