Simply grading the final group output is insufficient, Lauren Vicker and Tim Franz write.

The most common rookie (and not-so-rookie) mistakes with alternative grading

Are your students motivated by opportunity or fearful of scarcity?

Insights from a survey at the University of Colorado Denver

We asked professors, students, and high-school counselors.

Excerpt: On being invited to write something informative or evocative. I really couldn't resist the temptation to be a little provocative and return to a theme that I have touched on before (Rust, 2007), and is a particular bête noir of mine. Although I have to admit that, given I have no reason to believe that what I wrote previously has had any discernable impact, there is a slight sense of futility even as...

Teaching

The work of teaching, assessing, and supporting our learners may feel more challenging recently. New barriers have cropped up alongside existing ones. How can we replace counter-productive responses with inclusive and equitable ones?

“Working on an essay on "rigor" in higher education, and boy howdy are there some real gems in the discourse:”

“@karenraycosta This is why we came up with Self Mapped Learning Pathways - it doesn’t have to be either/or. But people that were very focused on ungrading didn’t understand the need for the structured side of the idea. People with a strong focus on equity got it.”

In just a moment, faculty will begin (or continue) to think about designing their spring courses. This semester may be even harder for everyone than last semester b/c pandemic stress & trauma is cumulative. Here, then, is a 🧵on empathetic, inclusive course design. 1/x