Shifting Instructor and Student Focus From Grades to Learning

Eligibility: Full-time teaching faculty/instructors and graduate students

Amount: Each participant will receive $500 in professional development funds

Submission: Online Application

Due Date: May 27, 2022

Purpose and Description

The purpose of this community is to identify ways to improve student learning by focusing on assessment and its relationship with grading practices and grades. This community will examine the literature on assessment as it pertains to "ungrading," student motivation, development, and performance, student-centeredness, diversity, content mastery, and reportable metrics. The community will also explore how grading practices influence student-teacher relationships and how this shapes participation, engagement, and learning.


The members will:

  • identify literature aligned with the goals of the FLC,
  • synthesize the literature,
  • generate useful applications to course assessment and structure,
  • attend the Original Lilly Conference on College Teaching to explore its suitability for dissemination, and
  • be expected to attend and participate in face-to-face 2 hr. meetings approximately every 3 weeks. 


  • Chelsea Green, Finance; Facilitator
  • Chris Welter, Management
  • Zara Torolone, French Italian and Classical Studies
  • David Scoville, Computer Science and Software Engineering
  • Aaron Abbott, Sociology and Gerontology
  • Carolyn Slotten, Family Science and Social Work
  • Sherrill Sellers, Family Science and Social Work
  • Karen Meyers, Finance
  • Yildirim Dilek, Geology and Environmental Earth Science
  • Kerrigan Grabow, Student Associate