Letter to the editor

South Campus grading should be re-evaluated

I completely agree with Emily Eder (“For whom the bell
curve tolls,” Feb. 21). The curve system threatens you with
failure for the entire duration of the quarter (failure for a
graduate student is less than a 3.0 grade point average). With that
constant fear, it’s hard to be enthusiastic about learning
because you’re always preoccupied with grades.

I believe that some professors take delight in seeing students
do poorly, and I have heard horror stories of professors refusing
to help during office hours. My regrettable experiences have led me
to consider dropping out of the program and quitting the
engineering profession entirely. I read that about half of
undergraduate students who start out in a technical major
ultimately switch to a non-technical major.

Amid talk of the need for more scientists and engineers, no one
seems to discuss the reprehensible academic environment at
universities across the nation. Many politicians who stress that
the U.S. needs to stay economically competitive weren’t
math/science/engineering students themselves, so they have no idea
what it’s like. There needs to be independent oversight of
teaching and grading methods in technical departments.

By emphasizing learning rather than higher GPAs that carry
“more weight” we could easily increase the number of
technical graduates, by not forcing out previously eager students
through boot camp-style programs.

Ryan Hashi Graduate student, electrical
engineering