In order to learn, students need to be actively engaged in the process. Grading engagement, though, can be fraught. On the one hand, building engagement into course requirements can help students direct their effort in productive ways. On the other hand, not all engagement is visible, and relying on imperfect proxies like attendance or speaking in class can introduce inequity. This workshop offers an equity-minded approach to encouraging student engagement, one built on clarifying expectations and supporting students’ autonomy.