Learning online can be challenging as instructors and students need to work actively to form connections and create community. This often happens through discussion boards. At times, I’ve talked with students who feel frustrated by discussions and requirements around engagement. In our online sections of ALS 116: Academic Success, I’ve tried to create an approach to discussions that encourages students to engage in meaningful ways. In our end of term surveys, students often share that they appreciated the structure of discussions that encouraged them to form connections and push conversation further in replies.

While these may not work for all courses or contexts, here are a few of the strategies I’ve landed on for encouraging student participation and engagement:

1. Asking students to reply using names. This may seem small, but seeing your name and not just a line linking a reply to your post can create connection. I also make a list of names and pronouns shared in the first discussion and link to that in every subsequent discussion, so students can easily check that they’re using correct names and pronouns when they reply to or reference another student’s post.
2. Encouraging balance between listening and responding. Asking students to first acknowledge specifics of what the other person said prior to sharing their own thinking can demonstrate listening in an online environment. Most of the time, posts are too long to respond to everything another person shared, but naming a specific moment from the post can ground replies in specifics of the original post prior to building on that post with individual perspective that furthers the conversation.
3. Requiring that replies go beyond praise, summary, agreement, and/or questions. These are great starting points for identifying a focus area for a reply. If students choose one of these, the “why” can build on thinking. For example, if you think something is praise-worthy, why is that? What value do you see? How did it impact your thinking? How has your understanding changed as a result of what the other person contributed? Prompting with these types of questions early on helps students create habits around explaining meaning.
4. Providing sample discussion board post replies. Showing what a reply can look like when it builds on praise, summary, agreement, and questions can help students imagine what’s possible and demonstrate the length of response that is likely needed to engage with another person’s ideas. I also include a list of potential ways students could respond to help folks brainstorm what they might add to the conversation.
5. Showing students the value of their contributions.  Every three weeks, I ask students to reflect on a topic from a prior week. They describe their thinking before the module work and discussion. They then quote and cite another student’s discussion that had an impact on their learning and explain why that post was important to them. Then, they share where their thinking is now. This frames an expectation of learning from each other, and students can see where their post influenced another person’s thinking and contributed to their learning.

Discussion boards can be a great way for students to connect with and learn with and from each other throughout the term, and each class shapes discussion in its own way. I hope you find some of these strategies useful, and I’d love to hear, via email or replies, what you’ve found helpful for prompting conversation and community in online classes.

by Kristy Kelly, Director of Writing, School of Writing, Literature, & Film

Just the other day in my Writing 222 class on Argumentation, I asked students to freewrite on the question “What is the connection between grades and learning?” We use labor-based grading in my WR 222 classes, so I initiate conversations with my students early on about what grades do to their learning: where do grades focus their motivation? What emotions do they elicit? What beliefs do they prompt about their capacity to face new learning situations?

The class, like most others to whom I’ve posed this question, had a wide-ranging set of responses. Some reported that grades motivate them to work harder or give them a clearer sense of where they stand in a subject. Others discussed the “academic validation” that grades can provide when they get a high grade, and on the flip side, the sense of deflation and self-doubt that arises when they get a grade lower than expected. Still more referenced the experience of stress, pressure, and anxiety that grades induce, so that taking classes becomes more about protecting a GPA than about deeply engaging with course content. Overall, it was clear just how large grades loom over students’ perception of their own capability as learners, and how grades function as an extrinsic motivation that stimulate anxiety as much or more than engagement.

While the transition into labor-based grading was a little bumpy due partially to the pandemic, it did open up space for students to think more about improving their writing and less about the grade stamped on the work they were able to produce, particularly in the chaotic learning conditions of Covid. Like many composition scholars and teachers nationwide, I started experimenting with labor-based grading to amplify the most rewarding elements of writing classes—exploring difficult questions through research, collaboration in peer review, a deep commitment to revision and reflection—while dialing down the pressures attached to assigning and receiving grades.

