This is the last post in a three-part series on a merit-based W.
In two previous posts I argued that making the W merit-based helps students take their classes—including liberal arts courses—more seriously as “real world” work with real consequences and helps them develop the vital virtues of responsibility, merit, and integrity. In this final post, I will show that a merit-based W also helps students raise their grades and make timely progress toward graduation, which saves students money.
One would think that by instituting a merit-based W that more students would receive Ds ad Fs, which would lower their GPA and hurt their scholarships. The fact is that the opposite is true. Continue reading Making Higher Grades and Better Progress toward Graduation with a Merit-based W
This is the first post in a three-part series on a merit-based W.
Students in core text courses can be (in)famous for their complaints about how required liberal arts courses are a waste of time and money because those courses have no practical value in preparing them for the “real world.” One semester not that long ago I received this written criticism from a student who had taken two of our university’s commonly-required Core history and literature courses:
I do not know what was going through the Core boards members when they concocted this curriculum, perhaps they did not understand the fact that we students have many other classes which are more pertinent to our LIVES and future CAREERS than English [and history] reading is….[S]ome of us are more concerned with the real education we came to school for.
Why do students react this way to core text courses? I submit that one significant (and completely ignored) reason is that universities tell students that college is a video game, not real life. Continue reading Preparing Students for the Real World, Not Video Games