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Here is a link to a folder with four documents from Prof. Paul Cahill about advising. It includes email templates for connecting with your Liberal Arts Advisees.

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Read this article!

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AY2022-23 End of Year Report

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Help can be found in the KnowledgeBase for Pomona College. Click Here.

If you need to contact the ITS Service desk, send a detailed email message to Pomona Service Desk or call 909-621-8061.

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AY2023-24 End of Year Report

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If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account.

Box is a collaboration tool that is available to Pomona Faculty and Staff. Box is not intended to be a personal storage area, only the institutional data of Pomona College should be stored here.

Please review Pomona College's Acceptable Use Policy. Click Here.

Help can be found in the KnowledgeBase for Pomona College. Click Here.

If you need to contact the ITS Service desk, send a detailed email message to Pomona Service Desk or call 909-621-8061.

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POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account. Box is a collaboration tool that is available to Pomona Faculty and Staff.

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AY2024-25 End of Year Report

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A draft of a proposed framework for inclusive teaching at Pomona College.

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An interesting take on teaching and accommodations, the crux being that all teaching on some level is an accommodation. The article contains concrete suggestions and examples of how to be more inclusive in your syllabus and other class materials.

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20 Tips and Examples for Inclusive Teaching

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20 Tips and Examples for Inclusive Teaching

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Article gives 20 useful recommendations and examples to be a more inclusive instructor.

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Inclusive Syllabus Helper, Fall 2025

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The authors of our NFC textbook on a short talking about 3 inclusive teaching techniques.

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3 Simple Inclusive Teaching Techniques #shorts

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A brief encapsulation of the importance of inclusion in the classroom.

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An 8-min video where Neuroscientist Dr. Bruce Perry discusses how exclusion and bias affects the brain and learning.

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A wealth of information from CGU regarding many aspects of teaching, from AI to course design to diversity statements to promoting student engagement and much more.

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Center for Academic & Faculty Excellence

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Resources — Center for Academic & Faculty Excellence

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12 useful tips for inclusive teaching. From a medical education perspective, but applicable to most any classroom.

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The CTL is an excellent resource for all of your teaching needs!

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The Claremont Colleges Center for Teaching and Learning

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The Claremont Colleges Center for Teaching and Learning

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The Claremont Colleges Center for Teaching and Learning exists to enhance teaching and learning at the Claremont Colleges. From here, you can learn more about:

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Mid-Semester evaluations are an excellent way to get feedback from your students and adjust your course if needed. Here are a few forms to consider using.

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A good overview of the topic and process of "ungrading".

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This piece was revised and expanded for my new book, Undoing the Grade: Why We Grade, and How to Stop, available now in paperback and Kindle editions.
This presentation was offered in collaboration with the Big Questions Institute. A full transcript of the slides is below. And a video of the live presentation is also available.
"Ungrading" means raising an eyebrow at grades as a systemic practice, distinct from simply "not grading." The word is a present participle, an ongoing process, not a static set of practices.

Pivot /ˈpivət/
: to turn on or as if on a pivot

If your institution just continued grading during the pandemic, "business as usual," here's what all those grades were measuring:

how well students and teachers "pivoted" to online

whether students had necessary access and support at home

the ability of students to "perform" in a crisis

What all those grades mostly weren't measuring: student learning and/or content knowledge.

"Deciding to ungrade has to come from somewhere, has to do more than ring a bell, it has to have pedagogical purpose, and to be part of a larger picture of how and why we teach." ~ Sean Michael Morris, "When We Talk About Grades, We Are Talking About People"

Some foundational questions about assessment:

Who is assessment for? How does this question force us to rethink how institutions structure their systems for evaluation?

What's the difference between grading and feedback? To what extent should teachers be readers of student work (as opposed to evaluators)?

Why do we grade? How does it feel to be graded? What do we want grading to do (or not do) in our classes (for students or teachers)?

