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Amy A. Hasinoff; Wendy Bolyard; Dennis DeBay; Joanna C. Dunlap; Annika C. Mosier; Elizabeth Pugliano – Teaching & Learning Inquiry, 2024
A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to…
Descriptors: Grading, Grades (Scholastic), Student Attitudes, Alternative Assessment
Cherie Woolmer; Nattalia Godbold; Isabel Treanor; Natalie McCray; Ketevan Kupatadze; Peter Felten; Catherine Bovill – Teaching & Learning Inquiry, 2023
In this paper, we present and reflect on using scenarios and role-plays as an effective approach to engaging in the often complicated conversations about student-faculty/staff partnerships, particularly those involving the scholarship of teaching and learning (SoTL). Students as co-developers of pedagogical processes, as well as co-researchers in…
Descriptors: Vignettes, Role Playing, Teacher Student Relationship, Partnerships in Education
Maurer, Trent W.; Woolmer, Cherie; Powell, Nichole L.; Sisson, Carol; Snelling, Catherine; Stalheim, Odd Rune; Turner, Ian J. – Teaching & Learning Inquiry, 2021
This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL's role to make teaching "community property," we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the…
Descriptors: Educational Research, Learning, College Instruction, Information Dissemination