Publication Date

2021

Abstract

A group of interdisciplinary scholars formed a Professional Learning Community (PLC) in the spring 2020 semester. Their topic of consideration was “ungrading,” defined by the group as any pedagogical practice that moves a student’s focus away from grades and toward learning and growth. This essay provides an account of each instructor’s experience as a member of the PLC, highlighting both practical and theoretical considerations for instructors interested in incorporating ungrading in their courses. It also provides perspectives of students who experienced ungraded approaches first-hand.

Author Biography

Travis L. Martin is the First-Year Courses Administrator and Director of the Kentucky Center for Veterans Studies at Eastern Kentucky University. He writes about expressivist composition, veteran identity, psychoanalytic trauma theory, as well as representations of war in twentieth-century American literature and film.

Matthew P. Winslow is a Professor of Psychology at Eastern Kentucky University. He teaches courses about social psychology, empathy, and information literacy. His research interests include empathy, prejudice, and the scholarship of teaching and learning. He is also a Faculty Innovator and the Teaching Enhancement Coordinator for the Psychology Department.

Michelle A. Gremp is an Associate Professor, Coordinator of the Education of the Deaf and Hard of Hearing program, and Graduate Special Education Coordinator at Eastern Kentucky University. Her courses focus on improving language and literacy outcomes for students who are deaf or hard of hearing. Her research interests include increasing student engagement and improving student learning outcome.

Stacey J. Korson is an Associate Professor in the Department of Curriculum & Instruction, and serves as the undergraduate coordinator. Her area of specialty includes the use and selection of children’s literature in the classroom, as well as students’ responses to different formats of literature.

Gaby Bedetti is a Professor of English at Eastern Kentucky University. With two undergraduates, she leads a Collecting Memories Circle at a retirement community. Thanks to grants from the Kentucky Foundation for Women and EKU, they will also be able to anthologize the oral histories and to co-write an article about leading seniors in the project.

Ellen McMahan is an Assistant Professor at Eastern Kentucky University in the department of Exercise and Sport Science. She has extensive experience in aquatics, facility management, and student employment and training. Her research interests are in callings, servant leadership, and mindset.

David Stumbo, OHST, CSP David Stumbo is an Associate Professor in Eastern Kentucky University’s College of Justice and Safety. He has worked in occupational safety & health for over 20 years in various positions within the Kentucky OSH Program as well as private consulting.

Elaina Short is a Criminal Justice and Anthropology major and Archaeology and Geology minor at Eastern Kentucky University. Her research interests include Clovis Native American technology and Phantom Weapon Syndrome in returning veterans. She currently works for Kentucky State Park at Big Bone Lick State Historic Site where she is a part of Park Interpretive staff. She hopes to someday be able to conduct her own archaeological digs and continue working for the park system in Kentucky.

Holdyn G. Morrow is a Psychology major and Veterans Studies minor at Eastern Kentucky University. Her research interests include cognitive neuroscience, post-traumatic stress disorder, and traumatic brain injury. She aspires to someday work with military veterans in addressing “the invisible wounds of war.”

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Ungrading Across the Disciplines: Reflections of a Professional Learning Community

A group of interdisciplinary scholars formed a Professional Learning Community (PLC) in the spring 2020 semester. Their topic of consideration was “ungrading,” defined by the group as any pedagogical practice that moves a student’s focus away from grades and toward learning and growth. This essay provides an account of each instructor’s experience as a member of the PLC, highlighting both practical and theoretical considerations for instructors interested in incorporating ungrading in their courses. It also provides perspectives of students who experienced ungraded approaches first-hand.