Welcome to the Hub’s weekly Friday email. We are sending you a recap of the week in all things teaching and learning. These notes will share timely teaching tips, recent pedagogical scholarship, teaching events on and off campus, and Hub blog posts. Use this form to unsubscribe.
Teaching Tips
Grading, ugh! Lighten your load while still motivating students to learn
Making Grading More Efficient, Vanderbilt's Center for Teaching in which they say "[b]ear in mind that not every piece of student work may need your full attention."
Teaching More by Grading Less (or Differently), research article that concludes "...just because students generate work does not mean instructors need to grade that work for accuracy. In fact, we have presented evidence that accuracy-based grading may, in fact, demotivate students and impede learning."
20 Ways to Cut Your Grading Time in Half, Cult of Pedagogy writes for higher ed and K-12 teachers but when it comes to grading efficientlly, we can definitely learn a few tips from K-12
Hub Affiliates will develop expertise on a teaching and learning topic, of their own choosing, for the benefit of the campus teaching community and receive a $3000 stipend for their work during 2023. Check out the program description for suggested topics or pitch your own.
Our work in the Hub is connective – we want to be the vehicle that helps share your thoughtful teaching strategies with each other. If you know of something that will increase student success, use the Affiliates program to share it with your colleagues. Fill out the very short interest form by November 7th.
The current Hub Affiliates and their projects are:
Patrick Beauchesne - PBL and holistic faculty and student support
Jill Darling - Open Education
Grace Helms Kotre - Teaching for Equity
Emily Luxon - PBL and innovative assessment strategies
You can read more about their Hub Affiliates projects on the Hub blog and maybe reach out to them if your work connects to theirs.
Hub Blog
Grading getting you down? Your faculty colleagues (and one guest interview) suggest approaches that center student-learning and reduce grading burnout
