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Recommended Session-Alternative Grading and Assessment Practices for UDL

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Recommended Session-Alternative Grading and Assessment Practices for UDL

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A very nice overview of alternative approaches to grading and assessment. Even in situations where grading policies have been established, ideas were presented to make the process more inclusive and equitable.

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Veronica made some great suggestions at the end of our breakout room session on how to overcome hesitancies. I did not get all of them down. Could you repeat them here? Thanks!

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Another useful session to introduce important contrasts (mastery over vs relationship with course concepts, expert vs continuous learning, etc.). Enjoyed the small group session. Learn lots from participants!

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I'd love more specific examples of alternative testing specifically for large classes with few if any TAs. For example, what is an alternative to multiple choice for a very large class that only has one person to grade.

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Recommended Session - Lowering Course Material Costs and Increasing Instruction Accessibility through the Libraries 

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Recommended Session - Lowering Course Material Costs and Increasing Instruction Accessibility through the Libraries 

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Very useful survey of how librarians can make course materials more accessible to students. Video production studio is very exciting! Is there one on the Chicago Campus?

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Partnership and Protocol: Student Academic and Behavioral Concerns - 8.25

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Partnership and Protocol: Student Academic and Behavioral Concerns - 8.25

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It was great to have the "official" policies explained and learn the network for advisors in the different schools at this session. However, it was missing the graduate student perspective.

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A very useful session to help prioritize +1 efforts. The consultant also made several helpful suggestions to improve my Canvas course site. Many thanks!

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Very helpful discussion about each participant's challenges and potential solutions. A very nice sounding board for my ideas.

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Also really appreciated that my consultant started with the prescribed content for the first consultation and then opened up space to talk about the topics/challenges I found most pressing from any of the prior sessions. We were able to brainstorm creative solutions to many of my questions, which helped me feel able to move forward in my course creation process.

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I really appreciated that my consultant offered to talk on the phone when my internet was cutting in and out. It allowed us to have a successful consultation despite technical difficulties.

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Following up on a question asked during empathy mapping session: how do we account for student diversity of multiple, intersecting social identities (beyond titles like student athletes, first year, etc)?

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Following up on a question asked during empathy mapping session: how do we account for student diversity of multiple, intersecting social identities (beyond titles like student athletes, first year, etc)?

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(eg, Is empathy mapping effective for assessing Pinch Points for students with different backgrounds in a discipline or program that is homogenous racially, gendered, etc?)

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From recommended session on "Empathy Mapping"

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From recommended session on "Empathy Mapping"

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Administering pre-course surveys to address the information we gather from generic profiles but also not assume who the "average" student(s) is or are

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Would have loved more time in empathy mapping session for the exercise. Possibly some pre-work would have helped with the timing as well. Otherwise definitely loved thinking about generic profiles of students and what they might be saying, thinking, feeling, and doing. Want to try to have pre-, mid-, and after course surveys to better get at these concepts :)

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A useful session that again introduced more UDL resources to consider. Choosing the "plus 1" addition to my course is still going to be challenging, given all the great ideas available. But the key reminder of the day was to make sure to evaluate the "plus 1" change that was implemented.

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Still not clear about how specific vs how general pinch points should be in order to re-engineer the course. The breakout groups might have been better for me if we had reviewed some of the resources prior to the session.

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should I incorporate parking lot into my teaching? Or using a survey?

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should I incorporate parking lot into my teaching? Or using a survey?

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The timing of breakout groups was good overall (though the time goes faster with 3 people as opposed to 2), but the smaller groups is great for actually engaging!

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would have loved more time in break-out rooms; felt like we barely introduced ourselves and began a discussion before we were called back

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Core Session #1 on 8/16:  Appreciated initial discussion about how teaching and student experience has been generally impacted.  A more succinct summary of the data on pandemic impact would have allows us more time to really start thinking through teaching and learning adaptations and the philosophy/usefulness of UDL.  

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Core Session #1 on 8/16:  Appreciated initial discussion about how teaching and student experience has been generally impacted.  A more succinct summary of the data on pandemic impact would have allows us more time to really start thinking through teaching and learning adaptations and the philosophy/usefulness of UDL.  

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Pre-work Ted Talk was very engaging and effective to me in justifying UDL.

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Good introduction. Instructors should be aware of the diversity of their audience relating to undergraduate vs graduate, professional vs research, and teaching experience. Maybe the formal presentations and pre-reads could also pertain a little more to graduate and professional education? The amount of time devoted to presenting mental health services data should be reconsidered given the lack of discussion regarding UDL.

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I am hopeful that our recorded resources come from a diverse set of voices.

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Would love to have pronouns be a standard part of intros in the rubrics for facilitators

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Very glad to meet a very diverse and interesting group of co-participants. A well-run and engaging session. Thanks.