Through a series of narratives, this article highlights the experiences of six faculty who have incorporated varying approaches to labor-based contract grading in their courses at Texas A&M University-San Antonio, a Hispanic-Serving Institution. Each narrative offers a personal illustration of the faculty members' struggles, achievements, and realizations as they have adopted and adapted labor-based contract grading.

Keywords: labor-based assessment, contract grading, narrative, Hispanic-Serving Institution, writing assessment