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Health promotion teaching and learning is informed by the competencies of our profession, and importantly, it involves continually improving our practice so that, in turn, we improve the learning experiences of our students. The student voice is pivotal to this teaching and learning opportunity, and while we might seek student feedback after we have finished teaching a course, it is less common to obtain feedback in a regular and routine manner throughout the delivery of the course. This is a lost opportunity for students, teachers, and for health promotion practice. One mechanism to redress this gap is the use of "time-critical-feedback," which involves a teacher undertaking the collection, analysis, and use of information about the learning experiences of students after each in-class or online session. Crucially, as a form of student-to-teacher feedback, time-critical-feedback can enable us to understand the impact of our teaching through the eyes of our learners, resolve concerns more quickly, enhance the joy of teaching, increase student engagement, and strengthen student voice. After all, our learners are the eyes, ears, and hearts of our impact. [ABSTRACT FROM AUTHOR]

Highlights from the article: Scaffolding on the work of [1], [4], and others, [5] contend that the scholarship of teaching and learning must adhere to key characteristics of scholarship more generally. The best health promotion pedagogy accounts for the needs of specific students, and specific cohorts of students, and is therefore varied. Many classes already have students from a variety of national, ethnic, class, and religious backgrounds, so many health promotion pedagogy scholars are already accustomed to cross-cultural communication. Examination of student heterogeneity is important in pedagogical scholarship because it recognizes that student perspectives will not be uniform.