Supporting the Shift: Professional Development for Alternative Grading Practices

ABSTRACT Alternative grading (e.g., contract grading, ungrading, specifications grading) practices have emerged as a promising approach to enhance student success, improve students’ sense of belonging, and make higher education more accessible. This study explores the challenges faced by community college faculty when implementing alternative grading. The authors conducted semi‐structured interviews ( n = 13) with faculty members from a large community college. Study participants represent a diverse range of experience levels and included both part‐time (adjunct) and full‐time faculty. The study revealed that while some instructors are interested in or already practicing some form of alternative grading, they encounter challenges that may hinder widespread adoption. The identified barriers fall into three main categories: (a) affective barriers, (b) structural challenges, and (c) gaps in leadership and collaboration. To address these challenges, the authors argue for the development of comprehensive, ongoing professional development initiatives specifically tailored to community college faculty. These initiatives should go beyond traditional one‐time workshops and instead focus on creating sustained learning communities. The authors emphasize that holistic approaches to professional development are crucial for achieving greater efficacy and lasting change in grading practices. By integrating these interventions, community colleges can create a supportive ecosystem that empowers faculty to overcome barriers and successfully implement alternative grading.