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A Different Way to Provide Feedback of Student Learning

In August 2017, Inside Higher Ed featured an article [1] describing a controversial “stress reduction policy” that was part of a professor’s course syllabus at the University of Georgia. The policy was intended to prevent the “profound consequences” of emotional reactions to stressful situations by allowing students to choose their own grades, opt out of group assignments, and use their books and notes for exams. The university (fueled by some heated national backlash) has since forced the professor to change his syllabus so that it is in line with more rigorous standards and practices.

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