Who benefits when embedded students provide formative Feedback to instructors? Everyone!

Timely, formative feedback is just as important for instructors students. In this project, “embedded students” provided with through anonymized reports. Students associated the First2 Network NSF INCLUDES Alliance and enrolled in first or second year STEM courses volunteered to submit weekly reports documenting their ongoing experiences learning content, specifically chemistry math courses. Embedded students journaled about (i) hours devoted course, (ii) level of content mastery confusion, (iii) instructor pedagogy. Reports were sent instructors. Instructor work was limited agreeing receive reports, look them over, potentially use inform upcoming teaching. benefited by thinking class (metacognition) focusing week. Preliminary results from including changes students’ strategies instructor’s perceived reporting information, will be presented discussed. Anecdotal evidence indicates positive benefits both