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frameworks and tools to work toward a more just society. Unfortunately, a fixation on grades minimizes these opportunities. We find that students who let go of their attachment to grades and put their energy into sincerely grappling with the content tend to do well. Worrying about grades detracts from the ability to focus on content […]

The following are common student rationales we hear for why they should get a grade higher than what was assessed: “I worked really hard.” “I am an A student.” “I came to all the classes.” “I listened.” “I spent hours doing the readings.” “I talked in class discussions.” “I handed in all my assignments.” “I

even personally slighted—when receiving grades that challenge this identity. Although we as instructors are aware of the complexities and contradictions of grading, we are also deeply invested in student comprehension of the course concepts. The grading system is one of the primary tools we must use to both measure and communicate our assessment of this

perspectives informed by a range of personalities. As you study the content of your course, it is important for you to continuously consider the interplay between your positionality and that of your instructor. If the instructor represents perspectives from key minoritized groups (women, peoples of Color, persons with disabilities, LGBTQ people), you could welcome the

  constructed nature of knowledge visible and to challenge the claim that any knowledge is neutral Yet ironically, that naming is often used to reinforce the idea that social justice content and those who present it are driven by personal agendas and special interests, and thus less legitimate. Because instructors who teach critical social justice

  consider our perceptions of its size A tree that looks big to someone who grew up on the East Coast might not look big to someone who grew up on the West Coast. Next, consider our perceptions of its meaning or purpose; these will be shaped by our perspectives and interests. For example, an

Guideline 5 addresses the perception that the content of the class is subjective Guideline 5 addresses the perception that the content of the class is subjective, value-based, and political, while the content of mainstream courses is objective, value-neutral, and unpartisan. We discussed this perception under Guideline 3 as it relates to common views on the

Recognize How Your Social Position Informs Your Reactions to Your Instructor and the Course Content Positionality is the concept that our perspectives are based on our place in society. Positionality recognizes that where you stand in relation to others shapes what you can see and understand. For example, if I am considered an able-bodied person,

Evidence and Instead Examine Patterns Let Go of Anecdotal Evidence and Instead Examine Patterns Anecdotal evidence is evidence drawn from hearsay or only personal experience, and thus anecdotal evidence is superficial, limited to interpretation, and not generalizable. For example, many of us have heard something similar to, “My cousin tried to get a job, but

Everyone has an Opinion. Opinions are Not the Same as Informed Knowledge One of the biggest challenges to attaining Guideline 1—intellectual humility—is the emphasis placed in mainstream culture on the value of opinion. Mainstream culture has normalized the idea that because everyone has an opinion, all opinions are equally valid. For example, local news and