2025 ASEE Annual Conference & Exposition

Engineering faculty are under increasing pressure to manage their time while providing value and a quality learning experience for students. When surveyed, faculty indicate that one of their least enjoyed tasks is grading student work. Yet, the importance of feedback in the overall learning process has been well documented. This conflict – between the importance of grading versus faculty perceptions of the activity – led the leadership at XXXX University to develop a faculty workshop on grading that sought to address both of these issues. The goals of the workshop were thus to: (a) provide resources to faculty that would allow grading to provide meaningful and helpful feedback to students during the grading process, and (b) provide practical guidance to faculty on how to make the grading process more efficient, streamlined, and time-on-task effective. The current paper describes the creation and implementation of this workshop. It includes a survey of the literature on grading practices and includes the perceptions and feedback of the participants. It also provides the practical content of the workshop, allowing readers to use this material and these methods to create impactful experiences on their own campuses. Participants of this workshop rated the effectiveness highly and indicated that the material presented had the opportunity to change their grading practices for the better.