Focus on Learning, Not Grades
Tammira Phillipe
Issue date: 10/15/01 Section: Opinions
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I think we all came to the GSB to learn. The question is: what policies and norms will allow and encourage all of us to learn the most? I hope the recent vote by the Class of 2002 will not only set a precedent for future classes, but will also be a platform upon which the Classes of 2002 and 2003 can effect even more change to restore and maintain the GSB’s unique learning environment. Because there is no way to enforce norms or even ensure they are maintained in the future, these norms must be combined with policies that support rather than agitate them. For this reason, I believe we should eliminate the Dean’s List and on-line class GPA percentile breaks.
What is that unique learning environment at the GSB that I think is worth saving? At a broad level, collaboration is embraced and cutthroat competition is shunned. For me, though, the GSB really set itself apart and attracted me by creating an academic environment in which an amazing group of overachievers would be guided less by extrinsic motivators like ranks and awards and more by issues like, “What can I learn from this class? How can I stretch myself? How am I learning from my classmates? What am I contributing to the academic community?”
Even without disclosing grades to recruiters, the current policies support an increased focus on grades and ranks at the GSB. This shift in policy has some less than desirable side effects, and it is not worth the risk. The risk most often cited is that the cooperation and collaboration that is a hallmark of academics at the GSB would seriously suffer. Perhaps more importantly, a focus on grades has the potential to reduce risk-taking in class choice and contradict a focus on learning completely. Does an increased focus on grades and ranks encourage me to take an international development class in which I have no experience (and many of my classmates do)? Will I choose to exempt courses like D&D as a quant jock if grades are so important?
What is that unique learning environment at the GSB that I think is worth saving? At a broad level, collaboration is embraced and cutthroat competition is shunned. For me, though, the GSB really set itself apart and attracted me by creating an academic environment in which an amazing group of overachievers would be guided less by extrinsic motivators like ranks and awards and more by issues like, “What can I learn from this class? How can I stretch myself? How am I learning from my classmates? What am I contributing to the academic community?”
Even without disclosing grades to recruiters, the current policies support an increased focus on grades and ranks at the GSB. This shift in policy has some less than desirable side effects, and it is not worth the risk. The risk most often cited is that the cooperation and collaboration that is a hallmark of academics at the GSB would seriously suffer. Perhaps more importantly, a focus on grades has the potential to reduce risk-taking in class choice and contradict a focus on learning completely. Does an increased focus on grades and ranks encourage me to take an international development class in which I have no experience (and many of my classmates do)? Will I choose to exempt courses like D&D as a quant jock if grades are so important?