3.27.18

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5 | Arts & Life

7 | Sports

Ciuadad, a crecer: San Antonio music scene: where are we and where are headed?

UTSA baseball sweeps Marshall

Vol. 57, Issue 10

Est. 1981

March 27 - April 3, 2018

The Paisano

Independent Student Newspaper for the University of Texas at San Antonio Community /ThePaisano

/PaisanoOnline

@PaisanoMedia

www.Paisano-Online.com

@ThePaisano

Thirty-five members of the Faculty Senate voted to pursue a new grading system after the SGA presented the plus/minus grading system as having “numerous inequities.”

Chase Otero/The Paisano

Faculty Senate votes to discuss alternative grading system By Kenyatta Battle Editor-in-chief Assistant Gaige Davila Co-News Editor The Faculty Senate voted to discuss alternatives to the plus/minus grading system this past Thursday, March 22, with 35 yes votes, 0 no votes and 0 abstentions. The Student Government Association (SGA) presented a revised resolution, GA 112, to the Faculty Senate that rescinded the SGA’s previous stances on the plus/ minus system. In GA 111, the previous resolution discussing the plus/ minus system, SGA disapproved of the grading system, which

they have stated is still their official stance. SGA stated in the GA 112 resolution that the plus/ minus system causes “numerous inequities.” The Faculty Senate and SGA will be working together through a joint-committee to discuss alternatives to the plus/minus grading scale. Currently, UTSA faculty have the option to use the plus/minus grading system to grade coursework, instituted in Fall 2011, after being approved by the Faculty Senate on May 10, 2010. During SGA’s presentation to the Faculty Senate, they stated inequalities could be present in several alternatives, necessitating an investigation

into a consistent, inequality-free grading system. “It went really well, better than I thought,” Alex Sexton, the primary author of GA 112 resolution and COLFA senatorelect, said. “They seemed very receptive and open to positive change.” Grading system alternatives discussed in GA 112 include: not using “A+” grades; consistency in grading scales across course sections; capping cumulative GPAs at 4.0; and student transcripts indicating the average of the grades assigned for a course. If alternatives presented to the faculty senate are not approved, SGA proposes the plus/minus grading system

be “implemented, mandated and standardized universitywide.” SGA also discussed the possibility of abandoning the plus/minus system if no alternatives could be agreed upon. UTSA mechanical engineering professor Xiaodu Wang believes a consistent plus/minus system would be beneficial to UTSA students. “The grading system for each course should be consistent,” Wang said. “What we need is a consistent system for faculty to use since every system has its pros and cons.” A student agreed with Wang. “It doesn’t matter what kind of grading system we have

so long as it isn’t atrociously bad, and it’s consistent across all the classes,” Liam Quesada, freshman mechanical engineering major, said. “I prefer the straight letter grades, and I personally do not like the plus/minus system at all,” Ashley Moreno, double majoring in psychology and sociology junior, said. “The letter grades are straight forward and hold all final grades within its range to the same standard.” The resolution will be discussed further this Thursday, March 29, during SGA’s general meeting.

Students walking in the Paseo.

Josh Levario/The Paisano

Chemistry professor-started program promotes college readiness By Isaac Serna Editor-in-chief A group of UTSA faculty believe freshmen haven’t received the foundational skills in science, math and reading required to be successful in college. These professors are working change that. The Chemical Education Research Group (CERG), consists of professors in Chemistry Department and in the College of Education and Human Development. Their aim is to improve area students’ college readiness through two avenues: assisting high school teachers to prepare their students and preparing incoming freshmen for their new journey. The term “college readiness” refers to the foundational skills a high school student should have upon graduation to be successful in college. According to Dr. Hector Aguilar, a member of CERG, these foundational skills include a basic knowledge of science, math and reading. Using data from the United States Department of Education, The Manhattan Institute produced a report that found

only 70 percent of students leaving high school are prepared for college. In a college readiness standards report, the Texas Education Agency (TEA) said that despite Texas’ substantial gains in education, the state trails other states in preparing students for and sending students to postsecondary education. Additionally, the standards report stated, “It is also clear that K-12 students, along with their parents, are uncertain about what students must know and what intellectual skills they must possess to be successful beyond high school.” Aguilar has noticed this problem in his classroom. “What we are looking to do is gather research, particularly in our chemistry department and try to address problems that we see in our own department,” Aguilar said. “One of the biggest problems we notice with entering freshmen is that their foundational knowledge in chemistry is not where we want it to be.” Aguilar observed most entering freshmen must take Basic Chemistry because

their foundational knowledge is limited. Students have the opportunity to test out of Basic Chemistry as well as test out of other remedial courses, but they often don’t take of advantage of this opportunity. The result is more time in class and more of the students’ money spent on their education. The consequence for UTSA is a lower graduation rate because remedial courses extend students’ degree plans, which can prevent or discourage them from graduating on time. “Students won’t have to go through Basic Chemistry; they can go straight into General Chemistry 1. They can take an entrance exam that shows they mastered the necessary skills,” Aguilar said. The CERG first initiative was to reach out to San Antonio area high schools in District 20 to determine the origin of the problem. The group held workshops with a small pool of high school teachers. They began with an assessment that tested teachers on basic chemistry knowledge to identify potential areas of improvement. The group used the Texas Education

Dr. Hector Aguilar

Photo Courtesty of UTSA

Knowledge and Skills (TEKS), the state standards for Texas public schools from kindergarten to grade 12, as a guideline for developing the questions they used in the assessment. The assessment results led CERG to Continued on page 2 See “College readiness”


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