What would happen if we didn't grade? What would be the benefits? What issues would this raise for students and/or teachers?

"Assessment tends so much to drive and control teaching. Much of what we do in the classroom is determined by the assessment structures we work under." ~ Peter Elbow, "Ranking, Evaluating, and Liking: Sorting Out Three Forms of Judgment"

Ranking. Metrics. Norming. Objectivity. Uniformity. Accreditation. Measurement. Rubrics. Outcomes. Quality. Data. Performance. Averages. Excellence. Curves. Inflation. Mastery. Standardization. Rigor.

I would argue grading, by any of our conventional academic metrics, undermines the work:

Grades are not good incentive.

Grades are not good feedback.

Grades encourage competitiveness over collaboration.

Grades are not good markers of learning.

Grades don't reflect the idiosyncratic, subjective, emotional character of learning.

Grades aren't "fair."

Historically, grades are more of an anomaly than anything else. They are very recent technology.

Prior to the late 1700s, performance and feedback systems in Education were incredibly idiosyncratic. The first "official record" of a grading system was from Yale in 1785. Throughout the 19th Century, they became increasingly comparative, numerical, and standardized.

The A-F system appears to have emerged in 1898 (with the "E" not disappearing until the 1930s) and the 100-point or percentage scale became common in the early 1900s. Letter grades were not widely used until the 1940s. Even by 1971, only 67% of primary and secondary schools in the U.S. were using letter grades. (Schinske and Tanner)

An "objective" system for grading was created so systematized schooling could scale. And we've designed technological tools in the 20th and 21st Centuries that have allowed us to scale further. Toward standardization and away from subjectivity, human relationships, and care.

The grade takes the complexity of human interaction within a learning environment and makes it machine-readable: [A/A-] [A-/B+] [F+] [97%] [59%] [18/20] [10/20] [high first] [low 2:1]

"Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in learning itself." ~ Alfie Kohn, "The Trouble with Rubrics"

In Pedagogy of the Oppressed, Paulo Freire argues against the banking model of education, "an act of depositing, in which the students are the depositories and the teacher is the depositor."

In place of the banking model, Freire advocates for "problem-posing education," in which a classroom or learning environment becomes a space for asking questions -- a space of cognition not information.

Start by Trusting Students.

A Google search for, "is cheating on the rise?," finds a half-dozen articles like one from The Washington Post, which cites data about the rise of online cheating reported by ProctorU, whose revenue model hinges upon culture of suspicion in education.

In 1963, Bowers surveyed roughly 100 institutions and found that "75 percent of the surveyed students admitted to cheating at least once in their college careers. ... The numbers have not changed much since then." McCabe, et. al.'s 2012 Cheating in College: Why Students Do It and What Educators Can Do About It includes findings from 150,000 students recently surveyed, showing that "between 60 to 70 percent of respondents admitted cheating." (Lang, Cheating Lessons)

The remote proctoring industry "is expected to grow from being a $4 billion market in 2019 to a nearly $21 billion market in 2023." ()

Honorlock, one of these proctoring technologies, markets itself by saying, "Our patented online test proctoring software maintains program integrity while providing extensive learner flexibility." Meanwhile, their patented approach to "ensuring integrity" lacks integrity itself, going further than assuming students cheat by actually baiting them into doing it. They have patented the use of honeypot websites, which offer answers to exams, tracking students accessing these pages and giving them incorrect answers.

Conventional grading is often at odds with our institutional missions. So far, I haven't seen a school mission statement with any of these:

We pit students and teachers against one another

We rank students in competitive ways

We measure output with little concern for the learning process

We value extrinsic over intrinsic motivation

We start from a place of deep suspicion of students

We assess in ways that reinforce bias against marginalized students

Data About Bias in Education (as reported by Soraya Chemaly, "All Teachers Should Be Trained to Overcome Their Hidden Biases"):

Black girls are twelve times more likely than their white counterparts to be suspended.

