diff --git a/slides/introduction.html b/slides/introduction.html
index 5b51557f3bdf2ef2e9bd904153126964289f6c6a..acde9ecce6043de6df48fbe0804f886e4b134881 100644
--- a/slides/introduction.html
+++ b/slides/introduction.html
@@ -99,11 +99,10 @@ Pronouns: he/him
]
---
-# Let's get to know you! Warm up
+# Warm up
<iframe src="https://embed.polleverywhere.com/free_text_polls/egLftcNzdrLaVD8sTqdrr?controls=none&short_poll=true" width="800px" height="600px"></iframe>
-
---
# Let's get to know you!
@@ -261,8 +260,8 @@ Mental health concerns benefit from disability accommodations
--
In our class this means:
-- we have tried to structure the class to support you (e.g. up to 5
-late days without questions asked). If you need further accommodations
+- we have tried to structure the class to support you (e.g. up to 2
+late days on every assignment without questions asked). If you need further accommodations
for any reason, consider working with
[DRS](https://depts.washington.edu/uwdrs/) as well as us.
@@ -294,10 +293,12 @@ However we allow remote participation *and work to ensure* that students who can
---
# How do I participate remotely?
-1. You watch the whole video for the class you are remote for. This does *not* have to be done live
-2. You contribute a discussion post to every small group discussion linked to in the [class schedule/slides]({{site.baseurl}}/schedule)
+1. You *attend via Zoom*
+2. You *contribute a discussion post to every small group discussion* linked to in the [class schedule/slides]({{site.baseurl}}/schedule)
3. You fill out the *remote participation survey* portion of the [class participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+If you cannot attend live or by Zoom, you still have to do (2) and (3) above. *In addition, you must pick a reading and post a summary of it* to the class discussion
+
---
# How is this class accessible? (3/3)
@@ -308,7 +309,7 @@ We commit to mutually working together to make it accessible.
--
-In our class, this means that Where possible, we provide those as a standard part of the class. To that end...
+In our class, this means that where possible, we provide those as a standard part of the class. To that end...
---
@@ -330,10 +331,24 @@ Summarize your discussion on our [Discussion Board]({{site.discussion}}2347303)
- **Language**: I am Jen, or Dr. Mankoff
- **Respect**: This class is a compact between us based on respect
+---
+# A Note on Academic Integrity
+
+**Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
+
+Don't plagiarize. If you use someone else's text, quote them and reference them.
+
+In addition to being expected based on UW policy, this is a form of [*Citational Justice*](nature.com/articles/d41586-022-00793-1)
+ and thus an important expression of disability justice values in our class. Therefore
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
+
+Detour: ChatGPT rules ([Academic Conduct]({{site.baseurl}}/academic-conduct.html))
+
---
# Grading
-Assignment completion is required. This is 10% of your grade. You have up to four late days for assignment completion, and this only looks at whether you did everything, not how well you did it.
+Assignment completion is required. This is 10% of your grade. You have up to two late days *per assignment* for assignment completion, no questions asked. Also, this only looks at whether you did everything, not how well you did it.
--
Effort is also 10% of your grade. This includes
@@ -344,11 +359,38 @@ Effort is also 10% of your grade. This includes
However, the biggest part of your grade is your *competencies* (80%).
We use *competency based grading* because it prioritizes *accessibility* and *justice* and *flexibility* for students.
+---
+# What is competency-based grading?
+**Traditional grading** focuses on completion of required tasks
+
+| 80% projects | 10% effort | 10% participation |
+|--|--|
+| .red[learning goal 1] | .red[learning goal 1] | .red[learning goal 1] |
+| learning goal 2 | learning goal 2 | learning goal 2 |
+| learning goal 3 | learning goal 3 | learning goal 3 |
+| ... | ... | ...|
+
+
+---
+# What is competency-based grading?
+**Competency-based grading** focuses on evidence of progress and learning
+
+| learning goal 1 | learning goal 2 | learning goal 3 |
+|--|--|
+| .red[Evidence: HW assignment 1] | Evidence: HW assignment 1 | Evidence: HW assignment 2 |
+| .red[Evidence: HW assignment 2] | Evidence: HW assignment 2 | Evidence: HW assignment 3 |
+| .red[Evidence: HW assignment 4] | Evidence: HW assignment 3 | Evidence: HW assignment 4 |
+| .red[Evidence: Discussion posts] | Evidence: Discussion posts | Evidence: Discussion posts |
+| ... | ... | ...|
+
+
+Teaching and learning are centered around *learning outcomes*. This changes how we plan, assess and grade the course.
+
---
# More detail on competencies
- Competencies are the core learning goals in this class.
-- If you learn them all well, your will get an A in them
+- If you learn them all well, you will do well in the class
- You will have multiple opportunities to show us you learned them
@@ -359,9 +401,6 @@ They fall into three categories
- Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
- Disability Awareness and Justice (How you pick problems and do disability centered design)
-???
-
-This is the first time I'm grading this way, so we may make adjustments based on how it goes. Feedback welcome.
---
# How Competencies Translate to Grades
On any competency, you may be rated as below competent, competent or excellent
@@ -375,16 +414,19 @@ In each category (accessibility compliance; accessible media and documents; and
After each category is graded, the categories are averaged.
---
-# A Note on Academic Integrity
+# Example: Accessible Media and Documents
-**Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
+- You do well on your first presentation -- you remember to speak slowly and describe your images. However you use a few acronyms and don't read entire quotes ("Competent")
-Don't plagiarize. If you use someone else's text, quote them and reference them.
+--
-In addition to being expected based on UW policy, this is a form of [*Citational Justice*](nature.com/articles/d41586-022-00793-1)
- and thus an important expression of disability justice values in our class. Therefore
-- If you plagiarize you will receive a 0 on participation for that assignment
-- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
+- The presentation slide deck and your first homework are mostly accessible, however you forget to describe any images. As a result, you score "Not Competent" on image descriptions.
+
+--
+- On your next assignment you take special care with image descriptions. You are marked "Competent" but the TA has some advice on how to be write more specific and useful descriptions
+
+--
+- You want to finish this, so the next time you include an image in a discussion post, you make sure to describe this, and ask the TA to review it. You followed their advice and you are marked "Excellent"
---
# Where to find what