This summer, several faculty members participated in CDIL’s working group, “Unlocking the Potential of Peer Feedback,” to explore how to best incorporate peer feedback into their teaching practice. Among them was Dr. Michelle Brooks, Assistant Director for the Boston College Prison Education Program, who shared her experience of developing a project in the working group to help students build community, gain confidence with learning technologies, and prepare for their transition to classes on the Chestnut Hill campus.

Why did you want to join this working group?

I joined the working group because it presented a chance to help transition my students from the Prison Education Program to the Chestnut Hill campus. My goal was to provide them with hands-on experience using new learning technologies. Collaborating with Boston College faculty and specialists from the Center for Digital Innovation in Learning allowed me to develop a strong assignment while also gaining insight into the types of coursework that my students will encounter in future classes.

What did you think you were going to do as your project at the beginning of this experience?

I knew that I wanted to revamp an in-class peer feedback activity for an analytical essay. I planned to convert this existing exercise into a Feedback Fruits assignment, creating a low-stakes environment for students to become familiar with the platform. I wanted to give them a chance to practice their academic writing skills, learn to navigate Canvas and Google Docs, and find support in a collaborative community. The community piece is especially vital for returning citizens as it fosters the co-learning that is essential for success post-release.

What did you ultimately decide to do? Why?

Thanks to the training and support I received, I did utilize Feedback Fruits for the peer review activity. While I initially found the platform’s interface challenging, the working group provided a space for me to experiment with its different functions and gain the confidence to fully integrate it into my course for the fall 2025 semester. This guided exploration was central to moving my project from an idea to a successful assignment.

What’s something you learned that you didn’t expect at the beginning of this experience?

My overall approach to peer feedback has improved. One of the working group sessions was devoted to optimizing peer feedback prompts and setting corresponding assessment criteria, which led me to enhance my assignment. I updated all of the activity’s prompts and diversified the type of feedback students could provide. I preloaded a rubric into Feedback Fruits so students could rate the essays based on things like the strength of the argument and use of textual evidence. I also added separate sections for students to offer more constructive, comment-only feedback. The result was a better roadmap for revisions and a more reflective experience for both the writer and the reviewer.

What do you hope the impact of your work will be on students?

Most students from the Prison Education Program have not utilized learning management systems before, as their classes were conducted without internet access. My hope is that this project will reduce the barrier of technology to their education. By working together on this new platform, they will become more comfortable using Feedback Fruits and other online tools so they can confidently navigate their future classes and academic life on campus.

What’s one piece of advice you would give to colleagues who want to incorporate more peer feedback into their classrooms?

It’s very important to articulate the benefits of peer feedback to students for their buy-in. Before a peer review assignment, dedicate some class time to discussing how participation in any community, whether academic or personal, depends on the ability to give and receive constructive feedback.