While Black children make up less than 20% of preschoolers, they make up more than half of out-of-school suspensions.

Teachers spend up to two thirds of their time talking to male students; they also are more likely to interrupt girls. When teachers ask questions they direct their gaze towards boys more often, especially when questions are open-ended.

A meta-analysis from Malouff and Thorsteinsson includes data from 20 studies of 1935 graders finds that "bias can occur in subjective grading when graders are aware of irrelevant information about the students." The authors ultimately suggest "blind grading." But I'd argue race, gender, and ability do not constitute "irrelevant information." We can't counter bias by ignoring it. Who our students are is exactly relevant, and their specific challenges need to be accounted for in our approach to assessment.

"Food insecurity is a significant factor in determining the average math-SAT score. An increase in food insecurity lowers the students' Math-SAT scores." ~ Sharma and Carr, "Food Insecurity and Standardized Test Scores"

Ozturk, et. al. found that students perform more poorly on exams when they are several weeks removed from receiving food-stamp benefits.

"Children displayed a statistically significant increase in cortisol level in anticipation of high-stakes testing. Large decreases and large increases in cortisol were associated with underperformance on the high-stakes test." ~ Heissel, et. al., "Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing"

Grades are anathema to the presumption of the humanity of students, support for their basic needs, and engaging them as full participants in their own education. Invigilated exams won't ensure integrity. Plagiarism detection tech won't unseat online paper mills. Incessant surveillance won't help us listen better for the voices of students asking for help.

Taking grades at least partly off the table means I have a whole different set of conversations with students I work with. My goal isn't to create a learning environment entirely free of grades (they still get graded in other classes), but to create a safe space for students to ask critical questions about grades, about how school works, and about their own learning.

Ungrading starts with teachers just talking to students about grades. Demystifying grades (and the culture around them) gives students a sense of ownership over their own education.

Minimal Grading: Using scales with fewer gradations to make grading "simpler, fairer, clearer" (Elbow)

Contract Grading: Grading contracts convey expectations about what is required for each potential grade. Students work toward the grade they want to achieve, and goalposts don't unexpectedly shift.

Authentic Assessment: Having students write for real-world audiences, focusing on intrinsic motivations, and drawing students into the design of assignments / assessments.

Process Letters: Asking students to reflect on their work and offer feedback on those reflections. Students help guide the grading of their own work.

Alternative Forms of Assessment:

The statement about assessment from my own syllabi:

This course will focus on qualitative not quantitative assessment, something we'll discuss during the class, both with reference to your own work and the works we're studying. While you will get a final grade at the end of the term, I will not be grading individual assignments, but rather asking questions and making comments that engage your work rather than simply evaluate it. You will also be reflecting carefully on your own work and the work of your peers. The intention here is to help you focus on working in a more organic way, as opposed to working as you think you're expected to. If this process causes more anxiety than it alleviates, see me at any point to confer about your progress in the course to date. If you are worried about your grade, your best strategy should be to join the discussions, do the reading, and complete the assignments. You should consider this course a "busy-work-free zone." If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.

I've foregone grades on individual assignments for over 20 years. My goal in questioning grades has been to more honestly engage student work rather than simply evaluate it. This practice continues to feel like an act of personal, professional, and political resistance.

While I've experimented with many alternatives to traditional assessment, I have primarily relied on self-assessment. I turn in final grades for the course, but those grades usually match the grades students have given themselves.

My view of students as complex and deeply committed to their education is fueled by the thousands of self-reflection letters I've read throughout my career. What happens with almost every single student is that any assumption I might make about them is squashed by what they write about themselves and their work.

