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Interactive response systems "clickers" can provide multiple benefits to the students and faculty who use them, including immediate performance feedback and greater student engagement in learning. My own exploration of this technology has yielded five pedagogically different types of polling questions, specifically measurement of student confidence levels, their comfort levels with various topics, assessment of attitude change due to class discussions, retention of course information, and basic mastery of course content. The present investigation revealed that students acknowledge the possible benefits to the instructor of using these polling questions, yet they were most appreciative of the opportunity to see sample quiz questions. More surprising, these students were unaware of the price of "clickers," despite having purchased them at the start of the semester, suggesting that use of this technology does not constitute a financial hardship for many students. (Contains 1 table.)

College students' categorical perceptions of numeric and alphabetic grades were examined by assigning participants to one of four conditions: numeric grades alphabetic grades, numeric non-grades and alphabetic non-grades. They were then asked to give ratings for each possible grade or non-grade, using a 10-point scale. Factor analysis revealed that college students view both numeric and alphabetic grades as occurring in dichotomous categories, presumably either "good" or "bad". There were no neutral categories for course grades. Replications consistently yielded similar results, although specific boundaries between "good" and "bad" grades varied slightly. (Contains 1 figure.)

The prevalence of racism and "racial microaggressions" on college campuses is discussed, as well as the negative effects of these occurrences for students of color. An important teaching tool for changing white students' attitudes about racism is presented with an empirical evaluation of its effectiveness. Students read McIntosh's list of White Privileges rating their agreement that each item is a White Privilege in modern US society. Pre-test and post-test questionnaires revealed that white students became more sensitive to issues of racism after this experience. Specifically, these students became more likely to agree that: racism occurs today, racism affects their behavior, they personally benefit from White Privilege, whites in modern society can be viewed as racist, and that they reported that they would be more likely to join student organizations or attend campus events focusing on reducing racism. Regression analyses identified examples of White Privileges with the greatest effect.

This article discusses the negative impact that teaching antiracism can have on teaching careers when students evaluate their efforts and abilities. The published literature abounds with anecdotes about negative student reactions to antiracism teaching, particularly when it involves teaching White students about White privilege. Students often reject both message and messenger, projecting their frustrations and emotions about this topic onto instructors. Therefore, the authors believe that student evaluations for some courses (e. g., psychology, sociology, geography, political science) should include items about whether students have acquired a less racist, more multicultural perspective.