> Another major step was earmarking CARES Act funding to hire “graders” who could help faculty in high-enrollment courses grade and provide feedback on redesigned authentic assessments, which take longer to grade than traditional exams. The additional assistance of the graders provided more bandwidth to instructors, who normally do not have access to teaching assistants/graduate student instructors (UM-Dearborn is a primarily undergraduate campus with few graduate students). The grader program was aligned with the overall people-centered approach because it provided quality assistance to faculty who were working hard to redesign aspects of their courses and also provided employment to part-time lecturers who filled the grader roles. [source](https://quod.lib.umich.edu/t/tia/17063888.0039.308?view=text;rgn=main)