"We need more, not fewer, ways to listen for the voices of students reflecting on education. We need more, not fewer, ways to include students in conversations about the future of teaching and learning in college. These conversations cannot begin by sending a signal to students that their voices don't matter." ~ Sara Goldrick-Rab and Jesse Stommel, "Teaching the Students We Have Not the Students We Wish We Had"

Change how you talk about assessment: Ungrading works best as part of a holistic pedagogical practice. Use words like "ask" or "invite," rather than "submit" or "required." Ask students about their expectations for their work, rather than centering yours.

Invite students to a conversation about grades: Ask students how being graded makes them feel, how it affects their motivation. As a group, read and discuss a piece like Alfie Kohn's "The Case Against Grades."

Grade less stuff, grade less often, grade more simply: Create space in your course for discovery and experimentation. Use a grading scale that feels less arbitrary and communicates more clearly to students. Ask students to do work that you don't "collect."

Ask students to reflect on their own learning: Even if you change nothing else about how you grade, ask students when and how they learn. Ask what barriers they face. Listen. Believe the answers.

Small things you can do tomorrow to start ungrading:

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Ungrading means raising an eyebrow at grades as a systemic practice, distinct from simply "not grading." The word is a present participle, an ongoing process, not a static set of practices.

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A 7:38 minute video discussing the overall principles of ungrading.

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USC Center for Languages and Cultures (CLC)

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Article discussing the history and limitations of grading, plus offers strategies for how to provide feedback that isn't based on letter grades.

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If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account.

Box is a collaboration tool that is available to Pomona Faculty and Staff. Box is not intended to be a personal storage area, only the institutional data of Pomona College should be stored here.

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Help can be found in the KnowledgeBase for Pomona College. Click Here.

If you need to contact the ITS Service desk, send a detailed email message to Pomona Service Desk or call 909-621-8061.

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POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account. Box is a collaboration tool that is available to Pomona Faculty and Staff.

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Interesting article providing the student perspective on ungrading.

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Website outlining "Specs Grading" which is a particular type of ungrading that eschews rubrics and rankings in favor of a "meets expectations" approach.

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Grading is time-consuming and anxiety-producing. Specs grading allows instructors to focus on quality feedback while making assignment expectations clearer - and less stressful - for students.

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Millennial (and Gen Z) Class Discussions

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Millennial (and Gen Z) Class Discussions

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Even though we are now working with Gen Z students, this article has good advice for how to work with Millennial students that still apply to our students.

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How to talk/write about your inclusive teaching efforts

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How to talk/write about your inclusive teaching efforts

# data[].attributes.body
Power Point from a Pomona workshop discussing how to frame your inclusive pedagogical work to support your tenure and/or promotion process.

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Box is a collaboration tool that is available to Pomona Faculty and Staff. Box is not intended to be a personal storage area, only the institutional data of Pomona College should be stored here.

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Help can be found in the KnowledgeBase for Pomona College. Click Here.

If you need to contact the ITS Service desk, send a detailed email message to Pomona Service Desk or call 909-621-8061.

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POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account. Box is a collaboration tool that is available to Pomona Faculty and Staff.

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A link to a box folder that contains 10 different self-reflection prompts to self-evaluate your teaching.

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Link over to the New Faculty Orientation Padlet

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NCFDD (the National Center for Faculty Development and Diversity) offers a number of programs you can join via our Pomona College membership. Check out the NCFDD website for more information. For questions about signing up for one of their offerings, please contact Associate Dean April Mayes april.mayes@pomona.edu .

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Why NCFDD Higher education is evolving, and institutions that invest in faculty success see stronger retention, greater engagement, and a more thriving academic community. NCFDD helps higher education institutions support faculty at scale, with customized, evidence based faculty development solutions. Explore solutions The Pressures Faculty Are Facing Most institutions recognize the importance of faculty development ...

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Article shows how "College campuses where faculty employ active and collaborative learning techniques have students who were more engaged." Classroom practices make a difference in student learning, with more engaging practices leading to higher levels of learning.

