This semester begins the introduction of grade modifiers into 4000-level classes at RPI. This expansion is the final part of a phase-in that was initiated in Fall 2005.
The change in the Institute’s grading system came after faculty members voted on the measure in 2004, with nearly 75 percent voting in favor of the modified plan. This vote allowed the Faculty Senate to recommend the plan to former Provost G.P. “Bud” Peterson, who then sent it to President Shirley Ann Jackson for approval.
RPI’s system of just using A, B, C, D, and F grades was replaced with one in which grades such as A- (figured into a student’s GPA as a 3.67) and B+ (a 3.33) are available. There will be no A+ nor D- given with this system; those students that do earn the equivalent an A+, however, will have a mark of achievement entered alongside the A in their transcripts.
The largest problem that students had in the past with the system was that requirements that depend on GPA, such as ability to graduate, were not changed. 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.
The grade modifier plan began its phase-in starting in Fall 2005 with 1000- and 6000-level classes, moved to 2000-level classes in Fall 2006. This semester finishes the plan, allowing grade modifiers to be used in 4000-level courses.
“The ultimate choice of whether or not to include the modifiers for their classes, however, is left up to the faculty,” said Vice Provost and Dean of Undergraduate Education Prabat Hajela.
By last fall, all of the 1000-level sections in both the School of Engineering and the School of Architecture were using grade modifiers; of the 2000-level courses, around 75 percent from both schools had adopted the new grading system. The architecture and engineering schools have seen the greatest percentage of sections switch to this system, while the School of Science has seen the fewest—61 percent of 1000-level courses and 68 percent of 2000-level courses.
“We look forward to seeing this year’s results in the 4000-level classes—how many classes use it and how the grades are affected,” said Provost Robert E. Palazzo.
One of the most noticeable effects of the switch to including grade modifiers is a decrease in the number of students with 4.0 grade averages. Before grade modifiers were introduced in Fall 2005, many classes had 15–20 percent of students receiving a perfect 4.0 each semester.
“Having that many 4.0s could impact our credibility as a university,” said Palazzo. “We need to maintain our academic standards, and despite the fact that the students we attract are extremely bright, that number could cause other institutions to question the validity of those grades. It’s better if we regulate it ourselves.”
Despite the fall in 4.0s, RPI has seen an increase in the amount of students who are making the Dean’s List, according to Hajela and Palazzo. Last semester, RPI broke the 3,000 mark for students named to the Dean’s List with 3,028 students—over half the student body.
Students also have mixed views on the grade modifiers. Emily Paneda ’09 said, “I don’t like them. All of mine have turned out to be minuses, so they haven’t helped me at all.”
Other students didn’t really care either way. “I’m unbiased about the system,” said Sam LaBarge ’07. “Students should just work hard and not care if there are pluses or minuses included or not.”
Overall, Palazzo and Hajela are optimistic about the grading system. Hajela remarked that, “In talking with the faculty, they find they have more control over the grades, and ultimately, quality control should be in the hands of the faculty.”
Palazzo added, “[The grading system] deserves continuous monitoring and we’ll always be keeping our eyes on it, but for now, it looks solid.”
