Shifting grading strategies to improve equity
Martha Oakley couldn’t ignore the data. The statistics about student success in her discipline were damning, and the success rates elsewhere were just as troubling.
Oakley spoke to about 40 faculty and staff members last week at a CTE-sponsored session on using mastery-based grading to make STEM courses more equitable. The session was part of a CTE-led initiative financed by a $529,000 grant from the Howard Hughes Medical Institute, with participants from KU working with faculty members from 13 other universities on reducing equity gaps in undergraduate science education.