Potential Abstract:
Abstract: This study aims to unpack the unanswered questions surrounding the intersection of race, service learning, and ungrading practices in higher education. As institutions seek to create more equitable and inclusive learning environments, educators are increasingly exploring innovative approaches such as service learning and ungrading. However, the ways in which these practices intersect with racial dynamics and student experiences remain understudied. This research employs a mixed-methods approach to investigate how instructors make inferences about student performance and potential based on race within the context of service learning projects and ungrading assessments. By examining the beliefs, biases, and behaviors that influence instructors’ decision-making processes, this study seeks to shed light on the complex interplay between race, assessment practices, and student learning outcomes. Findings from this research will not only contribute to the existing literature on race and education but also provide practical insights for promoting equity and justice in higher education classrooms.
Potential References:
- Moving toward equity: Experiences with ungrading
- Ungrading: Socially Just Assessment Practices for the PA Classroom
- Common-sense teaching for the 2020s: Ungrading in response to covid-19 and beyond
- Ungrading in art history: Grade inflation, student engagement, and social equity
- It’s about the journey, not the destination
