Grades can be a significant source of feedback, both evaluating performance and guiding future learning. They can also be a source of doubt and anxiety -- for both students and instructors. In this interactive session, we will consider how learning science and psychology encourage us to think differently about how we approach grading. And we’ll talk about practical strategies -- including the use of rubrics -- for grading more consistently, effectively, and efficiently. Francesca Minonne will facilitate this session. Enrollment is limited; please register as soon as possible, but no later than February 19th.

Those who plan to complete the Apprenticeship in College Teaching Program are required to attend 5 required workshops and 2 elective workshops. This is one of the 5 required workshops for the program. Please note that those who miss more than ten minutes of a session will not receive ACT credit for that workshop.