Higher education faculty know the value of providing formative feedback to students. They recognize that feedback that provides actionable information promotes deeper learning. Faculty are also accustomed to receiving feedback from a variety of sources, including from peer reviews, their department head or chairperson, students in course and instructor evaluations, and sometimes even their institution’s promotion committee. Feedback, when provided in a nonjudgmental manner, helps promote professional growth and is usually welcome.
From “Rename and Remain” to “Reframe and Regain”: Reimagining Campus Inclusiveness
In my last article, I highlighted the crucial strategies of “person-first” and “targeted universalism” amid the wave of anti-DEI legislation in higher education. Initially, many of us embraced a “rename
Molly Kerby
July 7, 2025
