Sven Bellamy
Features Editor

 

A source of stress, despair,
jubilation for some—the aca-
demic grade point average
(GPA) plays an important role
in post-secondary education.
The use of GPA to evaluate
academic performance may be
the only objective way of
quantitatively measuring a
student's performance.
However, grades assigned in
classes are quite often subjec-
tive to the instructor or person
marking the student’s work.
This subjectivity is more pre-
dominant in classes that rely
heavily on writing, rather than
numerical calculations; but
every institution must struggle
to grade students fairly.

The following formula
used at Douglas College for
determining GPA: For each
course taken, the credit value
of the course is multiplied by a
letter grade’s equivalent point
value. The derived number is
then divided by the total
number of credits to deter-
mine GPA. As a student's col-
lege career progresses, the stu-
dent’s transcript will display a
semester GPA and a cumula-
tive GPA.

The most detrimental score
affecting GPA is a 0.00. There
are two ways this score can
count against a student: the
first is by receiving an F-
grade—the second by receiv-
ing an unofficial withdrawal
(appears as UN on a tran-
script). An UN-grade is placed
on a transcript when a student
completes 70 percent of a
course requirement, or where

 

a student misses 30 percent of
a course where an instructor
has indicated that attendance
is mandatory. A withdraw, or
W, on a transcript shows up as
a 0.00 but does not count
against a students GPA. This
is true for Douglas College,
but it might not be true at a
different institution.

Two more quick points,
taken from the course calen-
dar, are worth mentioning:
Only courses that are taken
for credit are calculated into
GPA. Courses which are taken
under the auspices of audit are
not factored into the GPA
equation; audited courses
offer students a chance to
learn or upgrade knowledge
and skills without being
applied to a degree or pro-
gram. The second ae worth
noting is if a coursgis take
twice, only the, ier of the
two grades is i
poses of calcula
method of evaltig
handled ss
schools.

Different institutigns}, have
slightly varying polfeie on
GPA calculations, amd 7it’s
important as a student to fig-
ure out how each syste
works. i

In the grand scheme of life,
GPA does not matter entirely
but maintaining a high GI

    
  

Sb ay oe

does have perks. One benefit tity

might be the reduced cost of
going to school, or at least the
ability to reclaim some of the
cost of acquiring an educa-
tion. The higher a student’s
GPA is, the easier it is to earn
scholarships, bursaries,
other honorary funds.

Another benefit of GPA is
the ability to be placed on an
honour roll or a dean’s list.
Perhaps to some, to achieve
such academic status may
seem passé, but earning hon-
ours looks good on a resume,
business card, or other social
documents.

or

However, this is not to say
that every student must or
should strive to achieve such a

Lfo & pe the ili beforesthe e

 

high level of social status, at
least not through academic
performance. Striving to be a
straight 4.0 student takes a lot
of work—more time and
energy than is sometimes
available. Personality type has
a lot to do with a student’s
ability to excel in an academic
environment. Students who
score very highly in behav-
ioural or cognitive categories
usually do very well in an aca-
demic setting.

Students who strive to do
well academically quite often,
but not always, burn them-
selves out. Many become
socially introverted, and i
extreme cases, where there is a
lot of extrinsic pressure to do
well, become suicidal. Then
there are the students wh
never seem to buc

id studying un
last possible moment,

 
 

Some el ne * Reocech | ina |
chool environment, but
achieve middle of tig road
grades and are able to take
knowledge away from $chool
and apply it success i
other aspects of life
at work, or at hom
WthesexgheeeenéPalizatio
student types, a student’ § ier
Stare is key toye fermi ling.
uccess.
lig itigal” "element of a
GPA sys is that every stu-
dent attempt to do the best
they can to pay attention to
their GPA and seek out assis-
tance when needed before the
little issues in life build into a
full-scale problem.

KA
Ss Or acad @! LG

 

There are consequences of
not maintaining at least an
average GPA. The most terri-
fying for students is, perhaps,
academic probation.
According to Douglas College
policy, any student who has
earned 12 credits and a GPA
of 1.50 will be placed on
scholastic probation. Students
who fall into this category are
forced to withdraw, must
apply for re-admission and

     
 
  
 

s ob a

at Does it Mean to You?

must have an interview with a
registrar. There are other GPA
benchmarks, often set by dif-
ferent departments within the
college, that be
observed. Many programs
require that a student main-
tain a GPA of 2.0 to remain
enrolled. Failing to do so may
result in the student being
withdrawn from such a pro-
gram. Whichever program
you are enrolled in, educate
yourself in the program’s
benchmarks and
ments.

must

require-

There are counselling servic-
es at the college that are avail-
able to students who may be
having difficulty with studies.
Academic advisors are avail-
able to 0 offer suggestions as to
courses or making
other sch@ol related choices.
Appointme
advisors or c

with academic
nsellors can be

; ier \ e office of the
grades. a

ent,, but in essence, th
system is almbst the same as
the current model for scoring.
Students show up on the first
day of class, ideally in an
impartial marking environ-
ment, and as the term pro-
gresses work to achieve a suc-
cessful grade (as determined
by the instructor's perspective,
and the institution’s criteria
for evaluation).

At some point in the future,
there may be some new
method for evaluating stu-
dents. Even if and when that
happens, students will still
have to understand how the
system works in order to have
a successful college career.

september 18, 2002

  
 
 
 
 
 
 
    
 
     
   

‘ee, 2
i

 

page 19 ©