This advising guide was part of the 2017 GERC report analyzing the “pass/fail” grading system at Macalester. It provides useful background on the policy as well as student and faculty perspectives. You may find reviewing it helpful as you advise students about electing the S/SD/N grading option.

Appendix D: Advising Guide to the Pass/Fail Grading System

Here we present a compendium of information about the current pass/fail grading option in the context of the liberal arts model in general and in the context of the academic climate at Macalester College in particular. This information might serve faculty and staff as they work to increase dialog with students about the pass/fail grading system.

Rationale for the Pass/Fail (S-U) Grading Option

Records from the April 4, 1968 faculty meeting include this description of the purpose for an S-U option (emphasis added):

A S-U option would, by removing some of the pressure which maintenance of the GPA now exerts on most students, allow students to explore areas of study they might otherwise avoid. The student exercising this option would be able to select courses on the basis of their intrinsic value and interest without giving undue weight to his own previous exposure to the content of a course or the probability of his receiving a high grade. The program would also, hopefully, represent a needed step away from emphasis on grade-earning and towards emphasis on the learning experience itself.

Helpful Definitions from the Association of American Colleges and Universities (AAC&U)

“I think distribution requirements are sometimes seen as a pain and there should be more conversations about how it is part of liberal arts values.” (Student comment from the Pass/Fail survey, March 2017)

“We could do better on educating students about the value of the liberal arts education and the nature of requirements; one way to do this is through improved advising.” (Faculty member comment from the Pass/Fail survey, January 2017)

Liberal Education: An approach to college learning that empowers individuals and prepares them to deal with complexity, diversity, and change. This approach emphasizes broad knowledge of the wider world (e.g., science, culture, and society) as well as in-depth achievement in a specific field of interest. It helps students develop a sense of social responsibility; strong intellectual and practical skills that span all major fields of study, such as communication, analytical, and problem-solving skills; and the demonstrated ability to apply knowledge and skills in real-world settings.1

General Education: That part of a liberal education curriculum that is shared by all students. It provides broad exposure to multiple disciplines and forms the basis for developing essential intellectual, civic, and practical capacities. General education can take many forms, and increasingly includes introductory, advanced, and integrative forms of learning.

Liberal Arts at Macalester

“I think that there is a lot of pressure to get through requirements and one's major as fast as possible. It should be advertised/stressed that it is important to take classes in other departments especially because having the ability to take classes in many various departments is one of the things that makes going to Macalester such a special and unique experience and opportunity.” (Student comment from the Pass/Fail survey, March 2017)

“When I advise students, I express my own enthusiasm and excitement about every aspect of our curriculum.... I ask about their courses and share the wonder of learning EVERYTHING. I hope that all advisors across campus are doing the same: encouraging students to understand why we have all of our requirements and NOT encouraging them to take courses pass/fail because they consider them to be less important to their program of study.” (Faculty member comment from the Pass/Fail survey, January 2017)

Macalester’s approach to liberal arts is embodied in our institutional learning goal for students to “Demonstrate Intellectual Depth and Breadth” as described in the Statement of Student Learning:

Intellectual depth and breadth combines both knowledge within a field and the rich interconnections across multiple fields for a liberal arts education. Macalester College believes that intellectual depth and breadth are necessary for effectively reflecting upon the complexity inherent in our scholarship, internationalism, multiculturalism, and service to society.

Macalester graduates will be able to apply their broad understanding of the liberal arts and their deep understanding of a chosen field to analyze issues, solve problems, and express or appreciate aesthetic values.

And as described in this excerpt from the College’s Statement of Purpose and Belief:

We expect students to develop a broad understanding of the liberal arts while they are at Macalester. Students should follow a primary course of study in order to acquire an understanding of disciplinary theory and methodology; they should be able to apply their understanding of theories to address problems in the larger community. Students should develop the ability to use information and communication resources effectively, be adept at critical, analytical and logical thinking, and express themselves well in both oral and written forms. Finally, students should be prepared to take responsibility for their personal, social and intellectual choices.

Why It’s Important to Tell Students about the Liberal Arts Model

“I think this (increased motivation) can be done by making connections between the course and the value it holds for the student and their future. While Statistics terrifies me, I am aware of its importance for graduate school and research skills in general, which motivates me to learn the material despite the pass/fail aspect.” (Student comment from the Pass/Fail survey, March 2017)

“Daily support and demonstration of the value such requirements are contributing to the education of students would be one way to increase motivation. More programming and educating students about the requirements might be helpful. Too often requirements are boxes to be checked, so a focus on advising might also be positive. Better information about linkages between requirement and learning experience.” (Faculty member comment from the Pass/Fail survey, January 2017)

Potential for Increased Motivation

Providing students with useful information about the liberal arts model in general, and Macalester’s requirements, in particular, may help to increase motivation in required courses. For example, in How Learning Works, the authors suggest that motivation is based on a combination of self-efficacy, perceived value and supportive environment, incorporating three fundamental questions:

Self-Efficacy: Can I learn it?

Value: Do I want to learn it?

Supportive environment: What do I need to do to succeed?

The authors suggest several strategies for establishing value, which could lead to increased motivation: “Connect the Material to Students’ Interests; Provide Authentic, Real-World Tasks; Show Relevance to Students’ Current Academic Lives; Demonstrate the Relevance of Higher-Level Skills to Students’ Future Professional Lives; Identify and Reward What You Value; and Show Your Own Passion and Enthusiasm for the Discipline.” (p. 83 - 85).

