How might we incentivize energetically focused participation without assessing or grading it?
What happens if we use an alternative grading setup and a student gets stuck on an early topic?
A helpful meta-analysis of research on academic motivation gives clarity on the relationship between grading setups and academic dishonesty.
Most things get better when they get smaller.
When I say that I’ve finally found an icebreaker activity that really works, and one that I can live with, it’s a big deal.