Designing for Care and Embracing Ungrading with Jesse Stommel
Jesse Stommel will offer a presentation and Q&A on how designing inclusive pedagogies intersects with ungrading and alternative assessment.
In his article "Why I Don't Grade," Jesse Stommel argues that grading creates a "hierarchical system that pits teachers against students and encourages competition by ranking students against one another." Such a system stifles community, social justice, self-confidence and compassion.
In this lecture followed by a Q&A, Stommel will discuss the relationship between ungrading and designing inclusive pedagogies. He will help educators imagine new learning environments centered on care instead of competition.
Stommel will be introduced by Asao Inoue, who will moderate the Q&A discussion. This virtual event is hosted by the Institute for Humanities Research at Arizona State University.
Jesse Stommel is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He has a PhD from University of Colorado Boulder. He is co-author of "An Urgency of Teachers: the Work of Critical Digital Pedagogy."
Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy and assessment. He’s got a rascal pup, Emily, a clever cat, Loki, and a badass daughter, Hazel. He’s online at jessestommel.com and on Twitter @Jessifer.
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Asao B. Inoue is a professor and the associate dean for Academic Affairs, Equity and Inclusion in the College of Integrative Sciences and Arts at Arizona State University. His research focuses on antiracist and social justice theory and practices in writing assessments. He was the 2019 Chair of the Conference on College Composition and Communication, and has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators.
Among his many articles and chapters on writing assessment, race and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, "Race and Writing Assessment" (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, "Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future" (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published a co-edited collection, Writing Assessment, Social Justice and The Advancement of Opportunity (2018), and a book, "Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom" (2019).