Building Understanding of Instructor Feedback: Laying Groundwork for Professional and Technical Communication

摘要

This paper re-examines PTC’s basic pedagogical practices to ensure that they are grounded in data-driven research. PTC has little empirical data about how instructors align their pedagogical strategies with their goals for students’ learning, especially in PTC service courses. To do this, I outline PTC’s pedagogical goals and develop an evaluative framework to measure how well specific pedagogical practices meet those goals. I include an example of how this evaluative framework can be used to measure the effectiveness of instructor feedback on students’ resumes and cover letters. Without further examination of our teaching practices, we could be missing opportunities to engage students and improve PTC pedagogy.