Abstract
ABSTRACT Over the past three years, a community of faculty and graduate teaching assistants has developed within the University of Kentucky Mathematics department centered around the use and development of student-centered assessment methods. In this article, we discuss the environmental factors that contributed to the growth of this community, our motivations for engaging in this work, and our surprisingly consistent successes. We conclude by sharing suggestions for experienced instructors interested in building communities around the theme of student-centered assessment methods.
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