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grading

More on blind grading

By Bonni Stachowiak | November 17, 2015 | Leave a Comment | TwitterFacebookLinkedInEmail

 

blind grading

On episode #068 Dave and I discussed the biases that can be problematic when working to grade exams fairly.

One technique that we shared to promote greater integrity in our exam grading was blind grading. Not everyone agrees with this method, since there are some downsides.

David Gooblar stresses that despite the challenges that knowing which student is being evaluated presents, we should have knowledge as to which student produced the work we are grading.

Gooblar writes:

If I were to grade blind, I wouldn’t be able to chart a student’s progress throughout the term, from one assignment to another, nor would I be able to tailor my grading to the specific skills each student is working on. – See more at: https://chroniclevitae.com/news/1186-should-we-all-be-grading-blind?

While I tend to grow increasingly depressed each time I allow myself to read the comments section of anything on the internet, I was pleasantly surprised by the nuanced reactions to Gooblar's piece.

One of the commenters describes how s/he attains a balance between the two extremes:

I grade essays blind, but then identify each author when I record grades. So I do know how each student is doing through the course, while still reducing bias in grading.

I realize that, like parents with their children, we should love all of them equally. But, like parents, we are human, and we like some better than others.

I didn't emphasize it in episode #068: my blindness in grading is a temporary thing.

Being able to talk with each of our students, individually, about how we see him/her developing is an important aspect of our roles as teachers. However, doing what we can to ensure that we aren't poorly evaluating their work due to conscious or unconscious biases is also paramount.
Create your own user feedback survey

Filed Under: Teaching Tagged With: grading

Continuous improvement in teaching

By Bonni Stachowiak | September 29, 2015 | Leave a Comment | TwitterFacebookLinkedInEmail

continuous-improvement

My Introduction to Business students just took their first exam of the semester. For some, it was the first college-level test they have ever taken.

I had a couple of goals I was aiming for this semester.

Avoid surprises on the exam structure

Each semester, I have students participate in an online forum, where they reflect on their first exam. They write about what went well, what didn't, what they will do differently next time, and what I could have done differently to support them in their learning.

The most common factor that students have identified in the past as a hinderance to them doing well on the exam was that they didn't know what to expect on the exam. This has frustrated me in the past, because it tends to come from an external locus of control paradigm. However, I now think I was just being stubborn and could have done something much sooner to take away this as a potential challenge for the students.

This semester, I'm using PollEverywhere even more than in the past. In particular, I regularly let them know that the kinds of questions they see (especially the multiple choice and the true/false) are the same types of questions they are going to see on the first part of the exam.

They also take weekly quizzes and I reminded them frequently that those questions were written by the publisher… the same source for the questions that show up on the exam.

Finally, I had them take a non-graded pop-quiz with an essay question that was in the same style / format as the ones that would show up on their exam.

I'm happy to report that not a single one of my 95 students who are in the three sections of the classes I'm teaching this semester indicated that they were unaware of what the exam would be like…

Success.

Prepare students for application-oriented questions

The other goal I had for this first exam was to better prepare students for going beyond memorization, but being able to apply their learning in a given context.

One of the most listened to episodes of Teaching in Higher Ed is the conversation I had with Tine Reimers on critical thinking.

It doesn't surprise me, as I struggle to develop these skills in my students. I had mixed results on the exam in this area.

One of the questions posed to them had to do with defining corporate social responsibility and then giving examples of ways that a particular company might address various stakeholders' needs and wants.

All students in the classes were able to list the stakeholders. The vast majority were able to give generic examples, such as offering benefits to the employees. There were probably 20% who were unable to make their examples specific to the company, however.

When it came to students being able to give examples for the four types of competition in markets, the success rate was much lower. Students were able to regurgitate the definitions from the textbook (which are poor, at best), but the examples they used demonstrated their lack of comprehension of these types of competition.

For monopoly, students were most often able to indicate that this was a market in which there was only one competitor.

However, their examples either had to do with their preference for a particular brand (“Apple is a monopoly, because no other technology company makes products as well as they do and they are one of the wealthiest companies in the world”), or they had answers like that bottled water companies were monopolies (We had discussed many times about how it wouldn't make sense to have multiple pipes going to your house of water and you choosing which one you liked the best). I guess they had water on their mind, but didn't realize how different bottled water is from the water we pay for as a utility.

