Dual Enrollment Faculty Resources

In this article, the author shares her story of teaching in the U.S. epicenter of the coronavirus pandemic. First, the initial plan to successfully provide online instruction and avoid anticipated barriers that may have occurred is shared. Next, student reactions intervention strategies and observations related to student performance during extended online instruction are detailed. Barriers to student success are also described, such as developing feelings of anxiety and contracting the illness as well as the author working through a COVID-19 infection. Finally, the author explains how end of term grades were determined while staying true to a personal vow to maintain a fair stance toward grading during this unprecedented time. The article concludes by reflecting on key themes from this unexpected journey and offers questions for readers to ponder in a year where institutions of higher education will continue to grapple with COVID-19.

Scholars have argued that grade inflation is pervasive throughout colleges and universities and that it is presently at an all-time high. Inflation is, however, a temporal concept: it is theoretically impossible for grades to keep increasing on a fixed scale. In this article we examine a related, though empirically distinct, phenomenon: the "distribution" of grades across fields in a university. We question global statements about grade inflation and examine if and how the university grading structure is internally differentiated.