Building equity, trust, mutual respect, and support. – Feminist Pedagogy for Teaching Online

Considering the Consequences of Continuing on as Normal

Author(s):	Lince, A.
Date:	4/1/2021
Publication:	Feminist Pedagogy for Teaching Online
Citation:	Lince, A. (2022, April 1). Considering the Consequences of Continuing on as Normal. Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2022/04/01/considering-the-consequences-of-continuing-on-as-normal/

Section on webpage:	FTPO Blog
Tenets:	Connecting to the personal and to communities outside of academia. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation:

Research Study Proposal Project (Final Exam)

Author(s):	Newman, Liv
Date:	2021
Publication:	Deviant Behavior, Loyola University New Orleans
Citation:	Newman, Liv. (2021). “Research Study Proposal Project (Final Exam,” from Deviant Behavior, Loyola University New Orleans.</a.

Section on webpage:	Annotated Assignments
Tenets:	Promoting reflexivity. Concern with materiality (bodies, labor, not just virtual and discursive). Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation:

Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)

Author(s):	Blum, S. D.
Date:	2020
Publication:	West Virginia University Press
Citation:	Blum, S. D. (2020). Ungrading Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press. https://wvupressonline.com/node/844.

Section on webpage:	Ungrading
Tenets:	Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning.
Annotation:	The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

When Grading Less Is More

Author(s):	Flaherty, C.
Date:	2019
Publication:	Inside Higher Ed
Citation:	Flaherty, C. (2019). When Grading Less Is More. Inside Higher Ed. https://www.insidehighered.com/news/2019/04/02/professors-reflections-their-experiences-ungrading-spark-renewed-interest-student.

Section on webpage:	Ungrading
Tenets:	Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning.
Annotation:	In this article, the author has compiled several professors’ reflections on implementing ungrading in their higher education classrooms. As these professors note, using this policy greatly improved learning and the students’ experiences as a whole. The downside to this, as noted by one professor, is the possibility for grade inflation. Though, as mentioned, this can easily be combatted through a variety of measures. Overall, this method – a blend of traditional grading and ungrading – has proven to be effective in the learning environment.

Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors

Author(s):	Pittman, C. & Tobin, T. J.
Date:	2022
Publication:	The Chronicle of Higher Education
Citation:	Pittman, C., & Tobin, T. J. (2022). Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors. The Chronicle of Higher Education. https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_3666147_nl_Academe-Today_date_20220208&cid=at&source=ams&sourceid=

Section on webpage:	Ungrading
Tenets:	Treating students as agentic co-educators. Building equity, trust, mutual respect, and support.
Annotation:	This article examines the ways in which instructors without institutional or cultural authority are impacted by inclusive teaching practices. The article highlights how instructors without institutional or cultural authority may face additional resistence and incivility from students when implementing inclusive teaching practices. The article then goes on to recommend ways in which the benefits of inclusive teaching can be balanced with the inequalities faced by some instructors.

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