Authors
Leah M. Ridgway, School of Electronic Engineering, Faculty of Engineering and Computing, Dublin City University, Ireland; Aled W. Davies, Department of Civil Engineering, School of Engineering, Cardiff University, United Kingdom; Greg McNamara, School of Mechanical and Manufacturing Engineering, Faculty of Engineering and Computing, Dublin City University, Ireland; Brendan Hayes, School of Electronic Engineering, Faculty of Engineering and Computing, Dublin University, Ireland; Ceri Morris, Academic and Student Support Services, Learning and Teaching Academy, Cardiff University, United Kingdom
Synopsis
Effective feedback is a fundamental part of any educational process, enabling reflection, action, and future improvements to be made by the learner. Feedback-literate students are able to recognise different forms of feedback, manage their feelings and emotions when receiving feedback, capable of acting upon feedback, and able to make evaluative judgements on the quality of their own work and that of others. In university settings, assessment and feedback are often presented together; the importance of combining learning, assessment, and feedback in integrated curriculum design is discussed. Guidance for what makes effective feedback is presented for educators grounded in student-centred models of feedback which go beyond task-level comments and grades. Feedback is a learning dialogue where diverse student populations need clear and appropriate feedback to achieve their potential. Having established the features of good feedback, these are expanded into methods to develop feedback skills in students, with specific example interventions highlighted in a manner which supports educators to implement them in their own curriculum.
Author Biographies
Leah M. Ridgway, School of Electronic Engineering, Faculty of Engineering and Computing, Dublin City University, Ireland
Ridgway, Leah M. (0009-0006-9296-9231) is an Assistant Professor within the School of Electronic Engineering at Dublin City University, Ireland. They specialise in teaching and research in electronic engineering involving early-stage undergraduate cohorts with a particular interest in conceptual understanding and spatial abilities.
Aled W. Davies, Department of Civil Engineering, School of Engineering, Cardiff University, United Kingdom
Davies, Aled W. (0009-0008-9972-117X) is Director of Postgraduate Teaching and Reader at the School of Engineering at Cardiff University, UK. He is a Senior Fellow of the Higher Education Academy and is active in pedagogical research concerning inclusivity, feedback, teamwork, transdisciplinary collaboration, and PBL.
Greg McNamara, School of Mechanical and Manufacturing Engineering, Faculty of Engineering and Computing, Dublin City University, Ireland
McNamara, Greg (0000-0003-1150-5111) is an Assistant Professor in the School of Mechanical Engineering at Dublin City University, Ireland. Key research interests include water and energy systems, and he is chair of a flagship engineering programme that has embedded transversal skills and CBL as part of its learning strategy.
Brendan Hayes, School of Electronic Engineering, Faculty of Engineering and Computing, Dublin University, Ireland
Hayes, Brendan (0000-0003-3907-1482) is an Assistant Professor within the School of Electronic Engineering at Dublin City University, Ireland. He researches in electronic engineering with a particular interest in the specific challenges and support required for international students.
Ceri Morris, Academic and Student Support Services, Learning and Teaching Academy, Cardiff University, United Kingdom
Morris, Ceri (0000-0001-8127-1010) is Lead for the Senior Fellowship Programme at Cardiff University, UK. She is a Senior Fellow of the Higher Education Academy, having interests in post-compulsory education and education development, inclusive pedagogy, assessment and feedback, and disability. She is passionate about enhancing inclusive education in HEIs.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Ridgway, L. M., Davies, A. W., McNamara, G., Hayes, B., & Morris, C. (2026). Feedback for Learning in the Engineering Disciplines . In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 277-297). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.67
