Finding Meaningful Moments in a Merger

A Shift in Grading in a Smaller Classroom

Photo by Lance Grandahl on Unsplash

Katie Baker is an Associate Professor of Writing at Rosemont College and Discipline Coordinator for English, Writing and Theater. She also coordinates the Writing Studies program in the School of Graduate and Professional Studies, an online accelerated bachelor’s program. She is an avid writer, reader, and runner, though not all at the same time.

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On March 31, 2025, my colleagues and I were called to an emergency meeting on campus, where we learned that our institution, Rosemont College, had entered a merger agreement with Villanova University. Rosemont College is located directly behind Villanova University, with both institutions just a few miles outside of Philadelphia. I’d like to say it was an “anticipated” surprise, but the truth is that Rosemont College, like many small liberal arts colleges, had been struggling for years. With each new entering class, we held our breath, thinking we would be OK, and we were— until we could no longer sustain the lower numbers of admitted and continuing students and the upkeep of a beautiful but costly college infrastructure. While there are many details of the merger agreement (you can read more here) ), a few affected students and faculty right away.

First, the merger would be finalized in June 2028, meaning that we would work to make sure all of our undergraduate, professional studies and graduate students could finish by that date as best as possible. Second, we admitted our final incoming freshman class this past fall. This was bittersweet for me, as this is my sixteenth year at the college. This was also the final year of the college’s involvement in Division III sports. So as one might expect, students transferred after the announcement, especially if they hoped to continue to participate in athletics. And obviously, there are always students transferring for other reasons: a new major or program, relocation, or personal reasons.

Our motto has always been “The Power of Small,” one that I wholeheartedly embrace. Even our “larger” core classes were usually no more than twenty students, twenty-five at most. The intimate class sizes have been one of my most favorite parts of teaching at a small liberal arts college. Except now, just about a year out from the announcement, our classes are becoming much smaller than usual as our overall student body decreases, leading me to think more carefully and critically about grading in the classroom with the students who are finishing out their degrees.

I oversee our English and Writing department. I grade a lot. Between teaching academic and professional writing courses, creative writing courses and American literature classes, I read a great deal of student work, whether it be papers, digital projects or other reflective work. Reading student work is honestly one of my favorite parts of the job but also naturally, the most time consuming. Long ago, I tried various styles and strategies of grading and assessment. Now, I have the chance to really observe these and put many into practice as I am teaching fewer and fewer students until the merger takes place.

Embracing Process Based Grading

As a writing professor, I have always favored process based grading but with a 4/4 course load, I could not fully put into practice all parts of the model. Process grading emphasizes shifting the focus of grading to each step of the paper or project, completing all requirements and focusing more on the actual process of learning and reflection of each step. Previously, I had to limit process based grading to an assignment or two, and typically, the final project. I was able to fully implement process based grading this past fall in my courses, as I could now really devote the time to grading more intently, making changes to support my students’ learning.

My smallest class right now, an Honors section of Advanced Writing and Oral Communication has four students and the largest class (Introduction to Short Fiction) has ten students. Both are in the core curriculum. This section of Advanced Writing and Oral Communication is the smallest class I have ever taught. The small size has allowed me to meet with each student in the class individually at least once a week. The students asked if this could be incorporated into their class engagement grade, realizing an opportunity to slow down their writing practice and shift the focus to refining their writing skills. I was thrilled at this request, and they helped me construct a rubric for participation. I wanted to give them more autonomy in their work and to increase their confidence in their writing. I was hoping this might reduce the stress around producing a final product of work. The conferences each week helped each student voice concerns they had with their writing and research, which then could be easily integrated into the class lessons.

I am not rushed to only be able to hold conferences with students once, maybe twice a semester, or to beg for students to come to office hours. Not only has the quality of their writing has increased tremendously from the individual meetings, but they are also asking wonderful questions on the course material and voluntarily adding readings and ideas for digital projects to the class, many of which are coming from our conference sessions. I am also grateful for the time where I can learn more about the students in and outside the classroom, a much needed positive of the whole situation. The students are to come prepared to conference for ten to twelve minutes, having read and responded to assignment feedback from myself. They are expected to have questions written down and a plan for revision for whatever next steps might follow. The rubric assesses these areas as either “incomplete” or “complete.” Even in a small group, some students do not always feel comfortable voicing concerns or questions about their writing. Some assignments are harder for others. The individual conferences weekly offer a space to engage in discussion and to make a plan for their writing.

