Integrating Collaborative Online Grading Platforms into the Coordination of Calculus: A Case Study

Abstract

This case study details the integration of an online grading platform in a Calculus program. Initially implemented to increase the efficiency and quality of grading written assessments in a large undergraduate program, the effects were many and surprising. Two main concerns surfaced that we needed to address, namely:

•	consistency in grading;
•	quality of feedback to students to facilitate learning.

 With greater course coordination and the use of the online grading platform for homework and exams, student success in Calculus and retention of students continuing from Calculus I to II dramatically improved over the past 2 years.

Keywords:

• Online grading platforms
• instructional technology
• coordination of instruction
• student success rates
• DFW rates
• retention of students in calculus
• Calculus I
• Calculus II

Acknowledgements

The changes in instruction and coordination, and this study, would not have been possible without the constant support, encouragement and help of my colleagues in the Department of Mathematics, Statistics, and Computer Science at University of Illinois at Chicago: Dave Marker, Associate Head, Jenny Ross, Director of Pre-Calculus, and Brooke Shipley, Head. Finally, I like to thank Anne Holmes Feeney and Debra Levine for proofreading.

Additional information

Notes on contributors

A. Martina Bode

A. Martina Bode received her Ph.D. from Brandeis University in 1996 in Algebraic K-theory. Her current research interests include the effectiveness of active learning methods, the impact of strengthened coordination of calculus programs on student success and retention, and flipping of coordinated instruction. She is the Director of Calculus at UIC, and a member of the Developmental Math Task Force, which is a part of the Student Success Initiative. Previously, she was Director of Calculus and Distinguished Senior Lecturer at Northwestern University involved in teaching, mentoring of students, and initiatives to promote learning and teaching. Martina Bode has taught at Brandeis, Tufts, Wellesley, and Harvard Universities. During her 15-year career at Northwestern she earned over a dozen awards, including the Northwestern WCAS Teaching Alumni award, the Northwestern Charles Deering McCormick University Distinguished Lecturer Award, the Best Practices University Excellence Award, and the Campus Partner Award from Student Affairs. At UIC she was a Master Teaching Scholar for 2 years of the Teaching and Learning Communities founded in October of 2015.