What do our learning outcomes and assignments teach students -not just about content, but about whose knowledge and perspectives are valued? This workshop invites instructors to critically examine how our course expectations may unintentionally reinforce epistemic exclusion and narrow definitions of expertise. How do our requirements to only use 'peer-reviewed sources,' for example, perpetuate the exclusion of Black and Indigenous knowledges? How might we partner with students to disrupt Eurocentric thinking with our curriculum? Using a knowledge justice lens, we will explore how to design learning outcomes and assignments that balance multiple ways of knowing without discarding the unique strengths of your field.

By the end of this workshop, participants will be able to:

1) Identify how epistemological traditions contribute to the perpetuation of systemic and knowledge-based harms.

2) Apply the principles of epistemic justice to revise learning outcomes or assessment strategies in ways that invite dialogue across multiple ways of knowing.

3) Reflect on their role in modeling epistemic humility.