GPA Calculation and Academic Goal Setting Workshop Lesson
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GPA Calculation and Academic Goal Setting Workshop Lesson Plan (50 minutes)
Purpose:
 To teach students how to set realistic, attainable, and motivating goals
 To show that having academic goals increases motivation and self-regulation
 To have students see the GPA they would earn if the semester ended today
 To learn how to predict and calculate grade point averages for the semester and cumulatively
 To estimate what grades students will need in each of their courses to arrive at the GPA they
want to achieve
Materials:
 GPA Calculation Worksheet
 (Academic Standards Handout)
 Calculators (bring a few, students can use their phones)
 HOMEWORK: have professor alert students to bring in a copy of their transcripts
 Bring sample copy of an unofficial transcripts, all names/student ID’s removed
For Workshops and NON-First Year Presentations:
Objective:
 Show importance of goals with overall academic performance and motivation
 To set short and long term academic goals
 Help students calculate semester and cumulative GPA
 Show how grades received and credits earned will affect GPA
 Spend more time on Cumulative GPA to see what grades will need to reach goal grades
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GPA Calculation and Academic Goal Setting Workshop Lesson
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Brief Introduction to GPA Calc and Discussion (2-5 minutes)
Directions:
 Hand out copies of the Academic Goal Projection Worksheet.
 Have students take out their unofficial transcripts (they should have brought these as part of
their homework)
 Make sure to have a sample student transcript to give an example at each step. This is difficult
to understand at first and it helps to walk students through the process step by step). Hand out
sample copies of transcripts to students who did not bring theirs
1. Question to Class  “Why would you need to know how to calculate your GPA when it
automatically prints out on your transcript?” (Answers will vary.)
 Reasons why knowing how to calculate GPA is important (facilitate brief discussion)
i. Helps to know where you stand for the semester
ii. Can see how grades will affect your cumulative average and good standing
iii. Gives you clear academic goals to work towards
iv. Lets you see what grades you need to get to achieve your goals
v. Others….
2. Introduce the activity 
 “Ok, so now I am going to show your how to calculate your GPA. This activity will give
you an idea of your GPA if the semester ended today. You will be able to predict the
grades you need in your classes by the end of the semester to achieve the GPA you
desire. The GPA on your transcript is only calculated at the end of each semester.”

“Are there any questions to start? Ok, let’s walk through each step together. This can
be slightly confusing at first before you pick up on it, so try to follow along with the class
and do not jump ahead of me. If you finish something before everyone else, please just
sit and be patient.”
 (For NON-First Year Classroom Presentations, briefly mention Good
Standing Policies but continue with lesson with Activity 1 on page 4…)
 (For FYE Class Presentations, follow introduction with Activity 1a on page
3 and then proceed to Activity 1 Semester Grade Projection on page 4)
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GPA Calculation and Academic Goal Setting Workshop Lesson
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Activity 1 – Setting Academic Goals, Getting Off Academic Probation! (15
minutes)
Directions:
o ASK CLASS  What does having goals do? Why is it important? What makes a good goal? (Allow
1-2 answers)
o ANSWERS – motivation, self-management, measurable, stay on track, a good goal = SMART!
Realistic but challenging!
Example explanation: “Estimate a realistic guess for the grade you will get in your course by
using any test scores, returned papers, quiz scores and homework grades you have already
received. Also, remember to keep in mind other aspects of your grade such as participation and
attendance (i.e. if you never go to class, your grade might be lower than if you attend every class
meeting).” Think about what you know about yourself as a learner, your previous performance in
that subject, the requirements of the class, and the expected level of difficulty for the class. Be
honest with yourself how much work you are willing to put in to achieve it! Any student can be a
4.0 student if they put the work in and learn to utilize their resources!”
Activity 2 - How to read an Academic Transcript (5 minutes)
Directions:
 Have students turn to copies of (all student information will be deleted)
 Ask students what goes into the calculation of a GPA?
o “Course Credits (GPA HOURS) = ONLY Credits completed at the institution, a.k.a. no
transfer credit, no incomplete or withdrawn credit, and no failed classes. Transfer credits
will count towards your overall credits towards graduation but they are not factored into
your Grade Point Average.”

Explain what goes into a grade and discuss desired outcome (getting off AP, Dean’s List, Good
Standing, Honors)
o Good Standing = Cumulative 2.0GPA or get semester of Academic Probation.
o Dean’s list is a 3.5GPA for the semester GPA
o Honor’s = GRADE

Ask students to take a moment a look over the transcripts, ask the following questions, see if
students can come up with answers, then point out important features of the transcript
1. “Can anyone tell me what did the sample student achieve for a semester GPA?”
 ANSWER = #.##. See in the right hand column underneath classes
2. “How many credits has he Attempted?”
 ANSWER = ## Earned hours
3. “How many credits has he earned?”
 ANSWER = # ANSWER = ## Total Credit Hours for the semester is in the GPA
Hours. “Remember that when calculating your semester and cumulative GPA,
you always want to use the GPA HOURS column!”
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GPA Calculation and Academic Goal Setting Workshop Lesson
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Activity 3 – This Semesters Grade Projection (10-15 minutes)
Directions:
 Walk the students through the whole process, allowing time for them to do each step.
How to Calculate Your GPA: (refer to GPA Calc Worksheet)
 Step 1: Look at the classes you are currently enrolled in on your transcripts. In column 1 on the
GPA Calc Worksheet, I want you to list all of your current courses.

