The Scholarship Committee is excited to announce registration for the Summer 2021 POD Scholarly Reads.
Summer 2021: Ungrading
This summer, we’ll look at two pieces of scholarship that investigate the concept of ungrading. As we plan for a post-pandemic future, many faculty and faculty developers are increasingly interested in the flexibility and student agency promised by this concept. Ungrading is far more than a buzzword, but it is also a nascent term. What does it mean? What could research and scholarship in this developing field look like?
We will consider two recent pieces on ungrading that approach these question from different angles. The term is closely related to other areas of study (feedback, contract grading, specifications grading, etc.), but as yet there are few empirical studies on its current form/iteration. Therefore this summer’s articles begin with perspectives on the practice, first from students (Guberman) and then from faculty (Martin et al.). Per POD Scholarly Reads’ mission, we also hope to inquire about the unique value and contributions of the methodologies involved, and we encourage you to read them with that focus in mind.
Note: All meeting dates are on the first Tuesday of the month, from 1 – 2, EST.
July 6, 1:00-2:00 PM EST
Guberman, Daniel (2021). “Student Perceptions of an Ungraded Course.” Teaching and Learning Inquiry 9(1). https://doi.org/10.20343/teachlearninqu.9.1.8
August 3, 1:00-2:00 PM EST
Martin, Travis L.; Winslow, Matthew P.; Gremp, Michelle A.; Korson, Stacey J.; Bedetti, Gaby; McMahan, Ellen Hutcheson; Stumbo, David; Short, Elaina; and Morrow, Holdyn (2021). “Ungrading Across the Disciplines: Reflections of a Professional Learning Community.” Pedagogicon Conference Proceedings. 7. https://encompass.eku.edu/pedagogicon/2020/specialaudiences/7
POD Scholarly Reads
What is it?
POD Scholarly Reads is a professional development initiative of the POD Scholarship Committee that aims to:
- support POD members in meaningful engagement with scholarly literature and
- provide POD members with low-investment, ongoing opportunities to participate in a scholarly community
How does it work?
Anyone can join the POD Scholarly Reads group, which meets monthly to discuss a scholarly article during a 60-minute Zoom meeting run by the Scholarship Committee. We are often fortunate enough to be joined by the authors of the article, and the group is a great way to engage with research, researchers, and POD members from a variety of institutions.
Our readings focus on one topic for a 3-month series (see previous topics below). Topics and readings are chosen based upon POD member suggestions. Commit to one article or the 3-month series, the choice is yours!
During the Zoom session, the Scholarship Committee facilitator introduces the session, and if present, gives the author of the article a chance to share a bit about the origins of the study. The facilitator then breaks up the larger group into smaller (4-5 participants) breakout rooms to discuss the article. Some of the questions that drive the small group discuss include:
- What are the primary strengths and weaknesses of this study, in terms of its design?
- How does this study connect with other work you may be involved in (e.g., questions your faculty have, programs you offer, initiatives at your institution, the broader landscape of higher education)?
- What else do you want to learn about as a result of reading this study?
- What questions do you have for the author?
After the small group discussion, the facilitator brings the group back together to ask the author questions.
We typically have anywhere from 15-20 participants per Zoom session, which include:
- Scholarship committee members
- Adam Smith, Pennsylvania State University
- Daphna Atias, George Washington University
- Heather Dwyer, Tufts University
- Chris Kilgore, UT-Knoxville
- Article author(s) and/or researchers in the same field as author(s)
- POD members and faculty members (who may or may not be POD members) from a wide variety of institutions
How do I register for the next session?
For more information and to register, please go to: POD Scholarly Reads Registration.
What do participants read?
Centering Underrepresented Experiences in Higher Education (Spring 2021)
Prepared in Collaboration with the POD Diversity Committee
- March 2: Artze‐Vega, I. (2019). A Latina Developer Confronts Implicit Bias in CTL Hiring. New Directions for Teaching and Learning, 2019(158), 37-47. https://doi.org/10.1002/tl.20337
- April 6: Sotto-Santiago, Sylk (2020). “Am I Really Good Enough?”: Black and Latinx Experiences with Faculty Development. To Improve the Academy, 39(2). https://quod.lib.umich.edu/t/tia/17063888.0039.205?view=text;rgn=main
- May 4: Tuitt, F., Haynes, C., & Stewart, S. (2018). Transforming the classroom at traditionally White institutions to make Black lives matter. To Improve the Academy, 37(1), 63-76. https://quod.lib.umich.edu/t/tia/17063888.0037.108?view=text;rgn=main
COVID’s Impact on Students, Faculty, and Educational Developers (Fall 2020)
- September 1 (student perspectives): Blankstein, M., Frederick, J. K., & Wolff-Eisenberg, C. (2020, June 25). Student Experiences During the Pandemic Pivot. https://sr.ithaka.org/publications/student-experiences-during-the-pandemic-pivot/
- October 6 (faculty perspectives): Lederman, D. (2020, April 22). How teaching changed in the (forced) shift to remote learning. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2020/04/22/how-professors-changed-their-teaching-springs-shift-remote ; Ralph, Nate. (2020). Perspectives: COVID-19, and the future of higher education. Bay View Analytics. http://onlinelearningsurvey.com/covid.html; Infographic of the survey results
- December 1 (educational developer perspectives): POD Network members Lindsay Wheeler and Eric Kaldor are leading a collaborative Scholarship of Educational Development research project to understand how the COVID-19 pandemic and large-scale instructional changes in higher education have impacted educational developers and their work. They will join us to share some of the preliminary findings from their work.
