Agreed and not in the slightest. Educators have instituted that form of tracking before (in my own education, actually) and in doing so, they only succeed in reinforcing the idea in students’ minds that “this is what I’m good at, this is what I’m not, and I should only stick with what I’m good at”, which is not conducive at all to learning.

Hi Sara,

Thanks for the feedback! Personally, I think it would depend on the class level and the subject matter. Portfolios and game-style group projects where the main focus is evaluation and improvement on what’s already been accomplished I could see working for a social theory or survey level sociology course, but for more focus-driven course like a women and crime class, for example, I’m not too sure. To start, I’d probably institute a standard for my classes where “grades” are more of a diagnostic and detail-oriented tool. Maybe unranked categories could include “Consideration for X, Y, Z”, “Writing Style Adjustments Needed”, “Information Heavy, Analysis Needed”, etc.?

Oh yes, I agree. It’s not going to be easy, not by a long shot. But when the system is so deeply broken, it needs to be addressed all the same.

Good question, Ben. I think involving the student government would be an ideal first step, perhaps to come up with a formal initiative/program to bring all three together for talks?

Cheers Şengül! Here’s to humility!

Thanks, Tim! Actually, no. It’s my first blog dealing with academic matters. I actually had some experience blogging back in my early college years, but it was mostly creative writing or poetry based. I’ve also used WordPress platforms in my experience as a reporter and media reviewer I’m hoping that I can immerse myself into academic blogging with the same (hopefully more) enthusiasm.

Thanks for the feedback Cindy! I’m perfectly fine with you copying it, glad to know I’m off to such a good start!

On point, Shannon! Thanks for the feedback. Vulnerability’s something that’s sadly misunderstood and stigmatized. Hopefully we can do our part towards addressing this.

Thanks for the feedback, Arash! Learning’s awesome, right?!

Thanks for the feedback, Heather! I’d really like to hear more about your approach to the lab teaching. What does being a “peer-learner” entail, exactly? Have you encountered any issues of respect or professionalism from this approach? If so, how have you addressed them?