By: David Tuttle
Students sometimes have a natural obsession with grades that drive them – and instructors – a little crazy. From the perspective of institutions and the faculty, grades validate and reflect the mastery of topics and courses. Indeed, except in courses requiring daily work, many instructors assign only a handful of projects and exams to determine this level of competence. For faculty, the course content and the student’s relationship with it are what matter most.
Students have been conditioned to connect their worth and success to only the grades assigned to their work. This can create angst and stress, but also contributes to the question that teachers bemoan: “Will it be on the test?” College educators want students to love their subjects as much as they do!
Families want their students to get the most out of the experience and get good grades. More viscerally, parents want to know that the significant investment being made in the student’s education is worth it. Grades also tend to show whether or not the student is balancing work, social life, and health and wellness with academics.
It’s true that grades matter, but it’s also true that the college experience is so much bigger than that. So how do family members broach the subject of grades in ways that don’t lead to defensiveness? Here are some things to consider:
1. First term grades come with an asterisk
For many students, managing freedom, becoming independent, and figuring out how it works can take time. Lower grades than desired can be normal the first time out. If there are no other significant factors in play, students will usually self-correct. On the other hand, some introductory or first year level courses and seminars may be easier to allow students to ease into college without decimating transcripts. Things may become more difficult, which is fine.
Focus on what went right and celebrate the wins. Look to the future: What will the student keep doing or do differently? (Where and when they study, how often, and with whom are good things to chat about.) What do the next semester courses look like? What led to some of the lower marks and what can be corrected? Where can they find help on campus?
2. Poor grades may reflect a larger issue
Perhaps the student is unhappy with their school choice or isn’t fitting in yet. There may be more serious issues related to mental health, challenging relationships, pressure to make money as well as be a student, or general uncertainty about the future and the world we live in. Maybe they are partying and using substances in ways that are incongruent with their goals, and yours.
Look for what has changed. Ask the hard questions. And be willing to listen without judgment. Be open to hearing a lot about how they feel. Know that they may not know why they are having those feelings. It is also not the end of the world to explore the idea of taking a break from college for a short while.
3. Prerequisites may impact grades
Faculty don’t like the term “weed-out classes” as a rule. They aren’t wrong. Some fields, especially STEM, require the foundational building of complex concepts and knowledge. Though the result may be the same, students have to demonstrate they can cut it earlier, rather than later in chemistry, biology, calculus, and more.
Regardless of the year, considering whether or not the student has the talent, passion, and drive in certain areas is important. Certainly, we have missed out on some great doctors because biochemistry is so difficult. But grades are measurable credentials that help identify those with the strongest potentials for success. Deciding if and when it is time to change course should be an ongoing and candid discussion.
4. Liberal arts and core curriculum courses may not inspire
At times, students will question the core curriculum and courses unrelated to their majors. Remember, the goal for institutions is to develop educated people who demonstrate a breadth of knowledge and depth in specific areas. So, yes, some courses may not seem to matter, but they are part of learning that develop expertise, inspire curiosity, and create strong writers, public speakers, problem-solvers, and decision-makers. And who knows? Many students who have switched to majors after intro courses have unlocked a hidden passion.
You will see it over time. Your student will start to challenge the validity of information, form cohesive arguments, become more articulate and confident, and know a lot. Encourage them by affirming that you are investing in their future and creating productive global citizens.
5. Grades should be peaking as students get further into majors
Though it was years ago, my grades took off once I went further into my major. I had the interest and passion and was building the aforementioned depth required.
If you don’t see the grades being consistent or on the rise, it might be because of the course rigor. It might be because there is some ambivalence about the major. That is probably worth exploring.
Grades are often most important for the first job as well as getting into graduate and professional schools post-graduation. Excelling and managing transcripts are important. Keep focused on other signs of growth and maturity as well. Students will often report that some of the best lessons learned at college were outside the classroom -- and not quantifiable by grades. They aren’t wrong. Help them see what is most important for their majors and careers as well as their personal lives. Good grades and transformative experiences aren’t mutually-exclusive.
About the author: David Tuttle spent over 30 years in higher education in Residential Life and Student Affairs. He has also sent four children to college. He may be contacted at dtuttletu@gmail.com.
