The session studied an example of a lecturer responding in a defensive way to feedback from students, as written up in Bruce Macfarlane’s Teaching with Integrity: The ethics of higher education practice (2004). It was a great reminder of the need to incorporate students’ input into course design, and to seek their feedback throughout their learning journey, not just at the end, which effectively becomes a form of academic capitalism as described in Sheila Slaughter and Gary Rhoades’ Academic Capitalism and the New Economy: Markets, State, and Higher Education (2009). As we approach making observations on each other, it was equally a reminder to frame these in such a way as to be constructive for our paired peer.