Abstract
This banded dissertation explores teaching methods and assessments of adult learners with a focus of equity for all students with an emphasis on student centered learning. The first Product is a conceptual article that explores the definition of ungrading, its benefits and challenges, and its implementation of ungrading in a classroom. By examining the concept of ungrading, this research argues that this type of assessment manifests an equitable student-centered environment. Implications for social work educators include the development of new ways to assess students through formative assessments using the method of ungrading as well as maintaining a student-centered environment where students are in control over their own learning. The second Product is a systematic review that explores effective teaching methods in graduate social work programs within higher education with the focus being on adult learners. The findings indicated collaborative learning and self-efficacy as the main themes that support adult learners with their educational experiences. Implications for social work educators are reviewed and strategies to strengthen teaching methods are discussed. The third and final Product is a poster presentation that was presented at the Midwest Scholarship of Teaching and Learning conference in March of 2023. The presentation addressed the definition of ungrading, benefits and challenges of ungrading, and personal examples of how to implement ungrading in a course