U. Illinois College of Medicine Encourages Professors to Adopt ‘Equitable Grading Practices’
“develop a culture of inclusive education”
We are eventually going to regret allowing the left to push this ideology into medicine.
Campus Reform reports:
University of Illinois medical school pushes ‘equitable assessments’ for professors
The University of Illinois College of Medicine is promoting a web page that encourages professors to adopt “Equitable Assessments & Grading Practices.”
“Equitable assessments and grading practices emphasize the process of learning versus performance outcomes and the attainment of grades,” the page, linked on the college’s website emphasizes.
One of the listed benefits of grading according to equity is that the practice allows professors to “respect the diversity of students’ social identities as well as the diversity of student interests.”
Previous surveys of K–12 teachers have found broad opposition to some grading reforms associated with “equitable grading.”
An August report from the Thomas B. Fordham Institute found that 80 percent of K–12 teachers reject “no zero” policies. A majority of those surveyed disagreed with eliminating late penalties and participation grades.
While appearing on the College of Medicine’s website, the “Equitable Assessment & Grading Practices” page was designed by the university’s Center for the Advancement of Teaching Excellence, which designs other materials based on left-wing ideology.
The center’s website emphasizes its mission to “develop a culture of inclusive education.” The center will host a workshop for professors on June 4 called “Creating an Inclusive Syllabus.”
“The syllabus is often the first point of contact with new students and offers an opportunity to set an inclusive tone for your course,” the workshop description says.
“Join us for this interactive online workshop, where you will identify key components of an inclusive syllabus that supports student success and examine language and design elements that can help promote equity, belonging, and growth mindset in students,” it adds.
Another workshop, scheduled for July 9, will teach professors how to “create equitable and effective assessments.”
More broadly, the center provides a service called the “Inclusive Education Scholars Certificate Program,” which will “enable instructors to learn about the lived experiences and contextual barriers to academic success faced by different student groups.”
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Comments
…Rampant wokeness destroyed trust.
There is no viable medical establishment in this country. It is completely corrupted.
One of the listed benefits of grading according to equity is that the practice allows professors to “respect the diversity of students’ social identities as well as the diversity of student interests.”
When I go to a doctor, I don’t give a hoot about the “diversity” of the doctor’s social identity nor the “diversity” of his interests, I want a competent doctor.
Organic Chemistry is one of the weed-out classes for pre-med students. Should students with “diverse” social identities or “social interests” be given an extra 15 points on an Organic exam?
And many of these “diverse” doctors will go on to practice in the communities that most need competent medical professionals. Outcomes will subsequently decline and we will hear the same activists bleating about how racist the outcomes are, thus perpetuating the need for yet more “equity” and grift.
So the process of learning is more important than what the student learns? Medical schools are now learing centers?
Executive summary: avoid doctors with MD degrees from the University of Illinois College of Medicine which devalues “performance outcomes.” When I seek medical attention “performance outcomes” are very important to me.
One of the final safeguards to protect the public from medical incompetence is the USMLE. This multi step licensing examination has been a requirement for graduates to enter practice, and of course it has been attacked by the progressives as being just another discriminatory performance based barrier. Proposals have been made to eliminate the exam entirely or convert it to pass/fail, in order to promote diversity and equity of outcomes. The exam is tedious, rather expensive, and not very efficient in weeding out incompetents, but it is better than nothing. However, since it does provide some resistance to the erosion of standards it will continue to be attacked by those who value DEI over protecting the public, and if they succeed then I would try hard not to get very sick down the road.
Remind me never to patronize a doctor with a degree from U of Illinois Medical School. I’m looking for a competent doctor, not one who is “diverse”.
P.S. Do they have a special branch for witch “doctors” who practice with masks and rattles? If not, why not?
To Professor Jacobson: Time to file another complaint?