Kate DeMello

Gordon College, Provosts office, Director of Digital Learning

Zbc, Christian Education, Adjunct

Northcentral University, School of Education/Graduate & Doctoral Studies, Alumna

Gordon-Conwell Theological Seminary, Theology, Alumna

Northpoint Bible College and Graduate School, General Education/ Bible & Theology, Faculty Member

Gordon College, Provost, Director of Digital Learning

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Though my titles are many, I will always be a teacher at heart. There is nothing like seeing growth and transformation in students through teaching and mentoring. Everything else that I do, whether it's professional development, research, or curriculum development for online courses, is always rooted in a deep desire for students to be transformed through engaging learning experiences.
My students are my most prized professional legacy.
I learned a lot through the completion of my PhD in Education, and not only about education. I am so curious about life and learning and love opportunities to share what I have learned with others. I am currently seeking opportunities to speak and share what I have learned about teaching in Higher Education at conferences and seminars. I am looking forward to building upon educational research in my lifelong pursuit of learning.

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Educational Resarch by Kate DeMello

Student Metacognitive Responses to Feedback: A Multiple Case Study

This study explored how undergraduate students perceive, self-regulate, and respond to feedback f... more This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their submissions. The specific problem was that students often lack the metacognitive regulatory skills to implement the feedback they receive. Subjects for this study were a sample of instructors at a private Bible college who provide quality feedback on written work and their undergraduate students. This qualitative multiple case study approach examined student’s perceptions of feedback from instructors on written drafts through think-aloud sessions. Student revisions of their drafts following feedback were compared to previous drafts using document analysis. Finally, semi-structured interviews took place to investigate how undergraduate students perceive, self-regulate, and respond to feed up, feed forward, and feed back from their instructors.

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Papers by Kate DeMello

Student Metacognitive Responses to Feedback: A Multiple Case Study

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Student Metacognitive Responses to Feedback: A Multiple Case Study

Kate DeMello

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Educational Resarch by Kate DeMello

Papers by Kate DeMello

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