Certificate in University Teaching Skills

Faculty Mentor Feedback Form (Video Recording of Teaching)

Mentor: Cynthia Rubbelke

Participant: Lindsey Joyce

Date: 10/24/16

The primary purpose of this form is to provide a provisional structure to the conversation between the mentor
and the Certificate participant about the video recording of teaching. Answers to the questions should be
provided by the mentor, and we encourage the mentor to ask these questions of the participant also, as part
of a dialogue about teaching specific to the participants experience and discipline. The participant will
include this form with his/her final portfolio.
Note: While this form is a required piece for the final portfolio, its content will not be evaluated.
Areas for specific formative feedback:
What did you notice about the instructors plan, lecture or activity, and interactions with students?
The recorded session(s) were simulation debriefing sessions. The classroom setup was a small conference
room with 3 students at a circular table. The session therefore was a more relaxed environment than a
classroom/lecture hall with many students. Lindsey appeared comfortable in her interactions with the
students and gave them direct eye contact while speaking with them. I thought it was very helpful that she
used stories of real live nursing scenarios to help the students relate to what they were experiencing in
simulation. She listened well and provided constructive criticism. I viewed 2 separate debriefing sessions.
During one of the sessions she allowed the students the opportunity to start off the session with explanations
of how they felt they performed. This is a good tactic for simulation debriefing. She had good questions for
the students which made them think about their responses and their actual behavior during the simulation.
She provided positive feedback as appropriate.
How do the things you noticed contribute to or distract from student learning in the class?
Lindsey does tend to use hand motions frequently while talking with the students. I am not sure if this is a
distractor to the students or not, but I do know that Lindsey is self-conscious about this so it may be a
distractor for her.
Creating eye contact with the students in this small setting was quite valuable. Providing positive feedback
and constructive criticism is also important to student morale. Overall in simulation students often tend to
dwell on what went wrong in the simulation. This simulation was no exception to that, but Lindsey handled
the situation quite well. The students had made a medication error and discussed it during the debriefing
session. Lindsey was able to talk the students through this situation and use it as a learning experience for
them rather than a negative experience.
How does what you observed compare to general teaching practices in the discipline?
Simulation debriefing is not an easy process and like all teaching takes time and practice to develop. As a
novice debriefer Lindsey has made important first steps. The most difficult part of debriefing is allowing the
participants to do most of the talking. One area of improvement for Lindsey would be to provide more
questions that require reflective thinking and do not allow just a yes or no response. Her use of stories
however, is very helpful for the simulation setting.
Additional comments:
I enjoyed observing Lindseys sessions and discussing them with her. I think that with more time and practice
she will develop strong debriefing skills. She is eager to learn and takes constructive criticism well.

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Reinert Center for Transformative Teaching and Learning

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