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Far too many faculty members still think a challenging course should be like an obstacle race: You, as the instructor, set up the tasks and each student has to finish them (or not) to a certain standard and within a set time. If only a few students can do it, that means the course is rigorous.

We’re not in that camp. Lately we’ve been struck by recent conversations around rigor and grit and impostor syndrome. … But it’s not enough to eliminate a single word. To truly enact change you have to take concrete actions.

Jordynn Jack and Viji Sathy write in the latest issue of The Chronicle of Higher Education.