Section 3 Generating Faculty Buyin
Initially, department administrators opposed the implementation of SBG in College Algebra for fear that the iterative nature of the grading scheme would trivialize the course content. Over the course of several meetings, we were able to allay these concerns by emphasizing that the iterative nature of SBG empowers the instructor to shift the emphasis on assessments toward testing deeper conceptual questions over rote computation [15], and by citing existing literature to support positive student outcomes in similar courses [10].
With administrative permission to proceed, we set about generating additional support amongst the wider mathematics faculty. We found the most success in building this support by emphasizing the efficiency of grading[11] and the shift in instructor-student interactions [6] [10]. Eliminating the need to agonize over how much partial credit to assign, instructors are able to spend less time grading and are able to return assessments in a more timely manner. Moreover, when assessments are returned, the interactions with students tend to shift away from haggling over points and towards understanding. Hence in one-on-one interactions, the instructor can spend more time discussing content by reviewing, identifying, and rectifying misconceptions.
Based on our experience, we recommend the following approach for faculty interested in implementing SBG:
- Ground Your Case in Evidence:
- Begin by reviewing the literature on SBG, focusing on studies that highlight its effectiveness and address common concerns, such as academic rigor and student engagement. Being well-informed will prepare you to confidently address questions from administrators and colleagues.
- Engage Administration First:
- Schedule a meeting with your supervisors to discuss the potential implementation of SBG in your courses. Approach the discussion as an opportunity to collaborate and address institutional priorities. Be prepared for ongoing conversations, as gaining approval may require multiple discussions.
- Frame the Conversation for Faculty:
- When speaking with colleagues, emphasize the benefits of SBG for both instructors and students. Highlight how SBG can reduce grading time by eliminating partial-credit calculations and provide more meaningful feedback to students. Share how SBG fosters deeper learning discussions, shifting the focus from point disputes to conceptual understanding.
- Acknowledge Resistance:
- Understand that not everyone will embrace the approach immediately. Focus your energy on faculty who are curious or open to trying something new. Use their experiences as examples to build momentum.
- Build Momentum Gradually:
- Pilot SBG in one course or with a small group of students. Share the results — both successes and challenges — with your department. This incremental approach can demonstrate feasibility while building trust and interest among colleagues.
- Find or Create a Community of Practice:
- Seek out professional communities or conferences focused on alternative grading practices, such as the Grading Conference. Engaging with like-minded educators provides a space to share challenges, exchange ideas, and gain support. If such a community does not exist locally, consider starting one within your institution or professional network to reduce feelings of isolation and foster collaboration.
- Be Persistent and Flexible:
- Recognize that systemic change takes time. Be willing to adapt your approach based on feedback and institutional needs. Continued communication and sharing of positive outcomes will help sustain interest and progress.
These steps can help faculty navigate institutional challenges and encourage meaningful dialogue around SBG. The key is persistence, transparency, and a collaborative mindset.