The Limits and Benefits of Labor-Based Grading

There are many ways to deploy labor based grading, but the basic concept remains the same: students are guaranteed a particular grade (in the case of my classes, a B) for completing a particular amount of labor according to a shared set of specifications. Students complete more labor—additional assignment components, subsequent rounds peer review, further reflection, and so on—to earn a higher grade.

As Asao Inoue has theorized, this model isn’t simply about reducing stress about grades. It’s also intended to correct inequities steeped into the culture of higher education, which values the performance of academic standards designed to uphold whiteness and white supremacy. From this perspective, evaluating students’ work based on its alignment with “Standard Written English” is itself an act of racism. Attaching evaluation to students’ labor, rather than their performance of a prestige dialect that may not reflect their cultural or educational background, is one small step toward creating a more equitable learning environment.

Any evaluative model, no matter how equity-focused, prompts the question: “equitable for whom?” Our classes still demand letter grades to measure students’ performance, and other scholars of composition have expressed concern that labor-based grading simply trades one inequitable model for another. Perhaps most notably, Ellen Carillo has argued that evaluating students based on labor still privileges some learners over others, and can place multiply-marginalized students, disabled students, or any students who need more time to complete assignments at a distinct disadvantage.

Student Responses to a New Take on Grades

My own students have expressed a similar mix of enthusiasm coupled with healthy skepticism. Skeptics have shared their discomfort with the shift from rewarding the process over the product: some feel that labor-based grading required too much work relative to the amount of labor they’d have put in to get an A on a traditional model. (Those kinds of complaints only convinced me further of the promise of labor-based grading to break out of arbitrary and inequitable standards). Others felt that the model disadvantaged students with less time to devote to the class, or that the additional assignment components felt like “extra” labor, mirror Ellen Carillo’s concerns about accessibility.

But for those who resonated with the model, the consensus was clear: labor based grading gave them more space to test new ideas, reduced the stress of trying to predict what grade they would get, and increased their investment in meeting their writing goals. Students reported getting more enjoyment out of the writing process, feeling the freedom to embrace creativity, and feeling a deeper, intrinsic incentive to improve their writing and analytical thinking skills.

Considering the Switch to Labor Based Grading

As a teacher, you might be wondering: “how can I ensure that my students are actually meeting a shared set of standards if they’re guaranteed a certain grade for submitting an assignment? Couldn’t they turn in anything and still get a B?” I wondered that myself when I first started using this model, and to ensure that students do meet core learning outcomes and benchmarks, we’ve started using a “C- Threshold” that the essay must crest in order to get a B (following the assignment prompt to its specifications, including appropriate citations, responding meaningfully to the assignment topic, and so on).

The need for such a threshold reveals one of the imperfections of labor-based grading: while this model can loosen the pressure to adhere to an arbitrary set of standards, it still results in a grade. And in an educational system where students must retain vigilance about their GPA, course points remain a core incentive for their performance in the class.

But by conceiving of grading as a contract, you and your students can create a shared set of standards that you want to uphold. Some of the strongest writing I’ve seen in my classes has come from collaborating with my students to determine what ingredients lead to an A, B, C, and beyond. While labor-based grading certainly doesn’t cure all inequities, it can increase students’ ownership over their process, create transparency around standards, and give them just a little more space to take creative leaps of faith.

I’ll leave you with a few tips and mindset shifts if you’re considering labor-based grading in your own course:

Tips and Mindset Shifts for Teachers

• Commenting on student writing becomes less about grade justification and more about student improvement.
• You can use additional labor components to emphasize the parts of the writing process you and your students find most valuable: rather than tacking on more assignments, it can be about inviting students to engage more deeply with the writing process, or letting students choose their own path through a project.
• There is a logistical learning curve: what happens when a student completes a portion of an additional labor-based option, for example? Setting up a concrete system and asking students for feedback can help with consistency.
• It can be hard to let go of what grade you think an assignment “should” get—and that’s part of the point.

