Author: Lang, J. M.
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Advice: Should We Stop Grading Class Participation?
Author(s): Lang, J. M. Date: 2021 Publication: The Chronicle of Higher Education Citation: Lang, J. M. (2021). Advice: Should We Stop Grading Class Participation? The Chronicle of Higher Education. https://www.chronicle.com/article/should-we-stop-grading-class-participation?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_2205198_nl_Academe-Today_date_20210412&cid=at&source=ams&sourceId=5192809. Section on webpage: Grading Tenets: Using technology intentionally to build communities and enhance learning. Annotation: In this article, the author describes his experience with grading class participation and explains why he no longer factors participation into grades. He gives several reasons including that grading participation is subject to implicit bias, is a subjective measure as some students may be extroverts while others may be introverts, not all comments bring the same value to a class, grading participation can increase stress for some students, and teachers’ memories of participation are imperfect. He provides alternative ways to make sure students voices are heard in the classroom. -
Building an Authentic Introduction (using AI)
Author(s): Lang, Julia Date: 2023 Publication: Taylor Your Life, Tulane Citation: Lang, J. (2022, March 1). “Building an Authentic Introduction (Using AI),” from Taylor Your Life, Tulane University. Section on webpage: Annotated Assignments Tenets: Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Annotation: -
Advice: Should We Stop Grading Class Participation?
Author(s): Lang, J. M. Date: 2021 Publication: The Chronicle of Higher Education Citation: Lang, J. M. (2021). Advice: Should We Stop Grading Class Participation? The Chronicle of Higher Education. https://www.chronicle.com/article/should-we-stop-grading-class-participation?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_2205198_nl_Academe-Today_date_20210412&cid=at&source=ams&sourceId=5192809. Section on webpage: Grading Tenets: Using technology intentionally to build communities and enhance learning. Annotation: In this article, the author describes his experience with grading class participation and explains why he no longer factors participation into grades. He gives several reasons including that grading participation is subject to implicit bias, is a subjective measure as some students may be extroverts while others may be introverts, not all comments bring the same value to a class, grading participation can increase stress for some students, and teachers’ memories of participation are imperfect. He provides alternative ways to make sure students voices are heard in the classroom.