David Merill always emphasizes that when we are teaching in the phase he calls demonstration, that we should show the learner not just how to do something, but also how not to do something.

The students clearly didn't have enough examples of what wouldn't fit into the category of each of these competitive structures.

The next time I teach this course, I'm either going to decide that this topic just isn't necessary at the level of introductory business and have them learn it in economics, or I'm going to create an experiential exercise in class to hammer home the examples more.

Creating an in-class reinforcement exercise

I'll bring in a bag full of items for each group of 4-5 students. There will be signs hanging around the classroom for each of the type of competition. Students will take each item in the bag and set it on the table under the appropriate competition type sign. Then, I'll have each group go and stand in front of one of the signs and determine whether or not the items that have been set there are correct for their type of competition.

Competition exercise

If I ultimately determine that I don't have enough time in class to go this in depth on this one learning objective, I can always build some kind of online exercise that will accomplish the same thing.

Building an online reinforcement on competition types

I could have a virtual bag in which the items that require sorting could be housed. Then, I could have some kind of a drag-and-drop interaction that has them drag them over to the name of the appropriate type of competition.

Articulate Storyline is a rapid elearning creation tool that has the capability to build drag-and-drop interactions in online courses. We have been big fans of Articulate's eLearning creation applications over the years. However, they are a Windows-only platform and we have now become a Mac-only household.

It looks like Adobe Captivate also now has drag and drop interactions. Captivate is available on the Mac and PC, so makes for a good option.

Both Articulate Storyline and Captivate are high-end applications and have the price tag you would associate with such advanced features.

Continuous improvement in teaching

I am overall pleased with the results of this first exam. Taking the time to reflect on how I can continuously improve this class after each exam is important to me. I'm glad I invested the time today to consider what changes to make, both the next time I teach this class, and as I continue with these students throughout the rest of the semester.

[reminder]Have you had any exams in your classes yet this academic year? If so, what did you discover? [/reminder]

Filed Under: Teaching Tagged With: exams, grading

Feedback and grading workflow guest on Mac Power Users

By Bonni Stachowiak | February 24, 2015 | 2 Comments | TwitterFacebookLinkedInEmail

feedback-workflow

A couple of weeks ago, I was the mini workflow guest for the Mac Power Users podcast, episode 240.

Katie and David were in rare form. It was David's birthday and perhaps nearly the last episode he recorded prior to announcing that he was going solo with his law practice…

I spoke about how to use screencasting to give feedback to students in a way that students report seems more authentic, honest, and helpful.

It's the first 15 minutes of their live show, recorded live on February 7, 2015, episode 240.

Listener Follow Up

I heard from a couple of Mac Power Users, after the episode, which was so rewarding.

David M. from Qatar wrote to say that he purposely doesn't include a track changes document for his students, as he wants to be sure they listen carefully and digest more of the feedback that way.

I hadn't clarified on the episode that I don't do track changes for the purpose of making corrections to the students' papers, either. I use the Word (or other) documents to place written comments or to highlight things.

David described more of his process for me:

Amongst other areas of EFL, I teach a lot of writing classes.

I am always concerned about the level of feedback I give students in their drafts. Too much and I am basically writing it for them and too little and I am not helping them.

I began to do feedback by screen cast using Camtasia and MS Word or PDFPen.

I read the essay before casting and then go through it asking for clarification, correcting errors and pointing out poor vocabulary, grammar, etc. I do type into the Word file but importantly I do not send them back the file with corrections, in fact I do not save my changes.

This forces students to listen, understand and fix their own errors.

I post the videos on Vimeo with a password only the student knows. Vimeo is great because I can track how often the students watch the video (up to 8 times). I do have a paid account and uploading can be a little slow but those negatives are not outweighed by the ease and tracking functions.

Tom S. also wrote to say that he uses screencasting in his business. He finds the feedback gets followed through on much more like his original intent when he uses this form of communication.

Tom wrote:

I am a Sales Vice President for a mid-sized electric manufacturing company in Connecticut.

Over the past year I’ve been using Tapes as a mode to provide feedback to not only my direct reports (regional sales managers) as well as my peers on the executive team at the company.

I do this often with financial reports such as excel documents as well as detailed word documents such as contracts and strategic planning documents.

