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Episode 40: Emily Pitts Donahoe

  • drbertramgallant
  • 2 hours ago
  • 2 min read

"It’s not: do you have integrity or do you not. It’s: are there conditions in place that allow people to act with integrity?”


“One of the things that alternative grading can do is to help shift students’ focus from getting grades and generating products to learning and engaging in a learning process.”


In this episode, educational developer and writing instructor Emily Pitts Donahoe of the Center for Excellence in Teaching and Learning (CETL) of the University of Mississippi, shares how collaborative grading and inclusive pedagogy can transform how we think about academic integrity in the age of AI.


Drawing from her work with graduate instructors and first-year writing students, Emily discusses how alternative grading shifts the focus from polished products to meaningful engagement and growth. She reflects on formative moments in her own educational journey, including a high school ethical dilemma, and examines how systemic inequities shape integrity choices.


This episode invites listeners to rethink what learning looks like—and how we might redesign our courses to better support integrity, equity, and motivation in a rapidly changing world.


You can follow Emily's work on LinkedIn at https://www.linkedin.com/in/emily-pitts-donahoe-54093a242/, on her Unmaking the Grade Substack at https://emilypittsdonahoe.substack.com/, and on the CETL website at https://olemiss.edu/profiles/ejdonaho.php. For specific links to the Progress Tracker Emily gives to students, a sample rubric, and her current AI Policy document, see this blog post - https://emilypittsdonahoe.substack.com/p/sharing-my-course-documents.


Episode Resources


(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

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