Moving the classroom online can lead to microaggressions and other “acts of oppression” (Ortega et al. 2018; see also Kelly 2013), which can leave students feeling marginalized or socially threatened, negatively impacting their learning (Petriglieri 2011; Purdie-Vaughns et al. 2008). How can we ensure that our online classrooms remain safe spaces for students to learn together? My suggestion: Create multiple formative feedback mechanisms that ensure ongoing and safe outlets for students to express feedback. Just as we add formative assessments alongside our summative (evaluative, end-of-class) assessments (Hattie and Timperley 2007), we should also add formative feedback mechanisms to our summative course evaluations. I’ll share the four mechanisms I created in my Fall 2020 classes: multiple part-time TAs, Canvas Exit Tickets, an always available anonymous Qualtrics survey, and CTEC custom questions on the success of the class in creating a “safe and respectful learning environment,” “positive connections with peers,” and a “positive relationship with your instructor.” In addition to midterm and end-of-semester evaluations, these feedback structures made me feel more comfortable knowing that I could be alerted if there were any issues of cultural sensitivity or other concerns.
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