The feedback that my team has about the process is incredible and I’ve found that the understanding and implementation of the feedback I provide is faster and more in-depth.

Reaching Out

I even got to touch base with Betsy Weber, Chief Evangelist for TechSmith (the makers of SnagIt), who I knew way back in my days in the computer training industry.

She thanked me for the mention of SnagIt on the show and also inquired as to whether or not I had any additional feedback for them.

SnagIt is, and has been for years, a fantastic piece of software. The only minor complaint I had was that it would be nice is there was greater parity between the Mac and PC versions.

Even More Tools

As I mentioned on the live MPU show, I reached out to the Mac Power Users Google Plus community for help on another grading-related workflow.

On the thread, Soram K. from UCLA Medical School reached out to share about other annotating tools he discovered from others in the community that meet his needs and augment the power of SnagIt.

He wrote:

I did find iAnnotate in my own research but do not like to convert the Word file my students send me to PDF. Too many steps!

I am looking at the following as a way that I think will be easier with a desktop screen writing app that will record in Snagit.

Here are some links…

  • Annotate for Word
  • Desk Scribble App
  • AstroPad (and this is way cool to use your ipad as a Wacom tablet)

Next Steps

As those of you who know me (or are getting to know me through the podcast and the blog) will predict, I am thrilled to discover these new tools.

However, I am going to force myself to hold off until after the semester ends before doing too much experimenting. It is too easy to go down a rabbit trail and lose time on the most important priorities for now.

I just finished reading the book Essentialism and am even more reminded of the importance of saying no to things. I've added the suggestions to my Evernote list of tools I want to try in the future.

Summer will give me opportunities to play a bit with technology, especially going to read some of the older posts on The Digital Researcher blog.

Filed Under: Productivity Tagged With: grading

Inviting more ease into your week

By Bonni Stachowiak | February 10, 2015 | Leave a Comment | TwitterFacebookLinkedInEmail

ease

I enjoyed the conversation with Natalie Houston immensely, which aired this past week in episode #034. She reminded us all to find ways to have more of a sense of ease in our lives.

She said:

Productivity, to me, is not about doing more things faster. It is about doing the things that are most important to me and creating the kind of life I want to have…

Here are a couple of opportunities for having more ease in my life that I discovered this week:

Set a timer to better enjoy breaks and conversations with students

Since the conversation with Natalie, I've been setting timers like crazy. While I had used this approach previously, she shed new light on the practice and inspired me to take more regular advantage of the focus on the moment.

I found a Tweet where Natalie coached a colleague who wanted motivation and concentration to:

@rgfeal set timer for one minute; close eyes and breathe. Then ask yourself: what should I do next? Write down whatever comes up. Then act.

— Natalie M. Houston (@nmhouston) September 30, 2012

I met with a few students this week and really felt more connected with the conversations in those times when I remembered to set a timer. There was one time when I neglected to do so, and I both wound up completely throwing off my schedule for the latter part of the afternoon, and wasn't as engaged as in the other “timed” conversations.

Natalie also offers these tips about using a timer while grading.

Install a custom style in Zotero, which enables you to create an annotated bibliography

This one is really more for my doctoral students than for me, though I treasure the opportunities to bring more ease into other people's lives. As a part of their program, they're asked a number of times to develop an annotated bibliography.

We also strongly encourage the use of the citations manager, Zotero. The annotated bibliography assignment hasn't aligned well with using the automated features in Zotero, since until now, I thought it could only “spit out” a list of sources, not something that included annotations.

Thanks to Emory Libraries and Information Technology, I found out I was wrong. Turns out, you can create a custom style in Zotero, or download one from their repository and leave the heavy lifting to others.

[reminder]How are you inviting more ease into your life this week?[/reminder]

Filed Under: Productivity Tagged With: grading, productivity, timers, zotero

Assessing and tracking blogs

By Bonni Stachowiak | January 20, 2015 | 1 Comment | TwitterFacebookLinkedInEmail

I made the move a few years ago in my hybrid classes to stay mostly away from discussion forum posts. They tended to generate more of a transactional perception of the assignments.

Blogs seem to inspire people to do their best work, given the public nature of the assignments.

assessing and tracking blogs

Plus, if a person takes their blog seriously, they can be on their way to building a strong personal brand. Their data isn't locked behind an LMS, but is theirs to do with it what they want, after the class has ended.