Tips and Mindset Shifts for Students

• Labor-based grading places more of the onus on the student to decide what aspects of a project they want to opt into or out of. They may need more lead time or direct guidance as they make those decisions.
• Many students are acclimated to the traditional grading system and can feel uncomfortable engaging with grades in a different way. Talking with them about their relationship with grades is a good way to address that!
• Students often view the additional labor components as “extra credit” or may not have an innate sense of how project components fit together. They may need extra clarity about what exactly is required and what the expectations are to earn the additional points.
• While more flexibility can lead to greater growth, it sometimes leads to anxiety at first! Take time early in the term to help students set their own goals, and use plenty of reflection so they can track their progress.

Here’s a list of resources to consult if you’re considering the move to labor-based grading

Back by popular demand! We asked colleagues, “What have you read that has informed your work or resonated for you, and why? This can be reading in any form (e.g., books, articles, videos, podcasts, audiobooks, etc.).” Perhaps you’ll find your first summer read or potential book club option in what OSU colleagues have shared here.

Stephanie Ramos, Associate Director of Undergraduate Research

“Life is like a good cup of coffee, full of flavor and meant to savor” -Bonnie Milletto, Portland, Oregon, Motivational Speaker

In Dedicated to the Cup: Nine Ways to Reinvent a Life, Bonnie Milletto explores the power of reinvention and personal transformation drawing on the journey of self-discovery and growth. Milletto offers practical advice and inspirational stories to help readers unlock their full potential and pursue their dreams. Whether you’re looking to make a career change, start a new project, or simply live more intentionally, “Dedicated to the Cup” provides a roadmap for embracing change and creating a fulfilling life on your own terms. With its engaging storytelling and practical wisdom, this book is a must-read for anyone seeking inspiration and guidance on their journey of personal growth and transformation.

Brenna Gomez, Director of Career Integration, Career Development Center

This academic year I’ve been leading a community read in the Career Development Center on Identity-conscious Supervision in Student Affairs: Building Relationships and Transforming Systems (Valley Library Print, Ebook). We’re 2/3 of the way through the book and have been engaging in rich and vulnerable conversations. The authors encourage readers to understand their own dominant and marginalized identities before bringing identity conversations to supervisees, while paying special attention to power dynamics and conflict. Our office did note that the authors have not yet mentioned consent—always be sure to ask your supervisee before proceeding with a conversation on identity.

Kevin A. Dougherty, Dean of Students

Ralph Ellison’s book, Invisible Man (Valley Library Print), has and will always be a reminder of how I move throughout my personal and professional life. In the beginning of his novel, he says “I am an invisible man. No, I am not a spook like those who haunted Edgar Allen Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.” Later in his book on page 577, he says “Life is to be lived, not controlled; and humanity is won by continuing to play in face of certain defeat.” Each of us represents something bigger than ourselves. We should all take the time to understand and see people beyond their exterior or preconceived notions. Ellison’s quote of certain defeat reminds me of what Dr. Maya Angelou once said, “You may encounter many defeats, but you must not be defeated.”

Emily Bowling, Director of Community Engagement & Leadership, Student Experience & Engagement

I’ve been inspired by Cal Newport’s Deep Work and Deep Questions. Deep work is being able to focus on cognitively intense projects. Most people (including me!) need to (re)train their brains for this type of work as a result of constant digital distractions. Practicing deep work allows people to produce better results and experience higher levels of fulfillment. I’ve been working on time blocking to practice greater concentration and deep work. Committing to space outside of the frantic blur of email and DMs. has been rewarding and I’ve noticed how many colleagues are also hungry for this, too!

Nadia Jaramillo Cherrez, Senior Instructional Designer, Ecampus Course Development and Training

Felicia Rose Chavez’s book The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom(Valley Library Print)comprises elements of a memoir and pedagogical guide that critique the traditional writing workshop model. Chavez’s experiential narrative weaves intentionality and wit to recount her struggles as a workshop participant where control over the process, outcomes, resources, and students reflected white dominance through silence. In response, she created the anti-racist writing workshop model that “imparts a pedagogy of deep listening” (17). This model seeks to foster a sense of community and give Writers of Color a space to exercise their voice. Inspired by her work, I explore how to adapt this model to online learning.