Tenet: Building equity, trust, mutual respect, and support.
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“It made me feel like it was okay to be wrong”: Student experiences with ungrading
Author(s): Gorichanaz, T. Date: 2022 Publication: Active Learning in Higher Education Citation: Gorichanaz, T. (2022). “It made me feel like it was okay to be wrong”: Student experiences with ungrading. Active Learning in Higher Education, 0(0). https://doi.org/10.1177/14697874221093640 Section on webpage: Ungrading Tenets: Annotation: An interpretive phenomenological analysis study of college students’ experiences with ungrading. In this study, ungrading is defined as a form of reflection-based self-evaluation. By following along with 8 students, researchers were able to denote 4 popular themes: de-gamification, time for reflection, rich communication, and a learning community. -
Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors
Author(s): Pittman, C. & Tobin, T. J. Date: 2022 Publication: The Chronicle of Higher Education Citation: Pittman, C., & Tobin, T. J. (2022). Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors. The Chronicle of Higher Education. https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_3666147_nl_Academe-Today_date_20220208&cid=at&source=ams&sourceid= Section on webpage: Ungrading Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Annotation: This article examines the ways in which instructors without institutional or cultural authority are impacted by inclusive teaching practices. The article highlights how instructors without institutional or cultural authority may face additional resistence and incivility from students when implementing inclusive teaching practices. The article then goes on to recommend ways in which the benefits of inclusive teaching can be balanced with the inequalities faced by some instructors. -
Syllabus that models using class blogs and Twitter as an assignment
Author(s): Puotinen, S. Date: 2010 Publication: University of Arizona Citation: Puotinen, S. (2010). Syllabus that models using class blogs and Twitter as an assignment. University of Arizona. https://undisciplined.room34.com/wp-content/uploads/2012/10/fempedsyllabus10.pdf. Section on webpage: Blogs and Social Media Tenets: Building equity, trust, mutual respect, and support. Annotation: -
Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning
Author(s): Roth, J. Date: 2008 Publication: Atlantis Citation: Roth, J. (2008). Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning. Atlantis. https://journals.msvu.ca/index.php/atlantis/article/view/580. Section on webpage: Blogs and Social Media Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Examining the “why” in addition to the “what”. Creating cultures of care in online classrooms. Annotation: This exploration of blogs as a tool for enhancing feminist participatory learning is situated within extant technofeminist debates and grows out of assignments in a feminist cultural studies class. -
Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy
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A People’s Archive of Police Violence in Cleveland
Author(s): A People’s Archive of Police Violence in Cleveland Date: Publication: Citation: A People’s Archive of Police Violence in Cleveland. https://www.archivingpoliceviolence.org/. Section on webpage: Decolonizing Archives, Digitized Collections, and Digital Humanities Tenets: Building equity, trust, mutual respect, and support. Annotation: A People’s Archive of Police Violence in Cleveland collects, preserves, and shares the stories, memories, and accounts of police violence as experienced or observed by Cleveland citizens. -
Mapping and Reconstructing Mau Mau Camps around Kenya
Author(s): African Digital Heritage Date: Publication: Citation: African Digital Heritage. “Mapping and Reconstructing Mau Mau Camps around Kenya”. http://africandigitalheritage.org/reconstructing-mau-mau-camps/. Section on webpage: Decolonizing Archives, Digitized Collections, and Digital Humanities Tenets: Building equity, trust, mutual respect, and support. Annotation: A digital reconstructions of former detention camps around Kenya, interviews with Mau Mau veterans and survivors of the Emergency period in Kenya, and other digital assets to help interpret, understand and visualize this past. -
Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)
Author(s): Blum, S. D. Date: 2020 Publication: West Virginia University Press Citation: Blum, S. D. (2020). Ungrading Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press. https://wvupressonline.com/node/844. Section on webpage: Ungrading Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Annotation: The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. -
When Grading Less Is More
Author(s): Flaherty, C. Date: 2019 Publication: Inside Higher Ed Citation: Flaherty, C. (2019). When Grading Less Is More. Inside Higher Ed. https://www.insidehighered.com/news/2019/04/02/professors-reflections-their-experiences-ungrading-spark-renewed-interest-student. Section on webpage: Ungrading Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning. Annotation: In this article, the author has compiled several professors’ reflections on implementing ungrading in their higher education classrooms. As these professors note, using this policy greatly improved learning and the students’ experiences as a whole. The downside to this, as noted by one professor, is the possibility for grade inflation. Though, as mentioned, this can easily be combatted through a variety of measures. Overall, this method – a blend of traditional grading and ungrading – has proven to be effective in the learning environment.