I realize there are weaknesses in all those suggestions. There are pros and cons to every grading method.
I think some of these can be mitigated though (whereas cheating probably can't, especially in my mind since I intensely disapprove of Turnitin).
A few ideas:
For the interviews, start by requiring office visits for more trivial things and build up to the main interview.
I had one professor that regularly started class by having every write for a few minutes (like 5-10) about something they found interesting in the assigned reading. Aside from making sure students actually read, assigning an amount of time rather than a topic allows students to select a complexity level they feel is appropriate for the time allowed.
For class participation, this obviously requires some re-thinking of what class participation means. It also probably requires smaller classes. In a class of 10 students, I find it unimaginable that the professor wouldn't know before grading anything approximately what grade each student will receive.
I think some of these can be mitigated though (whereas cheating probably can't, especially in my mind since I intensely disapprove of Turnitin).
A few ideas:
For the interviews, start by requiring office visits for more trivial things and build up to the main interview.
I had one professor that regularly started class by having every write for a few minutes (like 5-10) about something they found interesting in the assigned reading. Aside from making sure students actually read, assigning an amount of time rather than a topic allows students to select a complexity level they feel is appropriate for the time allowed.
For class participation, this obviously requires some re-thinking of what class participation means. It also probably requires smaller classes. In a class of 10 students, I find it unimaginable that the professor wouldn't know before grading anything approximately what grade each student will receive.