Audrey Watters has been an advocate for providing students their their own online presence, one that isn't trapped in an LMS. On episode 18, she describes the University of Mary Washington's “A domain of one's own” initiative, in which they provide all incoming students their own website that gets transferred over to their ownership upon graduation.

Anyone who has made the switch from forums to blogs knows that it isn't anywhere near as efficient for the professor. You need to subscribe to all the students' blogs, manually, and commenting is nowhere near as easy as on an LMS.

The benefits far outweigh the challenges, though, so I continue to make use of blogging as an assignment in many of my courses.

Assessing blogs

The vast majority of the assignments in my courses are evaluated using a rubric. I've seen my fair share of atrocious blog rubrics and am continually striving to make mine better.

The best approach to assessment of blogs seems to be that they should be geared toward the learning outcomes for the course (as in that a generic blog rubric could not be used to adequately assess a blog).

This is a blog rubric that I've created for a doctoral course on leadership and technology in which the students develop a personal knowledge management (PKM) and use their blog as a means of sharing their work with others.

A new approach to tracking blogs

I use Feedly to subscribe to the cohort's blogs and then Newsify to actually read them. However, since the rubric calls for different types of posts each week, it is difficult for me to quantify them at the end of the term for grading purposes.

I wind up having to go back and manually count the students' posts to see if they blogged each week. It is also difficult because they don't always categorize their posts, according to the rubric, so I make my best effort to guess which type of post they were intending, a method that no doubt has its weaknesses.

Richard Byrne inspires

rbtweet

Relief came when I saw a Tweet from Richard Byrne about his approach to tracking blogs using a Google form.

I wish I would have implemented his approach over the summer and used it with my undergraduate students in the Fall. However, I didn't invest the time and wound up having both inefficiencies and needless student conflict without a more reliable means for tracking.

blogformsmMy Google form for tracking blog posts

I have modified Richard Byrne‘s approach slightly. Since my students are asked to write three posts per week, they have three places in which to paste their links.

Additionally, there is a place for them to indicate the type of post they are submitting. This should help steer the students toward the types of posts they're required to write each week, as well as making it easier for me to determine their intent.

I'm already excited about the time saving possibilities that this approach will provide.

It also seems like it will help reinforce the expectations for the students.

[reminder]Are you trying out any new approaches in your teaching this year to try to add some efficiencies into the grading process? [/reminder]

Filed Under: Productivity Tagged With: blog, grading, rubrics

Efficiency and effectiveness with rubrics

By Bonni Stachowiak | March 19, 2013 | 4 Comments | TwitterFacebookLinkedInEmail

I'm the chair of our university's Faculty Development Committee. We recently conducted a survey of our faculty members, in part to discover what were perceived to be the most valuable breakout sessions to offer for our Fall 2013 faculty development kick-off.

As I reviewed all the responses, one theme emerged, in terms of what breakouts ranked highly. It was apparent that the majority of us feel the squeeze of wanting to accomplish more tasks in limited time. I plan on doing a series of posts about faculty personal productivity in the coming months. In this post, however, I start with one way to both save time and provide more meaningful feedback to students: creating and using rubrics.

GETTING STARTED

When I first began developing rubrics, I followed my Mom's tried-and-true method of finding a book on the topic. Stevens' and Levi's Introduction to Rubrics proved invaluable in establishing a process for speedy rubric creation.

rubricsI own the first edition of the book, though the current version appears to have gone through some important revisions since then. I highly recommend getting a copy of the book and discovering the steps of rubric creation. Having a framework to use each time you come up with a new rubric will ultimately be faster and will lead toward rubrics that are easier to comprehend.

You can also facilitate groups in developing rubrics, which can be helpful when teaching non-foundational courses and more advanced learners. Departments can also develop rubrics together for class and program assessment purposes. Introduction to Rubrics has a recommended process that facilitates rubric creation by both individuals and groups.

FINDING SAMPLES

While much of the content focuses on K-12 resources, Kathy Schrock's Assessment and Rubrics page (http://www.schrockguide.net/assessment-and-rubrics.html) is worth a visit. In particular, she has a section devoted to rubric builders and generators that is a big time saver. While it is possible to build a rubric that automatically calculates a point value as you select various parts of the rubric in Microsoft Word, it is by far a quick process and requires advanced word processing skills.

