The Scholarship Committee is excited to announce registration for the Fall 2021 POD Scholarly Reads.

Fall 2021: Alternative Approaches in Assessment: Beyond Ungrading 

 

In Summer 2021, POD Scholarly Reads hosted a pair of discussions on Ungrading, the latest in a variety of approaches to addressing inequities and shortcomings with traditional grading.  This is an ongoing challenge or “wicked problem” in higher education: balancing the need to assess and report learning and the potential that assessment practices — and particularly grading practices — may interfere with learning.

This fall, join us as we explore more non-traditional approaches to the “wicked problem” of grading.

 

Click here to register for Fall 2021 POD Scholarly Reads

 

Tuesday: October 12, 2021: 1 – 2 PM EST

Montenegro, E., & Jankowski, N. A. (2020). A New Decade for Assessment: Embedding Equity into Assessment Praxis. Occasional Paper No. 42. National Institute for Learning Outcomes Assessment. https://eric.ed.gov/?id=ED608774

Effectively teaching more diversified college student population will not only require more assessment models involving students but also deeper professional development of institutional representatives key to student learning. Reflecting upon the conversations over the last three years around culturally responsive assessment and related equity and assessment discussions, this occasional paper highlights questions, insights, and future directions for the decade ahead by exploring what equitable assessment is and is not; the challenges and barriers to equitable assessment work; and next steps in the conversation on equity and assessment.

 

Monday: Nov 1, 2021: 1 – 2 PM EST

Buckmiller, T., Peters, R., & Kruse, J. (2017). Questioning points and percentages: Standards-based grading (SBG) in higher education. College Teaching, 65(4), 151-157. https://doi.org/10.1080/87567555.2017.1302919

Despite its growing use at the K–12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond “playing the game” of earning points for a grade and actually engaging more substantively with course content and taking more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible—and reflective of their knowledge—than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses.

 

Tuesday, December 7: Specifications Grading 1 – 2 PM EST 

Quintana, R., & Quintana, C. (2020). When classroom interactions have to go online: The move to specifications grading in a design course. Information and Learning Sciences. https://doi.org/10.1108/ILS-04-2020-0119

The events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning contexts. One of the major changes to the course this study focuses on was transitioning from a traditional rubric-based grading scheme to a specifications grading system. This paper examines how the design of a residential course was adapted to an online context and how this adaptation may prove beneficial to future iterations of the course, concluding that specifications grading can be a key part of a resilient pedagogical design approach that responds to various forms of disruptions and changes.

 

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.

Who participates? 

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? 

Ungrading (Summer 2021)

  • July 6:  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:  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 

Centering Underrepresented Experiences in Higher Education (Spring 2021)

Prepared in Collaboration with the POD Diversity Committee

COVID’s Impact on Students, Faculty, and Educational Developers (Fall 2020)

  • 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)

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/10.1037/0022-3514.92.1.82