| Author(s): | Creasap, K. |
| Date: | 2014 |
| Publication: | Feminist Teacher |
| Citation: | Creasap, K. (2014). Zine-Making as Feminist Pedagogy. Feminist Teacher, 24(3), 155-68. https://www.jstor.org/stable/10.5406/femteacher.24.3.0155. |
| Section on webpage: | Zines |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Boston College |
| Date: | |
| Publication: | Canvas Instructor Documentation and Tutorials |
| Citation: | Boston College. Using Rubrics. Canvas Instructor Documentation and Tutorials. Retrieved July 7, 2020, from, https://bostoncollege.instructure.com/courses/1292000/pages/using-rubrics. |
| Section on webpage: | Canvas Tools |
| Tenets: | 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. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Cotera, M. |
| Date: | 2018 |
| Publication: | Special Issue of American Quarterly: Toward a Critically Engaged Digital Practice: American Studies and the Digital Humanities |
| Citation: | Cotera, M. (2018). Nuestra Autohistoria: Toward a Chicana Digital Praxis. Special Issue of American Quarterly: Toward a Critically Engaged Digital Practice: American Studies and the Digital Humanities, 70(3). https://doi.org/10.1353/aq.2018.0032. |
| Section on webpage: | Decolonizing Archives, Digitized Collections, and Digital Humanities |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | UPEI E-Learning Office |
| Date: | 2016 |
| Publication: | Medium |
| Citation: | UPEI E-Learning Office. (2016). Taking Your Classroom Assessment Techniques Online. Medium. https://medium.com/upeielo/taking-your-classroom-assessment-techniques-online-2749f844240b. |
| Section on webpage: | Grading |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: | In this article, the author provides several tactics for assessing what students know in an online environment. These tactics include tickets out the door, learning logs, one minutes essays, graphic organizers, and four corners. By providing these tactics, the author is providing ways to make the classroom more equitable for all in terms of knowledge checks. |
| 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. |
| Author(s): | Rosenblatt, A. |
| Date: | 2020 |
| Publication: | The Chronicle |
| Citation: | Rosenblatt, A. (2020). Committing to Ungrading, in an Emergency and After. The Chronicle, https://www.dukechronicle.com/article/2020/03/duke-university-gradin-coronavirus-covid-19-public-health-crisis-emergency-thinking-ungrading-pass-fail. |
| Section on webpage: | Ungrading |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: | This article discusses the movement for a change in grading within higher education during the Covid-19 pandemic. Specifically, this article looks at how changing grading to pass/fail for a semester at Duke University benefited students. It is noted that this system greatly reduced inequality in the classroom, especially with the use of labor-based grading contracts. These contracts assign every assignment a point value and students are given full points on their assignment as long as it meets the minimum standards listed or are able to meet minimum standards after revision. |
| Author(s): | |
| Date: | |
| Publication: | |
| Citation: | Acknowledging Archival Silences, Gaps, Omissions. https://docs.google.com/document/d/1YKndOKpUECMR_P1ObBq3f8v_-YlfuGxC9qjlBD8C-dY/edit. |
| Section on webpage: | Decolonizing Archives, Digitized Collections, and Digital Humanities |
| Tenets: | Using technology intentionally to build communities and enhance learning. |
| Annotation: | Digital archives; digitized collections; DH projects that explicitly acknowledge and discuss archival silences in their content. |