Feedback is critical to our learning, growth, and development as scholars. Yet, for many in academia, critical feedback has a negative connotation and evokes varying levels of defensiveness because it has become synonymous with criticism and error corrections more often than not. This negativity bias may cause students to lose sight of the more capacious meaning of “critical,” which also includes being indispensable, essential, and important. So, how can we develop our capacity to thwart our negativity bias and engage with feedback in ways that are more constructive and generative? The chapter identifies three tenets of critical feedback and associated tips about receiving, responding to, asking for, giving, and reflecting on the process of sharing feedback. It concludes with a few final takeaways for the doctoral student, including a few questions to ask in the process of drafting the doctoral dissertation.
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