EDUCATOR’S PAGE
5 would receive “A’s,” 20 would receive “B’s,” and so on. For more details about grading on a curve, see the references.
Cluster Scores
Another common practice is looking at the natural divisions among clusters of scores on an assignment or test, and then defining the ranges of the clusters as particular grades or percentages. Some of your professors may take an approach like this to defining grades. Figure 2 shows an example of how clusters of scores might be grouped into letter grades.
Whatever mechanism your professor is using to determine your grades in a class, you would do well to understand it (and ask to have it explained, if it is unclear). Like it or not, most prospective employers expect to see at least satisfac- tory – if not stellar – grades on candidate transcripts.
understanding, at least superficially. What is the difference between graduat- ing cum laude versus summa cum laude? How are the gowns of graduate students different than for undergraduates and what is a hood? Why do the faculty members have different colors on their gowns and accessories?
As a way to acknowledge exemplary academic scholarship by undergradu- ate students at the institution, certain honorific designations may be applied at graduation. Cum laude, which is Latin for “with honor,” is a formal honor rec- ognizing achievement with a cumulative GPA of typically 3.50-3.69. Magna cum laude, or “with great honor,” recognizes achievement for students having a GPA of 3.70-3.89. Finally, summa cum laude or “with highest honor,” is the ultimate recognition of achievement bestowed on students with a GPA of 3.90-4.0.12 A gold stole is often worn by these students at graduation ceremonies in acknowledge- ment of their accomplish- ments.
Figure 2. Illustration of the score clustering that can be used to correlate with letter grades. On this test, the mean is 84. Each range of scores can be fit to a specific percentage (e.g., 92 is the upper limit of the “B” range, corresponding to 89%).
What Happens at Graduation?
The end goal of academic study for most of us is graduating with a degree, certificate, license, or whatever the cul- mination of our effort may be, so it is worth describing a little more about the literal pomp and circumstance surround- ing the ritualistic conclusion of formal academic preparation. Mortar boards (or caps) and gowns aside – as these are permanent, and usually unwavering, staples at graduation commencements – there are other ceremonial aspects worth
There are a variety of traditional and informal rules governing academic regalia. In general, the higher the earned degree, the more accoutrements are included in the ceremonial attire. The basic shape of the sleeve on the gown worn by awardees varies depend- ing on the degree obtained. Hoods, while not always, usually adorn the master’s and doctor’s garb only, and the colors on it represent two specific aspects of the wearer’s identity: 1) the conferring school’s colors, located inside the hood; and 2) the color associated with
the subject area of the earned degree, as a thick velvet trim or border. The subject colors represent a long history of tradi- tion and a few examples follow: science is golden yellow, light blue is education, pink is music, and brown for the fine arts. The dark blue of the general doctor of philosophy degree normally abounds at commencement ceremonies. As the university’s faculty marches into the commencement hall, a diverse collage of abundant gown and hood colors can usually be witnessed, attesting to the wide range of geographic and scholastic variability in the professoriat.
12. The exact GPA for the specific honorifics may vary by institution.
www.aipg.org
A Few Tips and Suggestions
Granted, some of the following recom- mendations may seem to go without say- ing, but, it never hurts to be reminded.
1. Monitor your own academic progress. It seems to be becom- ing more difficult to graduate with a bachelor’s degree in four years. Carefully monitoring program and course requirements, the rotating schedule of classes, and your prog- ress can keep you on track for a timely graduation. Note any hid- den prerequisites, or those required courses necessary for the classes in your major program of study. Take advantage of the advising services offered to you, and while you should rely on your appointed (or selected) academic advisor, be sure to moni- tor the program requirements and class schedule yourself too. Students are occasionally poorly advised and their complete trust in an advisor’s word as the final say sets them back a semester (or more).
2. Get involved. Take advantage of any and all opportunities to get involved. You hear this all the time, but it really is true. A couple of years ago, I devoted an entire article to the importance of getting involved in activities while attending university (TPG Jan/Feb 2012, Career Advise for Graduate and Undergraduate Students). The current issue includes an article on the value of professional internships, which is also worth checking out. Successful future professionals, it appears, do not just show up for classes and then go home. Take advantage of the many opportunities to get involved at your university: undergraduate research activities with professors, internships, student senate, and more. Network; take a leap when opportunity knocks. You never know exactly when or how these efforts will pay off, but they surely will.
3. Do not procrastinate. Procrast- ination on completing homework and preparing for exams is a prob- lem for some, but not all, students. I think most students eventually figure out what works for them, but even though some proclaim that they work “well under the pressure of a looming deadline,” I am skepti- cal. We all tend to put off work that
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64