Teaching

I’ve been doing an awful lot of thinking lately about incomplete grades. Namely, this: How many incomplete grades can and/or should an instructor award before it becomes excessive? As I started thinking about this blog post a few days ago, I did some Googling around to see if there were other like-minded academics mulling over …

On Monday, I wrote about my initial forays into ungrading in the spring semester; yesterday, I thought about some lessons learned in that effort. Today, I want to focus more on the nitty-gritty aspects of how I piloted this strategy last semester, with some very specific examples of how I implemented an ungrading-inspired (but not …

Yesterday, I wrote about my initial foray into ungrading, inspired by the fabulous collection of essays Susan Blum edited, Ungrading. Today, I’m excited to share some lessons learned from my spring experimentations, ones that are particularly meaningful as I start planning for my summer semester, fully online course, which begins June 1. A look back …

Over my winter break, I read Ungrading, a collection of essays on the hows and whys of implementing this feedback-centered pedagogy in college classes (edited by the brilliant Susan Blum). It was then hot off the presses, and I devoured the book in a matter of a few days, armed with a highlighter, a stack …

A couple of weeks ago, I caught most of Josh Eyler‘s talk to Plymouth State University’s OPEN CoLab about building a post-pandemic future for higher ed. (missed it? You can watch the excellent talk here.) There were a dozen fruitful threads that emerged from his talk — and the incredibly active chat and live-tweeting that …

On May 7, my college hosted a 100 Day Countdown kickoff event — it was (basically) 100 days before the fall semester begins. I was honored to be invited to share a few faculty thoughts on our college’s move to (mostly) 7-week classes in the fall semester, and the whole thing was captured on a …