When a student at Carnegie Mellon University became concerned about perceived grading bias in 2005, he proposed an amendment to the university's student-rights policy. Drawn from David Horowitz's "academic bill of rights," the proposal included assertion of a student's right to have his or her "work evaluated based on the stated course and program criteria and appropriate knowledge of the subjects and disciplines they study, as outlined by the relevant faculty." In the wake of allegations by Horowitz about liberal bias in college classrooms and hearings by the Pennsylvania legislature, the issue raised substantial concern and confusion. At about the same time, a new initiative, Campus Conversations, had formed at Carnegie Mellon to use deliberative polls--a process of discussion and informed decision making--to gauge student opinion on life, learning, and values. In this article, the authors describe how deliberative polling was used and held at the university to determine how people on the campus really felt about the student-rights policy and the proposed change.