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Instructor Reflections on Inclusive Teaching

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Instructor Reflections on Inclusive Teaching

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A qualitative study out of Spain about instructor practices that foster inclusion and learning. Interesting quotes from the faculty themselves.

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Good outline of why you want to do mid-semester feedback out of McMaster University in Canada.

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Study out of University of Otago, New Zealand, outlining straightforward approaches (hinging on establishing a reflective process) to improving teaching.

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POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network.

If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account.

Box is a collaboration tool that is available to Pomona Faculty and Staff. Box is not intended to be a personal storage area, only the institutional data of Pomona College should be stored here.

Please review Pomona College's Acceptable Use Policy. Click Here.

Help can be found in the KnowledgeBase for Pomona College. Click Here.

If you need to contact the ITS Service desk, send a detailed email message to Pomona Service Desk or call 909-621-8061.

# data[].attributes.attachment_link.description
POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account. Box is a collaboration tool that is available to Pomona Faculty and Staff.

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A 7:58 video of a professor relaying his experience as a new faculty member teaching a new course and how the evaluation process was, well, less than desirable.

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Course Evaluations: Why they Stink, Why they're Important, How to Make the Most of Them [Lecture]

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Good advice (6min) from a new-ish CS professor on engaging with students.

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Teaching Tips for New College Instructors & Improving Classroom Discussions #CompSci #DataTalk

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Three in-depth book chapters focusing on how we can potentially use AI to assist with teaching. Also includes information on cheating and AI detection.

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POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network.

If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account.

Box is a collaboration tool that is available to Pomona Faculty and Staff. Box is not intended to be a personal storage area, only the institutional data of Pomona College should be stored here.

Please review Pomona College's Acceptable Use Policy. Click Here.

Help can be found in the KnowledgeBase for Pomona College. Click Here.

If you need to contact the ITS Service desk, send a detailed email message to Pomona Service Desk or call 909-621-8061.

# data[].attributes.attachment_link.description
POMONA COLLEGE uses your network credentials to login to Box. Continue to login to Box through your network. If you are not a part of POMONA COLLEGE, continue to log in with your Box.com account. Box is a collaboration tool that is available to Pomona Faculty and Staff.

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This links to the TEval (Transforming Higher Education - Multidimensional Evaluation of Teaching) website featuring a 3 minute video outlining a new approach to evaluating teaching.

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This project seeks to advance educational practices and models of more effective teaching evaluation at universities. In addition to developing tools and practices for improved evaluation, we are advancing understanding of the institutional change process for the adoption and integration of new approaches. The overall project encourages the use of evaluation, incentive, and reward processes as a lever to promote greater use of evidence-based teaching within universities as complex systems.

Three institutions (University Massachusetts, University of Kansas, and University of Colorado) each serve as an incubator for specific strategies and processes for effecting change. Cross-case comparisons (from MSU) will examine how these strategies and processes interact with different institutional cultures. Evaluation studies (Yale University), provide formative and summative studies of the project.

This project is conducted in collaboration with and the support of the Association of American Universities and the Bay View Alliance.

This material is based upon work supported, in part, by the National Science Foundation, Award numbers: DRL 1725946, 1726087, 1725959, and 1725956. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the N ational Science Foundation.

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This project seeks to advance educational practices and models of more effective teaching evaluation at universities. In addition to developing tools and practices for improved evaluation, we are advancing understanding of the institutional change process for the adoption and integration of new approaches.

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Chapter 2 from the online textbook Documenting Teaching Excellence. The chapter explores the three voices framework (student, peer, self) and gives many good tips and examples. Other Chapters in this book can be found at this link.

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An excellent, in-depth, presentation created by students about how to address mental health needs (and other concerns) in your syllabi.

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100 terms related to learning (cognition) and examples for higher education.

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An overview of Bloom's taxonomy with sources related to each level of Bloom's with examples of classroom considerations.

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An annotated list of links to programs offered by CGU's Center for Academic & Faculty Excellence (CAFE)