Abstract
Most college professors want their students to grow personally as well as intellectually. They want their students to become more reflective and self-aware as a result of taking their courses. This goal is typically consistent with, and even serves to advance, the stated missions of the institutions in which they teach. But there is a problem: not only do these "ineffable" objectives seem difficult or impossible to assess within the context of a course, but it is also often unclear how the course itself will help students work toward these objectives. Critical thinking about one's experiences, attitudes, and values goes hand-in-hand with personal growth and development. This essay explores how conventional assignments can be modified and expanded to include such critical thinking and writing vis-a ¤ -vis the main concepts of the course. Also presented are grading rubrics that can serve as formative assessments of the student's abilities in these areas.
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