Tuesday, March 29, 2022 at 12:00pm to 1:00pm
McDermott Library Auditorium, MC2.410
Getting a good grade is supposed to be a marker of excellence, but research shows that grades diminish our intrinsic motivation and emphasize the outcome rather than the process that leads to what researchers refer to as deep learning. Grades also mirror and magnify many of the systemic inequities that are a part of higher education. Further still, rates of anxiety and depression have spiked dramatically, and academic stress tied to grades is a leading cause of this escalation. In this workshop, Eyler will offer a range of strategies we can try, both in our classrooms and at the institutional level, in order to be more equitable in our classrooms by mitigating the damaging effects of grades.
Josh Eyler is Director of Faculty Development and Director of the Thinkforward Quality Enhancement Plan at the University of Mississippi, where he is also Clinical Assistant Professor of Teacher Education. He previously worked on teaching and learning initiatives at Columbus State University, George Mason University, and Rice University. His research interests include the biological basis of learning, evidence-based pedagogy, and disability studies, and he is the author of How Humans Learn: The Science and Stories behind Effective College Teaching (WVU, 2018). Josh is a frequent speaker at colleges and universities across the country, and he often consults with centers for teaching and learning on a range of issues related to programming and research. You can contact Josh at email@example.com or at @joshua_r_eyler on Twitter.
Tuesday, March 29 from 12:00pm-1:00
McDermott Auditorium, MC 2.410
Please rsvp to https://eforms.utdallas.edu/ctl-mar-29-rsvp by March 22
Please understand that selecting a lunch indicates your commitment to attend this event in person to receive a box lunch. Thank you
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