For example, I now ask students to determine the weight of each assignment for evaluation purposes, letting go of the assumption that one solution works for all students and only I know what it is. I jointly construct final exams with students, letting go of the assumption that only I know what exercise will help them integrate their learning. I jointly construct learning goals with students, letting go of the assumption that only I know what is important for us to achieve. Reactions from colleagues around the nation to my story of shifting assumptions suggest that a similar reexamination of assumptions by other faculty is warranted. Often my attempts at learning-centered practice are perceived as letting students do anything, and letting them learn only what they wish.
Nothing is further from the truth.
I still insist on maintaining high standards, reject inappropriate suggestions, and negotiate to reach agreements that honor my responsibilities and students' learning needs. For example, students must offer rationales for the weights they propose for their assignments. I negotiate with students to arrive at reasonable percentages for their particular circumstance. Similarly, I determine the goals for a final exam, usually integration of key dimensions of the course, application of these in practice, and a format that lends itself to an accurate assessment of individual students' knowledge. I retain my power and responsibility to maintain high standards and manage the learning process in a meaningful way.