Abstract
Students move through college along different curricular and personal pathways. Feminist scholars have explored multiple ways of inviting students to bring their diverse experiences into the classroom. However, it can be challenging to invite diversity while requiring each student to navigate a standardized curriculum. I propose unilateral grading contracts as one tool to enable students to move through a course while leveraging their strengths, helping them grow, and sharing their experiences to enrich the broader class community and achieve the course learning outcomes.
Recommended Citation
Stone Watt, Sarah
(2023)
"Charting Their Own Course: Individualized Contract Grading as a Practice of Freedom,"
Feminist Pedagogy: Vol. 3:
Iss.
3, Article 5.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss3/5