Student Evaluations of Teaching (Spring 2020)
- February 4: NEW! We are going to change it up and listen to an episode of Doug McKee and Edward O’Neill’s Teach Better podcast with Betsy Barre, focused on an overview of the student evaluation literature: http://teachbetter.co/blog/2018/03/22/tbp-episode-72/
- March 3: Linse, A. R. (2017). Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees. Studies in Educational Evaluation, 54, 94-106. https://doi.org/10.1016/j.stueduc.2016.12.004
- April 7: Peterson, D. A., Biederman, L. A., Andersen, D., Ditonto, T. M., & Roe, K. (2019). Mitigating gender bias in student evaluations of teaching. PloS one, 14(5), e0216241. https://doi.org/10.1371/journal.pone.0216241
Imposter Syndrome (Fall 2019)
- Walton, G. M., & Brady, S. T. (in press). The social-belonging intervention. In G. M. Walton & A. J. Crum (Eds.) Handbook of Wise Interventions: How Social-Psychological Insights Can Help Solve Problems, Guilford Press: New York, NY.
- Rudenga, K. J., & Gravett, E. O. (2019). Impostor Phenomenon in Educational Developers. To Improve the Academy, 38(1), 1-17. https://doi.org/10.1002/tia2.20092
- Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons in Adult Education and Human Resource Development, 27(2), 3-12. https://doi.org/10.1002/nha3.20098
SoED and Technology (Summer 2019)
- Stephanie Vie (2016). “What’s Going On?: Challenges and Opportunities for Social Media Use in the Writing Classroom” Journal of Faculty Development, 29, no. 2
- Kayla Morehead, John Dunlosky, Katherine Rawson (2019). “How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)” Educational Psychology Review, 31(3), 753-780. https://doi.org/10.1007/s10648-019-09468-2
- Ashley N. Castleberry et al. (2018). “5-Minute University: A Description and Discussion of 5-Minute Faculty Teaching Training Videos” Journal of Faculty Development, 30, no. 2.
Innovative Assessment (Spring 2019)
- Sarah Boesdorfer et al. (2018) “Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course” Journal of Chemical Education, 95(8), 1291-1300. https://doi.org/10.1021/acs.jchemed.8b00251
- Deborah S. Meizlish, Mary C. Wright, Joseph Howard, & Matthew L. Kaplan (2017), “Measuring the impact of a new faculty program using institutional data,” International Journal for Academic Development, 23(2), 72-85. https://doi.org/10.1080/1360144X.2017.1364644
- Carol Hurney et al. (2016) “The Faculty Learning Outcome Assessment Framework” Journal of Faculty Development, 30, no.2.
Resistance to Active Learning (Fall 2018)
- Joel Michael (2007). “Faculty Perceptions about Barriers to Active Learning” College Teaching, 55(2), 42-47. https://doi.org/10.3200/CTCH.55.2.42-47
- Andrew Cavanagh et al. (2016) “Student Buy-In to Active Learning in a College Science Course” CBE – Life Sciences Education, 15(4), ar76. https://doi.org/10.1187/cbe.16-07-0212
- Sneha Tharayill et al. (2018) “Strategies to Mitigate Student Resistance to Active Learning” International Journal of STEM Education, 5, no. 7. https://doi.org/10.1186/s40594-018-0102-y
Diversity and Inclusion (Summer 2018)
- David A. Green & Deandra Little (2016). “Family portrait: a profile of educational developers around the world”, International Journal for Academic Development, 21(2), 135-150. https://doi.org/10.1080/1360144X.2015.1046875
- China Jenkins & Mary Alfred (2018). “Understanding the motivation and transformation of White culturally responsive professors” Journal of Adult and Continuing Education, 24(1), 81-99. https://doi.org/10.1177/1477971417738793
- Gregory Walton & Geoffrey Cohen (2007). “A Question of Belonging: Race, Social Fit, and Achievement” Journal of Personality and Social Psychology, 92(1), 82. https://doi.org/10.1037/0022-35184.108.40.206