Step 2: In column 2, where it says “Goal Grade,” list the letter grades you would like to receive
in each of your classes.
o Explain to class “Make this goal grade challenging but realistic. You do not want to
short change yourself, so make it something you have to work for, but also keeping in
mind it must be something you think you can realistically attain. If you are having
difficulty with this column, just take your best guess.”
(Walk around the room and help each student with Step 2)

Step 3: In column 3, list the number of credits awarded for each course.
o Example  “Bio 101 is a (4) credit hour course (3 credits for lecture and 1 credit for lab),
so in column 3, put 4. Is there anyone taking any 099 classes? If yes, 099 courses do
carry credit that is calculated into your GPA, but they do not count towards
graduation. So, next to any 099 classes, put a zero for column 3.”
1. Question to class  Why do you think the number of credits matters? (allow 1
or 2 answers)
2. “Exactly! Because the more credits a class carries the more weight it holds,
meaning a (3) credit class will affect your GPA more than a (1) credit class.”

Step 4: In column 4, now you are going to write down the points for each letter grade you
estimated in column 2. Each letter grade carries a point value. Use the points chart located
above the columns to figure this out.
o Example “ if you think you have a B+ in your Math 101 class, then in column 4 you will
write 3.3”

Step 5: Multiply to find Quality Points. Definition: “Quality points are the weighted value of the
letter grade you receive based on the number of credits the class is worth.”
o Now, multiply the number of credits (column 3) with the number of points (column 4)
and put that number into column 5 to get your quality points.
(Walk around to make sure this is done correctly. Students can use calculators)

Step 6: Next, find the total number of credits you are taking this semester. Add all of your course
credits in column 3. Put that number next to ‘Credits=’ on line 6.
o You are going to do the same with column 5. Add all the quality points you will earn
going down column 5, and put that number next to ‘Quality Points=’ on line 6.

Step 7: Finally, to find your Semester GPA divide the quality points in line 6 by the credits in line
6. Your GPA will always be Quality Points divided by credit hours.
o Write on board: “Quality points line 6 / Credits line 6.” Place this number on the line
where it says “Projected Semester GPA.”
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GPA Calculation and Academic Goal Setting Workshop Lesson
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Discussion  “The projected semester GPA that you calculated is the GPA you would receive if classes
ended today. Who is surprised by their GPA? Why does it surprise you? Was it higher or lower than you
expected?” Question  Ask a couple of students to share their feelings on their projected GPA, whether
or not it surprised them.
Activity 4 – Cumulative GPA Calculation (5-10 minutes)
Directions:
 Have students understand difference between Cumulative and Semester GPA
 Calculate Cumulative Average
 Take into account an repeated courses
 Learn how to project future GPA’s by setting academic grade goals
 Direct students to take out unofficial transcripts (assigned as homework). Have sample copy for
students who forgot to bring transcripts
1. Ask class  “Does everyone know the difference between a “semester GPA” and a “Cumulative
GPA?”
a. Semester = average of grades for current semester only. Dean’s list need 3.5 for
SEMESTER GPA
b. Cumulative = averages all grades received at University. Overall Quality Points divided
by overall GPA Hours.
2. Direct class to  locate their current semester and cumulative GPA on transcripts.
3. “Now we are going to take the semester grade you projected based on your grade goals and are
going to use it to see how, if you can achieve those goals this semester, it will affect your
cumulative GPA.”

Step 1: On transcripts, find “GPA Hours.” GPA Hours are the completed, institutional credits.
Do not use attempted, earned, or pass hours. Enter total GPA Hours on line 7 Und Cum
Attempt, next to “Credits +.”

Step 2: Find Overall Quality Points and put them next to “Quality Points +” on line 7.

Step 3: Subtotal your semester credits (line 6) and your total GPA Hours (line7). Put the total
credits you will have completed by the end of this semester on Line 8 SUBTOTALS next to
“Credits =”

Step 4: Subtotal your semester quality points (line 6) and your total quality points (line 7).
Put the total quality points you will have competed by the end of the semester on Line 8
SUBTOTALS next to “Quality Points =”
o Example ( Overall Quality Points ÷ Total GPA Hours = Cumulative GPA)

Step 5: If you are not repeating a course, dive Quality Points by Subtotal GPA Hours. Put
your projected Cumulative GPA on the line “Projected Cumulative GPA.”
o
If any students are retaking a course, refer to Part III at the bottom of the GPA
Calc worksheet. Follow steps 1-3 on lines 9 & 10.
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GPA Calculation and Academic Goal Setting Workshop Lesson
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Activity 5 – Playing with the Numbers and Looking Ahead (5 minutes)
Purpose:
 To increase students understanding of how one bad grade or one bad semester can greatly
affect their GPA’s and vice versa with one good grade or one good semester.
Directions:
 “Now that you have an idea of you cumulative GPA, we’re going to conduct a little experiment”
 Have students find either a failing grade or a grade that they did well in and replace it with an
opposite grade.
o Example: If a student got an F in Bio 101, have them replace it with the grade they
would have LIKED to get in it. Or if a student got an A in Eng 110, have them replace it
with an F. Do not figure these out like retakes. Simply have the students do the
projected cumulative GPA calc again with different grades added in, to show the effect
one grade can have on a GPA.
III. Discussion about Activity 3-5 – (5 minutes)
Directions:
 Discuss with the class their reactions to the Projected Semester GPA’s they got
o “The projected semester GPA that you calculated is the GPA you would receive if classes
ended today and then the cumulative GPA is what you would get as a whole. Who is
surprised by their GPA? Why does it surprise you? Was it higher or lower than you
expected?”
o “Was anyone surprised at how one F can affect their GPA?” “How much did you cumulative
average go down?” This is why it is so important to try to do your best as much as possible.
Once you get into a hole with you GPA it is hard to get out!
o Ask  a couple of students to share their feelings on their projected GPA, whether or not it
surprised them.
o What did they learn from this activity?
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