Camosun Story #73: Helen

Helen is a Co-op and Internship Coordinator (CIC) with the Technology programs at Camosun, as well as Chair for Cooperative Education.  Helen has been working in post secondary education for most of her career and explained, “I have always been interested in the teaching and learning process, even when I was in administrative or coordination roles. And I am particularly interested in experiential education and reflective learning, or work-integrated learning which is how co-op fits in.”

Part of Helen’s work as a CIC is to teach a Career Development Workplace Preparation Skills course, known as CDEV.  “CDEV is a competency-based course teaching students about career development that includes assessing one’s own interests, skills and abilities; understanding the world of work; and connecting with professionals, and opportunities, in industry.” Helen also noted that for her program area, CDEV is a requirement for graduation, meaning that not all students are keen to take it.

Because CDEV is required, Helen sometimes finds teaching it challenging. “Ideologically, I want people to learn, not just finish with a grade.  But it’s challenging to engage students meaningfully when they are motivated by the technology aspects of their program and are very busy in their courses.

Most of the assignments in CDEV are not graded – with the exception of the cover letter and resumé, with a requirement of achieving 70% or higher to complete the course.   A strong cover letter and resume is the biggest artifact coming out of CDEV for students.  After Helen heard about ungrading, she had a conversation with Robin Fast and thought it “might be a solution to some of the tensions I was experiencing” around student engagement and grading that assignment within a pass/fail course.  “I love to try out new things, so last fall I decided to scrap the itemized rubric for the cover letter and resumé and made it more qualitative. I still had grades, but used a binary method where One was ‘you’ve met the requirements’ and Zero was ‘you need to keep working on it.’”

Helen anticipated my next question; how did it go? “It’s a work in progress and I need to refine things for next time. What I found is that ungrading didn’t seem to give students enough direction. Part of me thinks I may have removed some incentives by removing the quantitative rubric. When it was clear that the requirement to pass was 70 out of 100, they had incentive to work harder, even though I would tell them not to do it for the grade.”

A piece of ungrading that supported the workplace preparation and student engagement aspects of CDEV was the feedback component, which in ungrading is typically formative and collaborative.  “Students need to learn how receive feedback and to be able to adapt based on feedback.   While I had always incorporated peer feedback into class activities, I required students to submit their feedback along with their application documents so I could help them be accountable to the feedback they received. And thanks to Robin, I implemented audio feedback for students, which was a way for me to provide personal commentary about their submissions.”  One problem she encountered was that while “students were allowed to resubmit their documents as many times as they needed to, many of them seemed to disregard the feedback that was given. It almost seemed that without a grade, feedback did not matter.”

One aspect of ungrading Helen particularly appreciates is the focus it brings to building relationships in the classroom. “I feel that this experience with ungrading enhanced my relationships with students and contributed to a wonderful communal learning experience. In fact, I heard more than once that the peer reviews and the discussions in class and enabled students to better connect with each other if I can get them to talk to the student next to them, that’s a win!”

Helen reminded me that “these students are in a grueling and competitive program, and I like to think that CDEV supports them to excel at a personal level, because CDEV is all about them. I believe if I can boost their confidence through CDEV, that will also be good for their career. And because their success is based on the choices they make, I’d like them to choose to be successful, not be reliant on a grade as a measure of success. That’s why ungrading appeals to me as a principle.”

What is the future of ungrading for Helen?  “I’m going to keep it with some refinements. I think when you do something new you should give it more than just one try. Not everyone is comfortable with trying new things and possibly failing, but if something you try works out, then others may be willing to try it out too. In the end, our goals are to help our students succeed in their careers and prepare them for the real world.” And Helen believes many of ungrading aspects, like reflection and collaborative feedback, can support those goals.