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Roberta-- Congratulations on your venture into faculty development! I've done only much shorter sessions, so envy you your extended time. One of the most stimulating sessions responded to concerns voiced in earlier sessions that people had trouble telling students what their expectations were -- usually it came up as worries about students' challenging their marks, and sometimes as aggressive comments about "maintaining standards." So I called the session something about Criteria, and asked for preliminary copies of student papers along with the assignment prompts. This was a relatively homogeneous group from one discipline. At the session, I duplicated copies of the university's statement of grading policies (this is an A, this is a B, etc.). We went over it, noting how it was based on Bloom's taxonomy (not acknowledged, however), then looked at an assignment prompt; I asked groups of 3 to say what qualities from the policy statement the assignment was asking for, and how one could expect to recognize an A, B, etc. Then the groups each read and graded some short papers (about 6 groups, 3 papers), discussing among themselves why they would give them what mark. Then we compared results -- widely varying, of course, with many different reasons, hardly any of them mentioned in the assignmemt prompt. People went away rather shaken that they couldn't even agree among themselves, but also enlightened about how important it is to formulate and then state to students one's expectations. Best of all, they worked that out themselves--I didn't have to preach. Do let us know what you work out, and how it goes. Best wishes! Margaret