T5: Talking Through Teaching Tensions Together

Guest: Halley McCormick | Professor | Department of Mathematics | Walla Walla Community CollegeSuggested Reading: blog post from Grading for Growth
For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Judith Canner | Professor | Department of Mathematics and Statistics | Cal State Monterey Bay
For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Candice Price | Associate Professor | Department of Mathematical Sciences | Smith College
For most of us, the grading policy in school was fairly typical: you earn points on assignments, and your course grade is a weighted average of those points. The team behind this podcast was actually born out of a shared interest in "Alternative Grading," which we can think of as anything outside of "weighted average of points." We have become convinced on the benefits of alternative grading, but we continue to struggle with how to cultivate buy in from students. We speak with a variety of individuals who have been experimenting with alternative grading in the classroom to learn how they communicate the idea to their students.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

In this episode, the T5 team comes together to recap the episodes in this series.  We discuss what we learned in speaking with our guests, the questions that still remain, and what we look forward to as we generate student buy-in for alternative grading schemes.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Ulrike Genschel | Professor and Director of Graduate Education | Department of Statistics | Iowa State University
"Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Marley Olsen | Professor and Honors Program Chair | Department of Sociology | Walla Walla Community College
"Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Melissa Eblen-Zayas | Professor | Department of Physics | Carleton College
"Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Ella Ingram | Retired Professor of Biology | Department of Biology and Biomedical Engineering | Rose-Hulman Institute of Technology
"Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: Tracy Gleason | Nellie Zuckerman Cohen & Anne Cohen Heller Professor of Health Sciences and Professor of Psychology | Department of Psychology | Wellesley College
"Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.

Guest: John Laudun | UL Federal Credit Union/BORSF Endowed Professor | Department of English | University of Louisiana at Lafayette
"Prepping" a class can mean different things to different people. For some, it is choosing a text for the course and using the publisher provided slide deck and problems. For others, it is developing course handouts from scratch, developing in-class activities for each class meeting, and creating entirely new homework assignments. As a result, "prepping" could entail a few minutes each week, or 20-hours of work to produce 3-hours of in-class content. In speak with individuals and try to tease out their tips for sustainable course development.
As always, if you have ideas for topics you would like us to discuss, or if you would like to be a guest on T5, email us as t5podteam@gmail.com.