15 Minutes Changed My Life

In 2011, I was taking the last three classes for a master's in history; however, I did not finish my coursework. Every year after that, I would reach out to my university to see if there was a way to complete my degree. Distance and scheduling were always a problem. I lived in North Carolina. UNF was in Florida. No graduate classes were offered in the summer. I did not want to quit my job to finish my degree. So I put that goal on the back burner.  

In 2019, thanks to the inspiration of a podcast, I gathered my courage to restart my master's program. I received permission to transfer two classes toward my degree from NC State. In the spring of 2020, I started my penultimate course. It was a very small class on an unusual topic with students from a variety of programs. The professor sensed our uncertainty and put us at ease by explaining her grading philosophy. She explained that we already had A's in the class. She told us to focus on getting the most out of our learning experience. As the pandemic took hold, this “ungrading” policy was essential to class morale. It enabled us to learn, even under the terrific external stresses of the pandemic. 

When I re-enrolled in my masters program, I did not know how I would complete the last required course. It had to be taken at my degree granting university in Florida. Unexpectedly, COVID opened the final door for me. As a result of the pandemic, UNF offered a summer graduate course online. I also defended my final paper for the degree online from Korea, with my friends and family in virtual attendance.  

These two factors–the non-traditional approach to grading, and the expanded access to learning–made it possible for me to achieve a long-delayed goal. They also changed how I teach. I have adopted non-traditional grading in my classroom. My students know that I will challenge them to work to mastery on every assignment. They also know they have my support. Student engagement is much higher using this approach. The increased access created by the pandemic taught me that in-person learning is not the only or even the best learning approach in all cases. I became aware, through the social media posts of neuro-divergent and disability advocates, that increased virtual learning radically improved learning outcomes for people who have been traditionally excluded by time, space, mobility, health and financial barriers. I incorporate this approach in my classroom teaching as well. I am much more flexible in how I allow students to show me what they know than I was before the pandemic.

However, I am here in Ireland, because I also see the incredible value of being with each other and learning from each other, in person. One approach does not replace the other. We need to leverage the best of the various approaches to continue to improve teaching and learning in an ever-changing environment.​​​​​