When looking for ways to efficiently evaluate student work, instructors can modify their assessments to streamline grading and feedback, while ensuring that the assessment supports student learning. This resource provides guidance and strategies for combining grading efficiency and effective assessment. To frame our discussion, we begin with some guidelines for grading in ways that are efficient for instructors while promoting learning.

Past participants of CEE's PACE4Equity (Program-level Assessment Capacity Enrichment for Equity) program reflect on their experience in the program. 

Introduction: 

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Spring 2023 quarter, which focused on active learning and inclusive classrooms:  How has participating in the Graduate Teaching Community (GTC) this quarter shaped your thinking about teaching?

James Hughes, Mathematics

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Fall 2022 quarter:  How has reading and discussing Teaching Matters by Aeron Haynie and Stephanie Spong shaped your current or future teaching practices?
 

Amelia Bennett, Microbiology

When Dr. Bwalya Lungu, Department of Food Science and Technology, wanted to explore ways to learn more about the student learning experience in her large-enrollment classes, she turned to Undergraduate Education’s Learning, Teaching, and Assessment (LTA) for the use of mid-quarter inquiry surveys (MQIs). In this blog interview and post, we learn more about Dr. Lungu, her approach to teaching and learning, and her use of MQIs.

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Spring 2022 quarter: How has participating in the Graduate Teaching Community (GTC) this quarter shaped your thinking about teaching?

This quarter in the GTC, we tackled three central topics: grading & assessment, student mental health, and equity & inclusion.

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Winter 2022 quarter: How has reading and discussing How Learning Works shaped your current or future teaching practices?

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Fall 2021 quarter:  How has reading and discussing Relationship-Rich Education by Peter Felten and Leo M. Lambert impacted your thinking about the role of relationships in the classroom?

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Spring 2021 quarter: How did participating in the Graduate Teaching Community (GTC) this quarter shape your thinking about teaching?

Members of the Graduate Teaching Community reflected on the following prompt at the conclusion of the Winter 2021 quarter: How did reading and discussing Kevin Gannon’s Radical Hope shape your thinking about teaching?

We asked undergraduate students about their experiences with remote learning in Spring 2020. We are compiling a report to help instructors and support programs prepare for summer and fall. In the meantime, you can see students’ advice for other students here. Instructors can view some preliminary results at the Know Your Students website.

Members of the inaugural First Generation Faculty Learning Community reflected on the following prompt: How does being a first gen faculty member change the way you teach? Below are there responses and classroom approaches:

By Mona Monfared, Assistant Professor of Teaching in Molecular and Cellular Biology

As we think about course design it is important to consider equitable and inclusive pedagogies, especially as UC Davis classrooms become more and more diverse.