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Helpful and rigorous - sometimes it can be difficult to really hold firm on standards, when it's "easier" for both instructor and student to just give the answers, or let something slide. 

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Helpful and rigorous - sometimes it can be difficult to really hold firm on standards, when it's "easier" for both instructor and student to just give the answers, or let something slide. 

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What about subjects where assessment involves substantial writing and a language barrier is evident

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How to help without giving the answer. How to give support that allows students to figure it out for themselves

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How to help without giving the answer. How to give support that allows students to figure it out for themselves

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How do you be rigorous while not being perceived as an unapproachable hard-ass

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How do you be rigorous while not being perceived as an unapproachable hard-ass

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How do we encourage our students while still being honest with them (for example, about the fact that there's not really a chance for them to pass a class after a certain point if they haven't done well enough on exams, etc). 

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How do we encourage our students while still being honest with them (for example, about the fact that there's not really a chance for them to pass a class after a certain point if they haven't done well enough on exams, etc). 

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We give grades in a way that reminds one of how athletes try out for sports teams: the best, the quickest, the most accurate are rewarded, not matter who they are.

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Helpful and rigorous. Latter requires perseverance. When the former is expected regularly, learning doesn't take place.

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Helpful and rigorous. Latter requires perseverance. When the former is expected regularly, learning doesn't take place.

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This trade-off doesn't bother me that much tbh

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This trade-off doesn't bother me that much tbh

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With a clear sense of what students need to be able to do, I can understand what's inessential and focus on the essential. Hard things will be hard, other things shouldn't be. I struggle with many things about teaching but this just isn't one of them - maybe I need to introspect on that?

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Students often want a class to be as easy as possible when taking it, but they are proud that it was difficult when they are done and look back.

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When extenuating circumstances may negatively affect a portion of the grade (like participation), can we fairly adjust the grading scheme for that student to reflect their comprehension more than participation? Is that unfair to the other students?

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Not explicit in the triangle, but I do have concerns about students and their work/school balance. More and more of my students are struggling to get school work done (or even just attend class), while needing to work to support themselves/their families. 

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Not explicit in the triangle, but I do have concerns about students and their work/school balance. More and more of my students are struggling to get school work done (or even just attend class), while needing to work to support themselves/their families. 

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As faculty, we see "trial by fire" in many contexts: getting into graduate school, getting a job, keeping a job, being promoted in a job, having manuscripts accepted. This competition is mirrored in sports, military basic training, the working world. Sometimes our teaching and grading mimics the real world.

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fostering authentic connection while still maintaining and modeling appropriate professional boundaries

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fostering authentic connection while still maintaining and modeling appropriate professional boundaries

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being helpful and yet maintaining fairness of access/accommodation

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being helpful and yet maintaining fairness of access/accommodation