When the proposal was being considered, students seemed strongly opposed to the grade modifiers. The Student Senate opposed the change for several reasons. One concern was that with three times as many grades, each assignment or exam would have a greater emphasis on a student’s final grade. There was also a concern that there is an increased stress on students with 4.0s to perform at their usual standards.

In addition, the requirements that depend on GPA, such as financial aid and ability to graduate, were not changed. For example, graduating from RPI requires at least a cumulative average of 1.8, meaning that C- students will receive diplomas. However, with the grade modifiers, a C- average will be approximately 1.7.

Largely in response to student concerns, it was decided that the modifiers would be phased in over a series of years. Beginning this semester, professors of 1000- and 6000-level courses may begin assigning plus-minus grades. Next fall, 2000-level courses will be switched, and in Fall 2007, the 4000-level courses will have modifiers. The plan calls for an expanded grading system from the previous A=4.0, B=3.0, C=2.0, D=1.0, F=0 to A=4.0, A-=3.67, B+=3.33, B=3.0, and so on. There will be no A+, nor a D-. For those students that do earn an A+, a mark of achievement will be entered alongside the A in their transcripts.

The faculty showed overwhelming support for the grade modifiers in a vote at the end of the 2003-2004 academic year. Of the 43.6 percent of the full faculty who voted on the proposal to include grade modifiers (pluses and minuses) into the curriculum, approximately 75 percent voted for it. Once the proposal was approved by the faculty, Provost G.P. “Bud” Peterson recommended it be implemented and President Jackson approved the plan.

Ashwani Kapila, a professor in the math department, plans on using them in his 1000 level and 6000 level classes. He explained “I think it just gives me a much more reasonable scale from which to use.” He added that he would agonize over students at the borderlines of the grade cutoffs and he now expects there to be less agony in that process.

Not all professors, however, seem satisfied with this new policy. Professor Mike Hannah, who teaches 1000-level Introduction to Biology, always opposed the grade modifiers. He believes that the new plan “places more borders” for the students to perform in. He feels he has to use the grade modifiers in his course, however, because, “that’s what everyone wants.”