Develop and disseminate rubrics for your assignments to reduce the potential of instructor bias in assigning grades.
Action: Provide students the rubric you will use for grading their assignment. Reason: Providing a rubric helps clarify your expectations to students. If receiving an A on an assignment requires […]
Grade students’ work anonymously when possible to avoid the impact of implicit bias.
Action: Have students write their name on the back page of exams or homework assignments so that you can easily grade students’ work without seeing their name. Have student use […]
Identify background knowledge that students need to be successful in your course to help students identify and address gaps in their preparation.
Action: Articulate any course prerequisites and content knowledge that will be assumed in your course. For content knowledge that students students might need to review, identify resources that they can […]
Tell students the ways in which authors establish credibility to help students evaluate sources and establish credibility within their writing.
Action: Enumerate or have students brainstorm ways in which authors establish credibility. For example, Referencing a broad range of scholarly articles about a topic. Referencing seminal works within a domain. […]
Model in-class how to identify appropriate, authoritative, and seminal sources to introduce search and evaluation techniques.
Action: Increase the font size in your web browser and project your computer screen. Narrate your thought process as you search for and evaluate sources about a particular topic. State […]
Ask students to summarize and then critique sources to have students practice synthesizing, contextualizing, and communicating the ideas of source authors and the students own evaluation of these ideas.
Action: In oral or written form, ask students to both summarize and critique a source. Ask students to separate their summary and critique. Reason: Separating their summary and critique can […]