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College Teaching Volume 71, 2023 - Issue 4
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Articles

Life in an Ungraded Course

Katherine H. Greenberga University of Tennessee
,
Brian Kelleher Sohnb Carson-Newman University;Correspondence[email protected]
&
Lauren Moretc Independent Scholar
Pages 290-298 | Published online: 03 Mar 2022

References

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  • Sohn, B. K., S. P. Thomas, K. H. Greenberg, and H. R. Pollio. 2017. “Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research.” Qualitative Research in Education 6 (2):121–48. doi: 10.17583/qre.2017.2374.
  • Schinske, J., and K. Tanner. 2014. “Teaching More by Grading Less (or Differently).” CBE Life Sciences Education 13 (2):159–66. doi:10.1187/cbe.CBE-14-03-0054.
  • Supiano, B. 2019. “Grades Can Hinder Learning. What Should Professors Use Instead?” The Chronicle of Higher Education, July 19. https://chronicle.com.
  • Tannock, S. 2017. “No Grades in Higher Education Now! Revisiting the Place of Graded Assessment in the Reimagination of the Public University.” Studies in Higher Education 42 (8):1345–57. doi: 10.1080/03075079.2015.1092131.
  • Taylor, E., S. Cranton, and Associates, eds. 2012. The Handbook of Transformative Learning: Theory, Research, and Practice. San Francisco: Jossey Bass.
  • Weimer, M. 2013. Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey Bass.

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