DePaul's Teaching Commons site also has a page (http://teachingcommons.depaul.edu/Feedback_Grading/rubrics.html) devoted to rubrics that is great for finding samples. The top portion of the page has general rubric tools, while the bottom portion has samples for particular topics or skills.

I continually update my bookmarking site of choice (Pinboard.in) with new rubrics and related tools as I discover them (https://pinboard.in/u:bonni208/t:Rubrics/).

One recent site that was recommended by a list serve I am a member of was the Association of American Colleges and Universities' LEAP program. They have established a set of essential learning outcomes and related rubrics for twenty-first-century college students, as a part of their Liberal Education and America's Promise (LEAP) campaign (http://www.aacu.org/leap/vision.cfm).

REFINING RUBRICS OVER TIME

My husband recently wrote a post that emphasized the use of the question “Is good enough best for this?” (http://coachingforleaders.com/articles/be-more-flexible/) as a means for being more flexible in life. I have found that with rubrics, it is always better to have one published, than to wait until I have refined it well enough to consider it done. My class preparation checklist has an item to evaluate and, if needed, modify the rubrics for a given course each semester.

When I am in the process of grading assignments for a given course, I make note of any gaps that exist in the students' submissions that were not addressed in the rubric's construction. Then, I create an entry in my task management system to revise that rubric once the semester is over.

SHARING YOUR CREATIONS WITH OTHERS

Once you have come up with a set of rubrics that are working well for you, why not share them with others in your field? Consider generating a Creative Commons license (http://creativecommons.org/) for your work, so you can comfortably share it in a way that is acceptable to you.

Please feel free to post links to rubrics you have created in the comments section, or to pass on other rubric tools that have benefitted you.

Filed Under: Teaching Tagged With: grading, rubrics, teaching

It’s that time of the semester

By Bonni Stachowiak | April 20, 2011 | Leave a Comment | TwitterFacebookLinkedInEmail

Get ready. It's that time of the semester. Here come the emails with requests for extra credit and explanations of how if this particular student fails your class, s/he will no longer be able to attend your university… all because of you/your class…

I encourage you to take heart, recognizing that the key learning from your course may just be to take responsibility for one's own actions and accept the consequences. Here's a quick read on the subject from The Chronicle:

http://chronicle.com/blogs/onhiring/why-do-i-have-an-f

“Part of learning to be a college student is learning to accept the consequences of your actions, especially those that hurt your grade.”

By Eliana Osborn

Filed Under: Teaching Tagged With: grading, teaching

It's that time of the semester

By Bonni Stachowiak | April 20, 2011 | Leave a Comment | TwitterFacebookLinkedInEmail

Get ready. It's that time of the semester. Here come the emails with requests for extra credit and explanations of how if this particular student fails your class, s/he will no longer be able to attend your university… all because of you/your class…

I encourage you to take heart, recognizing that the key learning from your course may just be to take responsibility for one's own actions and accept the consequences. Here's a quick read on the subject from The Chronicle:

http://chronicle.com/blogs/onhiring/why-do-i-have-an-f

“Part of learning to be a college student is learning to accept the consequences of your actions, especially those that hurt your grade.”

By Eliana Osborn

Filed Under: Teaching Tagged With: grading, teaching

iPhone App perfect for faculty – take attendance with ease

By Bonni Stachowiak | April 11, 2010 | Leave a Comment | TwitterFacebookLinkedInEmail

I'm getting ready for the new iPhone to [likely] be announced in June, but before then… not a day goes by that I don't think about the current iPhone's usefulness.

Attendance

Check out the Attendance application for the iPhone, which for $2.99 will make your attendance tracking much more streamlined. I still plan on having my students sign in (calling roll seems silly at their age and I teach classes of 45-50 most of the time). After each class, I can quickly update the information electronically and have it accessible on my iPhone anywhere and anytime.

Attendance also lets you email the information to yourself, making it that much easier to get the information into Excel for further number crunching. Each student can have a photo associated with their record, making learning names that much easier. The developer also regularly updates this application and is incredibly open to feedback.

Enjoy getting more efficient with the Attendance application. Let us know what other iPhone apps are helping you get more done.