Finding flexibility

This leads to my next area of change in regard to grading: flexibility in assignments. For the Honors Advanced Writing class, the flexibility that has come with smaller class sizes has led to more digital projects by request of the students. I love digital projects, especially in my writing and literature courses. But coordinating and working with twenty students in just one course (when you hold a 4-4 load) on a given project can be difficult. I value student feedback immensely, but I would not have had the time to alter assignments and projects mid-semester with a larger group of students. By request, my four students in the Advanced Writing class asked to create a digital anthology of readings on pop culture inspired by a podcast we listened to in class. It was easy to make sure all four students listened and engaged in discussion after, which is where we discovered this was a project they wanted to work on collaboratively. I had no problems with substituting it in place of another.

Now, my students are writing consistently on their own websites, designing and presenting on digital pop culture artifacts, and creating their own class anthology, all from their own feedback on what they wanted to produce for the course and their expected outcomes (aligning with the course goals and objectives). They had brainstormed and inspired the assignment so we collaborated on the rubric, to assess the organization, content, source credibility and text analysis. Their own digital portfolios of work are growing tremendously. I was impressed by the range of their research and the wide amount of topics included, which far surpassed the required amount. Now, students often embark on a “choose your own adventure” style of prompts, which I am able to accommodate widely in a small class. After the students created the anthology, they had the option to create a lesson plan based on the anthology to “teach” to their classmates or record a podcast episode live with peers. This is a small silver lining that I am holding onto deeply.

Collaboration is Cool

Peer to peer feedback is used in all of my writing courses. Students are required to comment on peer work and graded on the quality of feedback, the usefulness of their remarks, and on being an attentive listener. This takes place in peer workshops in both creative and academic writing courses. Like many other faculty, I find that having a larger group of students participate in a peer workshop with meaningful comments can be difficult. Even with direct questions to answer or points to cover, minds wander, conversation gets off track, and comments are not helpful to a revision process.

Now, graded peer to peer feedback is more efficient, directed and widely participated in. No one leaves “filler” comments or simply exclaims they “like” someone’s work. We often participate in live feedback on the spot when drafting work in class. Sometimes this is going through everyone’s paper on the Smartboard. Sometimes it is going through each paper or project on Google Docs, which has helped students comment and critique with more directed focus. Each student wants to collaborate and help better a draft, not just their own. No one is trying to read seven different papers. There is less pressure on trying to comment on so many others’ work in the class.

I have always tried to stress that each assignment is not about the grade, but rather, the focus on the process to make each student a better writer. The students genuinely look for the good in each other’s work and give responsive comments. Our classes are widely a larger conversation, but that’s exactly what is needed.

Making and re-making the classroom space

The merger has given me time to think about what some of the final assignments will look like as I teach many of these courses for the last time. I’m not sure I would have had the work capacity to revisit grading strategies or redesign assignments but knowing that this may be the last time I teach these courses was motivation to finally make changes that I had wanted to implement for the past few years. I would have made small tweaks or modifications but I also have used this time to experiment with adding more process grading and in turn, leaning into student interests more.

I sometimes can not wrap my mind around the fact that I will be teaching many of these courses for the last time. Reality will hit but I have tried to use the space these past semesters to incorporate assignments and assessments that highlight the legacy of our college. My Short Fiction Writing class is writing their own fiction and composing their own portfolio of work. That is easily assessed and welcomed. This semester, I was able to tie the production of our college’s undergraduate literary magazine with assignments in the course. My students in the Short Fiction Writing class formed their own editorial board and made a detailed timeline to ensure the publication of the literary magazine. They each assumed roles and responsibilities. Part of their final project is publishing the second to last issue of a literary magazine that has been around since 1952. The students each have equity in the production of the magazine.The have roles and responsibilities that are documented, noted on their resumes. Each literary magazine is documented and digitized in our archives. Their names will be imprinted in this issue. I am excited to grade and assess their process of learning, knowing they also have the ability to adjust and pivot in this space as needed. If the students need more time to work on a part of the project, we take it. If a design is not working in our layout, we brainstorm on the spot. We reassign roles if needed.

After almost two semesters now following the merger announcement, grading in the classroom with fewer students naturally is less time consuming but also feels more engaging, purposeful, responsive and impactful. I am focusing on the “I get to do these” moments, memories, projects and prospects. I am embracing the unusual change in size in my classrooms. I am seeing the merger as a positive way to enhance my teaching at Rosemont with my students as they seek degree completion.

My students and I are more reflective. We journal now more than ever before as a means of reflection. I am thoroughly grateful for the time spent with my students and I am conscious of my time spent reading their work and preserving the legacy of our college. No matter what the numbers, I am so happy to be in the classroom working collaboratively with my students.