Syllabus - Grading Philosophy

It’s my opinion that letter grades and subsequent grade point averages in no way represent an assessment of achievement of this course’s objectives and the above activities. Grade inflation and behaviorism over the years have mutated what might once have been considered valid assessment of student achievement.

Unfortunately for you, I’m still required to give you a grade at the end of the semester, a grade that in some way, in one little letter, states your achievement, application, improvement and ability that you have demonstrated during that semester - an impossible evaluation. However, that’s what you’ve come to expect after twelve years of conditioning in our schools.

Since I’m required to give you a letter grade, it’s my philosophy that the grade will represent the following criteria:

A – The student surpasses the requirements of the rubrics, executes original critical thinking in interpersonal communication contexts, demonstrates achievement of the objectives evidenced in written and oral communication, asks good questions and engages others, including the instructor.

B – The student meets the requirements of the rubrics, executes critical thinking in interpersonal communication contexts, demonstrates understanding of the objectives evidenced in written and oral communication, asks good questions and engages others, including the instructor.

C – The student achieves at least 75% points possible of the rubrics, demonstrates identification of the objectives evidenced in written and oral communication, asks good questions and engages others, including the instructor.

D – The student achieved at least 65% points possible of the rubrics and acknowledges the objectives evidenced in written and oral communication.

F – The student’s apathy outweighed achievement.

Past students have expressed fears to me that this course could disrupt their current GPA and thwart scholarship opportunities. It’s my experience that we are driven by two basic emotions; fear and love.

Students who are afraid of their performance in this course will limit themselves and will consequently fear their evaluations.

Students who love what they do in this course and discipline and embrace evaluation for their own improvement go beyond the course expectations and have little worry or care about their grade. The outcomes are dramatically different.

It’s a choice, I promise.