"Alternative Assessment": Lecture Breakers Podcast
In this episode, I talk with Dr. Barbi Honeycutt about my efforts to transform assessment and grading in my introductory and general education courses.
"Ungrading in Real Life": Grading for Growth Substack
In this Substack post, I share my experiences with alternative grading, advocating for starting with a pilot and upscaling from there.
"Faculty Burnout": Dr. Luke Hobson Podcast
In this conversation, I chat with Dr. Luke Hobson about faculty burnout, learning about instructional design, and professional development.
I already identified as a quiet quitter. When I took a break from IDOL, was I also quitting on myself?
Fall 2016 saw the completion of a multi-year process for my program as we completed our application for NADE accreditation. Happily, our application was approved, and as of February 2018, the developmental English program at Heartland Community College will be accredited. I won’t lie: this rosy picture looks nicer from this side of all the work it entailed. The accreditation application was rigorous to be sure. But the benefits for the faculty, the college, and our students have been remarkable.
This article describes how an ALP writing assignment provided a forum for student-faculty dialogue about academic and non-cognitive issues; and served as both a program and student assessment tool. Qualitative and quantitative studies reveal that students often mistakenly believe they are proficient regarding grammar and success strategies alike. Faculty can support students by recognizing that student success is tightly bound to the context in which students learn, and striving to create an environment that explicitly addresses grammar and success concepts.