Filed Under: Teaching Tagged With: attendance, grading

Online Learning: Privacy versus Protection

By Bonni Stachowiak | July 24, 2008 | Leave a Comment | TwitterFacebookLinkedInEmail

Cheat

The Chronicle of Higher Education reported this week that in a new 1,200 page bill before Congress “is a small paragraph that could lead distance education institutions to require spy cameras in their students' homes.”

Many are concerned about the privacy issues involved in such a measure and that somehow distance learning institutions would be treated with harsher anti-cheating requirements than traditional classroom-based universities.

I am still shocked at the extent students will go to in order to cheat on an exam.

The obvious question for this guy is “if you're smart enough to know Photoshop and to go to this extent to cheat on an exam, why not just learn what you need to know for the test?”

Students in my classes who were aware that I was going to run their papers through TurnItIn.com, an anti-plagiarism solution, have still used students papers from the previous semesters in the hopes that they won't get caught. Of course, some might argue that they were looking to get caught, when they made such little effort to conceal their academic dishonesty.

I hope the debate continues and that we seek to protect students' privacy while maintaining academic integrity and ethics. If we're not talking about it and fighting to keep the quality of our programs sound, the Coke can bottle guy wins and learning loses.

Filed Under: Teaching Tagged With: cheating, ethics, grading

Two Basic Excel 2007 Tips for Grading Efficiency

By Bonni Stachowiak | July 21, 2008 | Leave a Comment | TwitterFacebookLinkedInEmail

The upgrade to Excel 2007 brought with it some great new features to make managing data easier. When creating Excel-based gradebooks in the past, we would have had to do a lot of manual set up to create design features that are now just a few clicks of the mouse away.

I highlight two such features here, but encourage you to share other tips for grade tracking in Excel 2007 in the comments section.

AUTO TABLE FORMAT

Excel1

Excel has 44 built in auto-formats for tables. To use one of these great-looking formats:

  1. Sort your data (under the data tab)
  2. Highlight your data
  3. Choose format-as-table from the home tab and select your desired format

I find this makes the data more easy to read on screen, since each row is kept more visually separate. It also makes printouts much more appealing and professional.

CONDITIONAL FORMATTING

Excel2

Another great feature is the ability to see visually how each person did in comparison to the others. You used to be able to do this in Excel 2003, but you had to program in the conditional formatting (for example, you might have indicated that if someone scored below 70% that you wanted the font to be displayed in a red color).

Excel 2007 makes this much easier, plus you have far more options available in terms of your formatting.

Excel3

In my example, I selected the red/yellow/green arrow formatting, to quickly see which students scored the best and worst on the final exam. To create custom formatting:

  1. Select the collumn you want to format
  2. Choose conditional formatting from the home tab
  3. Indicate which custom formatting you wish to use

This only scratches the surface of what you can to in Excel to track data, but I know it is better to give information in bite-sized pieces. Give it a try as you set up this next semester's gradebook and feel free to share other tips in the comments section.

Filed Under: Teaching Tagged With: excel, grading, productivity

End-of-semester Grade Complaints

By Bonni Stachowiak | May 28, 2008 | Leave a Comment | TwitterFacebookLinkedInEmail

I thought I was going to have my first semester without a single request to change a student's grade. I was wrong. I ended up getting one last Friday, making me suspect that there won't ever be a semester without at least one.

TECHNIQUES

Following are a few recommendations for newer faculty to help minimize the number of complaints from students. I would love to hear other ideas in the comments.

  • Ensure clear grading guidelines are communicated in your syllabus in advance
  • Direct the student to the appropriate pages of your syllabus where they can read more about yur grading policies
  • Inform the student that you will not respond to future emails (or you wind up in a endless loop of back-and-forth)
  • Consider saving the first email you write of a response to a student, so you can copy/paste it to other students who may have similar requests
  • Let the student know where to direct concerns about the fairness or integrity of your grading (e.g. your Dean)

Chronicle

LAST RESORT

When all else fails, a good belly laugh is in order… Just when I thought that I was the only professor who experienced this with such regularity, I came across this thread from The Chronicle of Higher Education. This is worth a read, if nothing else… to ensure you keep your sense of humor about the whole thing. I was so surprised at the creativity of the professors and how well they capture so many of the students and the parents of today.

Filed Under: Teaching Tagged With: grading

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