Using Ungrading to Prioritize Learning Over Grades

Billy Huff, a lecturer in the department of Communication, is committed to social justice in the classroom. That’s why he practices ungrading, a form of assessment that combines formative feedback, student self-evaluation, and dialogue. Dr. Huff made this short video for his students to explain ungrading and how it works. “Students are unique humans and none of them are quantifiable,” he says. “Ungrading prioritizes learning over letter grades, and lets students focus on their personal transformation.”

Dr. Huff discussed his ungrading strategies and other course innovations in last week's Art of Teaching seminar. View the a recording of the presentation here.

Master Course in Online Teaching -  Join the Spring 2022 Cohort 

CITL's Master Course in Online Teaching (MCOT) is a deep dive into online teaching strategies that extend earlier summer teaching institutes. Prior participation in an instructional development series is not required but professional experience with university level instruction is strongly encouraged.

This synchronous version of MCOT will be limited to a small cohort to form our supportive learning community. The course contains 4 modules which have a modest weekly time commitment of approximately 4 - 5 hours. We will explore the following topics:

• Module 1 - Designing Your Online Course
• Module 2 - Developing Your Learning Community
• Module 3 - Adapting Best Teaching Practices to Your Online Course
• Module 4 - Motivating Your Students to Excel

The MCOT Canvas Course opens on March 7^th with live Zoom sessions scheduled for Wednesdays from 11:30 – 1:00 beginning March 23rd.

Certificates will be presented to those who complete all course requirements. Register here for the Spring cohort. 

TA Reading Groups Starting for Spring

How do the best college teachers teach? Find out by reading Ken Bain's What the Best College Teachers Do along with fellow TAs and a CITL facilitator. Meetings will be arranged to fit your schedule and participation will count towards the teaching certificates. Sign up for a reading group by following this link - you will be matched up with other TAs and a facilitator with similar availability.

Innovation Studio Open Hours

Visit the Innovation Studio this semester during open hours! Held weekly on Tuesdays from 10am - 4pm. Experience 3D printing, Virtual Reality, Laser Cutting and more. No appointment necessary and all activities are free! 

Information on COVID Safety Protocols and booking an appointment for another time can be found at http://go.illinois.edu/visitcitlspaces

Classroom Climate: Creating a Supportive Classroom Environment
(from Carnegie Mellon University Eberly Center) 

Why is classroom climate Important? The teaching-learning process is an inherently social act, and as instructors we need to be mindful of the quality of the social and emotional dynamics in our course, because they impact learning and performance. In fact, a well-established body of research has documented the effects of a “chilly classroom climate” on some students or groups of students, in particular women and other minorities (Hall, 1982).  For example, climate regulates the circulation and construction of knowledge and engenders emotions that impact learning, among other areas. 

Increasing Inclusivity in the Classroom
(from Vanderbilt University Center for Teaching Excellence) 

Drawing from the literature on inclusive teaching in higher education, the first section in this teaching guide considers the importance of increasing inclusivity and is framed by two overarching issues. The first issue is that of student belonging in their classrooms and in the broader campus culture. Most students struggle to transition into college, but students of less privileged and more marginal backgrounds face even greater challenges as they enter what they can perceive to be an unwelcoming or even hostile environment (Carter, Locks, Winkle-Wagner, & Pineda, 2006; Kalsner & Pistole, 2003). To help students overcome challenges integrating into college life, teachers can work to cultivate a sense of belonging among their students. Section Two of this teaching guide provides resources for teachers to increase the sense of belonging in their classrooms.

The goals of this teaching guide are threefold: 1) to discuss the importance of inclusivity in the classroom, 2) to present examples of teaching more inclusively, and 3) to provide additional resources for further guidance.