While working in a one-year position at Grinnell College, I was assigned to teach two sections of Introduction to Gender and Women's Studies (GWS). Although I had never taught in the discipline before, I decided that my course would need a social-justice component in order to ensure that students would understand GWS as both an academic discipline and an engagement with the complexities of social experience. Introduction to GWS is offered primarily to first- and second-year students. Thus, my students would be relatively inexperienced even in the traditional methods of the college classroom and, I hoped, more receptive to what for me would be an experimental assignment. (Contains 5 notes.)