Ever felt like grading processes risk undermining our teaching efforts, both in relation to student learning and instructor motivation? Is Teaching More by Grading Less (or Differently) possible? How might Improved Grading Make Classrooms More Equitable and manageable for both our students and ourselves? When students are more concerned about the grade earned on an assignment rather than about improving their knowledge and skills, we may find ourselves fretting over how many points to assign rather than focusing our energies on actually supporting their attainment of learning goals. 

If you’re interested in exploring grading strategies that reduce anxiety, increase transparency, and encourage consistently meaningful learning, join Julianna Golas (HDF & ATL Affiliate) and Anna Santucci (ATL) and for these facilitated discussions around the book Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) by Susan D. Blum.
 
Participants will receive their own free copy of the book, permanent access to additional resources, and $250 in professional development funds to support implementation in one of their courses if they elect to submit a brief project.
 
Location: Tyler Hall 225 (we will pivot to remote sessions if needed)
Mondays 9:00-10:15 on: Feb 28th, Mar 7th, Mar 21st, & Mar 28th
(50 minute workshop from 9:00-9:50 followed by individual working time and consultation with the facilitators from 9:50-10:15)
 
Apply by Sunday, January 30, 2022: click here