In any successful baking process, two things are essential: clear instructions and tasting as you go. The same goes for a successful college course. That’s why having a communication plan and a feedback plan is so important—for both you and students.

🧑‍🍳 Communication Plan = Your Recipe

Just like a baker needs to know what ingredients to use and when to use them, students need to know what to expect in their class, how to get support, and where to look for guidance. A communication plan helps students stay coordinated and connected:

It sets clear expectations, so students are not left wondering when something is due or how to contact me.
It helps students stay organized and reduce confusion, especially when juggling multiple classes.
It ensures that students always know where and how to find support, so small issues don’t turn into big setbacks.

🧺 I Have A Welcome Communication Plan, Now What?

I would encourage you to take time today to consider the following: Is your communication plan a one-way-street? Do you insist that students reach out to you? How can you reach out to students? How do you know if your communication plan is effective? Are there things that could change? Do you have opportunities for "check-in" points? Have you surveyed students to ask how they want to be communicated with?

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🥐 Feedback Plan: Tasting the Batter

No baker waits until the cake is out of the oven to find out if it tastes right—and in learning, the same logic applies. A feedback plan is essential because:

It gives students timely insights into how they're doing, so they can adjust before major grades are finalized.
It creates space for growth and improvement, not just evaluation.
It promotes active learning, where students understand what’s working, what isn’t, and how to get better.

🧺 I Have a Feedback Plan, Now What?

I would encourage you to take time today to go through your feedback plan and consider the following: Do you describe where and when students should expect feedback? Do you suggest what students should do with the feedback and why it matters? Do you follow your feedback plan or does it need to adjust? Are there opportunities for students to respond to the feedback?

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