Monthly Archives: October 2022

Ungrading, a post by Erica Dolson

For the last year, I’ve read about, reflected on, and even tried ungrading practices in some of my classes.

Ungrading removes grades from a course to emphasize learning.  The goals/hopes of this practice are two-fold:

  1. That removing the reward of a grade will help students find intrinsic motivation in their coursework.
  2. That removing the pressure of a grade will give students the freedom to take risks and fail.

Instead of grading each assignment, instructors provide feedback and opportunities for revision.  Throughout the semester, students also reflect on their learning and course engagement.  At the end of the semester, the instructor and student meet to discuss the student’s work and decide on a grade that reflects their learning.

I’ve used ungrading in two creative writing courses (a survey course and my creative writing-themed First-Year Seminar).  In many ways, the practice has reinvigorated my teaching, especially when students talk about the freedom they feel as they write.  In other ways, the practice has posed challenges; I sometimes struggle to trust students’ own assessment at their learning and wonder how much I should intervene in the grading process.

The new ungrading module in the Faculty Development Canvas course is designed for anyone interested in trying ungrading or just looking for more information.  The module includes the following sections:

  • “How and Why to Ungrade”  — This section provides background and answers questions on ungrading. It also provides some research on traditional grading practices.
  • “Expert Practitioners” — This section links to the websites of Susan Blum and Jesse Stommel. These two teachers and researchers have written about their own experiences with ungrading and provide many resources on the practice.
  • “Reflections on Ungrading” — This section shares articles addressing the benefits and downsides of ungrading practices.
  • “Ungrading in STEM Courses” — While ungrading seems like a more natural fit for creative classes, this section provides information about and first-hand accounts on integrating ungrading practices in the STEM fields.
  • “Book Recommendations” — Ungrading: Why Rating Students Undermines Learning (And What to Do Instead), edited by Susan Blum, was an important resource for me as I began the practice of ungrading.  It includes advice, reflections, and first-hand accounts from teachers in all disciplines.
    This section links to the book and includes a sample chapter.
  • “Resources to Download and Adapt” — In the courses where I practiced ungrading, I used surveys and reflections to check in with my students about their learning and their reactions to ungrading.
    This section includes those resources for you to download and adapt as needed.
  • “Discussion on Ungrading” — Finally, this section includes a discussion board to share your questions, thoughts, and experiences with ungrading.

 

Upcoming Professional Development Opportunities

The Etown Teaching and Learning Design Studio is holding a number of professional development events this semester. Mark your calendar – you won’t want to miss these exciting learning opportunities!

Everyone Designs Series

Learner-centered experiences don’t just happen – they are built around a way of thinking that examines cognitive, social, practical, and strategic aspects of learning science to create solid opportunities for growth. This virtual how-to series offers synchronous one-hour brainstorming sessions where participants receive a brief overview of a design-centered issue and then explore innovative solutions. Facilitated by Crystal Donlan, these one-hour Zoom meetings are held at Wednesday and Friday mornings on the following schedule for October through December:

Leading from Any Level Series 

(Facilitator: Crystal Donlan, Instructional Designer & Online Learning Specialist)

The Leading from Any Level virtual roundtable series takes its focus on the premise that all members of the teaching and learning community– regardless of rank or status–possess leadership potential and professional authority. This series combines synchronous one-hour discussion sessions via Zoom in unison with an asynchronous mobile app to connect and inform the collective narrative on relevant professional growth topics. This learning experience takes place entirely from digital spaces, so participants can join from anywhere! Zoom meetings are held Thursday afternoons on the following schedule for October through December:

Quick Canvas Series 

Join Sharon Birch for Quick Canvas sessions. Each Zoom session consists of a 10-minute demonstration followed by time for questions.  For those of you who can’t make it, sessions will be recorded and posted in the Faculty Development site in Canvas.

Upcoming sessions will take place on:

Subscribe to News from the Teaching and Learning Design Studio for updates on the programming schedule. If you’d like to be on our 2022-23 professional development mailing list, please complete this form. And as always, you can contact the Studio at studio@etown.edu with any other questions or ideas you may have.​​​​​​​

Elizabethtown College Learning Design Fellowship program

The Etown Teaching & Learning Design Studio and the office of the Dean of Faculty and Associate Provost for Student Learning invite proposals to the Elizabethtown College Learning Design fellowship program. The program, which is intended to supplement rather than supplant existing professional development resources such as the Faculty Grants program and Professional Development Funds, is designed to afford individual faculty members the opportunity to advance their Scholarship of Teaching and Learning agenda and to serve as campus leaders in particular areas of focus. Areas of emphasis might include: interdisciplinary teaching and learning, integration of community-engaged learning, teaching strategies for challenging courses, advising and mentoring to promote student success, integration of diverse perspectives, organizational change, use of instructional technology to foster student engagement and/or promote economy of faculty time, online teaching and learning, etc.

Learning Design Faculty Fellow Expectations:

  • Attend quarterly meetings with the Etown Teaching & Learning Design Studio team during the fellowship appointment.
  • Implement a newly designed initiative in the Spring 23, Fall 23 or Spring 24 terms.
  • Showcase results and share expertise at an Elizabethtown College faculty workshop during the 23-24 academic year.
  • Create at least one deliverable (article, white paper, module) for faculty use and, ideally, for presentation to a professional audience.
  • Assess and evaluate the project and provide a summary report.
  • Act as a resource for faculty colleagues, the Professional Development Committee, and the Teaching & Learning Design Studio.

Eligibility. All full‐time faculty and instructional staff members in the traditional program or SGPS in any area or discipline are eligible to apply. Applicants must commit to attend all Faculty Fellows meetings or workshops, implement the proposal in the Spring 23, Fall 23 or Spring 24 academic terms, share expertise as part of the ongoing professional development offerings at the College, and evaluate and assess the project as part of a full report. Following completion of the Fellowship, Faculty Fellows are invited to participate in networking gatherings to meet and support incoming Fellows and to support the Teaching and Learning Design Studio and the Professional Development Committee as available.

How to Apply: Download the application attached to this post (Learning Design Faculty Fellows Program Call Oct2022 ) or send an email to studio@etown.edu to request an application. Applications may be submitted to studio@etown.edu .  All submissions must be submitted by October 31, 2022.