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As faculty members, the time spent grading can get monotonous and impersonal. Faced with a stack of digital or hardcopy papers to grade, all saying relatively similar things, it is easy to see how faculty attitudes around grading can erode by the time we tackle the 20th paper. This becomes particularly salient when we experience time poverty at the end of the term when deadlines loom large. We know through research that the more mindfulness faculty bring to the classroom the more students benefit. The purpose of this session is to introduce faculty to screencasting as a way of leveraging mindfulness during the grading process, resulting in more personalized, and useful, feedback to students. During the interactive portion of the session, participants will create a screencast, then reflect and share how they might use the process to benefit both the student and themselves.
Author(s):
Roxanne Beard
McKendree University
United States
Robyn A Berkley
Southern Illinois University Edwardsville
United States
