In reading bell hooks’ engaged pedagogy, we aimed to bridge practices of bias-free grading with the values and holistic teaching approach outlined in the book. This collective is designed to enable members to explore the idea of “student-engaged bias-free grading” – imbuing bias-free grading with the principles of engaged pedagogy – and provide space for members of the collective to implement these practices into their pedagogical approach and course materials.

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The literature on bias-free grading offers a wealth of information on when, where, and how bias can arise in grading practices. It also emphasizes and is connected to the literature on how grading and assessment itself can reproduce inequalities and hurt students’ holistic growth through a class. Engaged pedagogy, as envisioned by bell hooks, provides a reframing of the purpose and intention of education from simply about rote memorization and respect for hierarchy and authority, and towards a process-oriented, holistic, transformative educational experience for both students and teachers. The values at the heart of engaged pedagogy offer a rich framework through which we can explore and integrate practices of bias-free grading towards the development of “student-engaged bias-free grading”.

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During our 7-week FLC, we learned about engaged pedagogy and bias-free grading, have opportunities to workshop teaching materials, and receive constructive peer feedback on these materials all while developing relationships with other members of the Rutgers community who are interested in cultivating their skills as teachers.

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This collective, itself, will practice the values of engaged pedagogy and hopes to offer a rich, supportive environment for thinking through and applying these principles to members’ pedagogical practice. The FLC will also create a digital resource archive with theoretical as well as practical, applied content to support current and future Rutgers educators interested in developing their pedagogical approach.