​Ambrose, S.A., Bridges, M.W, DiPietro, M, Lovett, M.C. & Norman, M. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: John Wiley & Sons.

Could Help Students to Become Intentional Learners

As noted in the Statement of Student Learning:

Macalester’s student learning goals and outcomes depend...upon students taking personal responsibility for their own learning. For this reason, students are expected to be intentional learners while pursuing their Macalester education. Beyond meeting the minimal expectations for all college students (i.e., being motivated to pursue a college education, exhibiting effective study habits, spending sufficient time on educational activities, and interacting civilly with peers, faculty, and staff), intentional learners develop “self-awareness about the reason for study, the learning process itself, and how education is used” (Greater Expectations National Panel, 2002, p. 21)

Talking to Students about Pass/Fail

“… I had absolutely no idea pass fail was an option until I nearly failed a course at the end of my first semester at Mac. Incoming students should be well informed about what pass fail is, their options for course designation, and given a much longer period of time in which to decide what they would like the course to be designated as. (Student comment from the Pass/Fail survey, March 2017)

“My concern with Pass Fail at present is that often it is the students who come from the top high schools or with educator parents who know how to best utilize this option. Many of my first generation students are unaware of the pass fail option or assume it "won't look good" until they have a D in Principles of Econ for example.” (Faculty member comment from the Pass/Fail survey, January 2017)

In its report, GERC points out the need for more discussion about pass/fail in all forms of advising.

“The methods by which the pass/fail option, its advantages, and potential abuses are communicated to students should be improved. In particular, faculty advisors should be encouraged to have regular discussions regarding the pass/fail option with their advisees. Through such conversations, faculty advisors can advertise what appropriate reasons are for taking a course pass/fail, and clarify misinformation.”

“In those times when they have seriously considered pass/fail, less than half of student respondents were influenced by conversations with faculty; however, some of their comments clearly indicate the need for additional advising around Pass/Fail, in terms of helping students to understand the policy.

Advising Resources for Faculty and Students

Current Policy from the College Catalog

S, SD, N Option Regulations: Each student is limited to one course taken under the S, SD, N option without written evaluation, in the fall and spring semesters. Courses may be taken under this option in a summer term, but each course so taken reduces by one the number of such options available to the student in the fall or spring semesters. There is no limitation on the number of courses a student may take under the S, SD, N option with written evaluation, or in activity courses. Courses taken under this grading option may not be included on major, minor or concentration plans without specific departmental approval.

For your reference, following is a summary of the current policy:

  • Rather than receiving a letter grade, the alternate grading option is S (satisfactory = C- or better), SD (passing = D+, D or D-), N (no credit).
  • Professors do not know whether a student is taking a course pass/fail (unless a student discloses this information); therefore, they assign a regular letter grade that the Registrar’s Office converts to pass/fail.
  • The current policy requires no permission from a professor.
  • Courses taken on the alternate grading option do not compute in the Macalester GPA but do appear on a transcript as S, SD or N.
  • Each semester, a student is limited to choosing one course taken under the S, SD, N option without written evaluation, for a maximum of 8 over four years.
  • The deadline to declare a grading option is two weeks after the drop/add deadline.(The timeframe for selecting the S/SD/N option will change beginning Fall 2018)
  • Courses taken on the alternate grading option may not count toward a major, minor or concentration; however departments may make an exception.
  • Once declared, the option may be revoked up until the deadline.

Frequently Asked Questions about taking a course pass/fail

(or not asked, which may lead to false assumptions)

  • Will it count toward graduation? Yes, if the final grade is S or SD.
  • Will it count toward my major/minor/concentration? No, unless the department has made an exception for you, which is not common.
  • Will it count for a gen ed or distribution requirement? Yes, if the final grade is S or SD.(This part of the policy changes in Fall 2018. Students must earn an S-the equivalent of a C- or higher in order to have the course meet all college-wide requirements except the FYC.)
  • Will it count toward the second language proficiency requirement? Yes, if the final grade in the final (fourth semester level) course is S or SD. However, to get into the next level of a sequence, an S is required in the prerequisite course. For example, you must get a grade of S in 101 to register for 102. (Beginning Fall 2018 students will need a grade of “S” in the final course used to meet the language requirement.)
  • Will it meet the prerequisite for the next level of a course? Maybe. It depends on the course, so you should check the course description.
  • Does it affect my GPA? No. It is not factored in the GPA at all.
  • Does it affect eligibility for the Dean’s List? Maybe. You must take at least 12 graded credits to be eligible for the Dean’s List.
  • Does the professor know I’m taking their course pass/fail? Not unless you tell them.
  • Can I change my mind? Yes, but not after the deadline passes.
  • How will it affect my applications to grad school, med school, law school? That is something those schools have to answer, but it is very unlikely that an occasional grade of S on your transcript will tip the scales in some decision.

What are some of the reasons to take a course pass/fail?

  • Fear of an unfamiliar subject
  • Worry about lack of experience in a discipline
  • Excitement about learning something new without the pressure of a grade
  • Anxiety about GPA
  • Time challenges due to a particularly over-scheduled semester
  • Difficulties with reading or writing in a non-native language
  • Disruption from illness, injury or family issues
  • Too much of one kind of work in a given semester (reading, problem sets, group projects)
  • Opportunity to take a class for fun without worrying about every single detail
  • Prioritizing other class work higher without affecting GPA
  • Employment or internship demands
  • Anticipation of absences that would affect class performance and grade
  • Lack of familiarity with collegiate life, particularly for first-generation students
  • Not doing well or as well as expected in the course despite all efforts, but not wanting to quit.