THE CASE FOR A
DROP
CREDIT
POLICY
Reflecting academic
potential and supporting
students’ mental health
12 HART HOUSE CIRCLE | TORONTO, ON | M5S 3J9 | WWW.UTSU.CA
RECOMMENDATIONS
FOR AN ENCOURAGING UNIVERSITY ENVIRONMENT
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4
ROSI.UTORONTO.CA
Continue to allow students to retake multiple courses (application across all faculties)
Make the process simple and accessible through ROSI or NGSIS
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5
%
%
If a second or subsequent attempt at a course reflects a higher academic achievement:
a.) Eliminate the first attempt from the student’s transcript & b.) Use the second attempt in the CGPA calculation
ENROLMENT
Provide academic appeals and Drop Credit Policy information to students upon enrolment in
the university and in courses through ROSI or NGSIS
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6
Allow students to apply these policies at least three times
over the course of their undergraduate years
Develop a university-wide practice
for making multiple attempts at courses
INTRODUCTION
TABLE OF CONTENTS:
The University of Toronto Students’ Union (UTSU) represents over 47,000 full-time undergraduate students
at the University of Toronto (UofT) St. George and Mississauga campuses. The UTSU works to ensure that
undergraduate students receive the most out of their education, that their rights are protected and that they
have the best possible student experience.
OVERVIEW
Student stress and student success
2
The UTSU Executive Committee was elected with a mandate from the membership to work with the
University to relieve students’ mental health concerns. This report introduces a Drop Credit Policy
STUDENT EXPERIENCE
recommendation for the University. This change in academic policies will better reflect students’ academic
achievements, and recognize the fact that failure to achieve academically can be linked to unique personal
hardships that students may be facing.
University demands and performance3
Students’ mental health4
The case for a drop credit policy
5
THE APPEAL PROCESS AT THE
UNIVERSITY OF TORONTO:
Existing policy and improvements6
DROP CREDIT POLICY OUTLINE8
OTHER SUPPORTING INFORMATION
FOR DROP CREDIT POLICY:
Institutional Credibility 9
CONCLUSION
Recommendations11
Final recommendations12
Sources14
UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
STUDENT STRESS AND STUDENT SUCCESS
Drop Credit is unobtrusive
The Drop Credit policy allows students the
ability to address academic issues without the
expectation to disclose the complex personal
realities that may have caused poor performance.
Academic success is linked to external factors that extend beyond the borders of the University. Students’
academic performance is linked to their household education, socioeconomic status and various other
external factors. One of the University of Toronto’s goals for undergraduate students is to deliver high
quality teaching and learning opportunities accessible to students from diverse backgrounds and in diverse
disciplines. However, students at our university continue to face challenges that hinder their academic
success. This report focuses on the acute problem of mental health that can significantly impact the
students’ learning experience and thus their academic success.
“[t]he unique demands and stress that young adults face in making the transition to university may increase
the risk for developing any number of mental health concerns” (CAPS, 2013).
The level of stress students face during their time at university is substantial and can affect their academic
performance. It is fundamental that an educational institution responds to the needs of individuals who
The Drop Credit Policy complements
the Appeals Process.
stumble along the way. The University must have a proactive approach that will alleviate students’ stress so
that the issues students are facing do not become compounded by academic mishaps. The University of
Toronto Students’ Union has developed this report to make recommendations for a proactive approach that
will recognize mental health as a significant issue and that will provide all students a forgiveness policy that
may help reduce their stress levels.
Currently, UofT’s academic appeal policies include strict procedures for students to repeat a course and
complex, somewhat intimidating procedures to contest a grade. These policies do not take into account
students’ mental health concerns and may not be accessed by students who feel anxious, inadequate or
are experiencing other mental health complications. The process is restrictive and final grades may not be
Drop Credit relieves student stress
The policy is a proactive approach to the
academic effects of mental health issues and
will allow students’ GPA to more accurately
reflect academic performance and potential.
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UNIVERSITY OF TORONTO STUDENTS’ UNION
included in students’ final GPA calculation.
Our report recommends a policy that will complement the current procedures and allow students to
eliminate three grade attempts from their transcript, colloquially called the “Drop Credit Policy.” This policy
will relieve student stress, will be a proactive approach to the academic considerations of mental health
issues and will allow students’ GPA to more accurately reflect academic performance and potential.
THE CASE FOR A DROP CREDIT POLICY
2
UNIVERSITY DEMANDS AND PERFORMANCE
STUDENTS’ MENTAL HEALTH
As one of the highest-ranking universities in the world, UofT has very high academic standards for its
While adjusting to a new life and meeting the University’s academic demands, many students face extensive
students but arguably lacks the necessary support for students who may be struggling with mental health
mental stress and fall behind in various parts of their university life. For a majority of students the transition
issues. According to the National Survey of Student Engagement (NSSE), the indicator “Level of Academic
from high school to university can be overwhelming. Some students are living alone for the first time and
Challenge” at UofT is higher than our Canadian peers for first- and upper-year students (NSSE, 2012). The
have moved away from social supports in their town or home country. Not only are students expected
level of challenge is overwhelming for some students and may affect their academic performance and
to adjust to a new style of education, they also face new responsibilities in order to sustain their living
mental health. According to the NSSE’s measure of Supportive Campus Environment, UofT scored lower
expenses and manage socially. Counseling and Psychological Services (CAPS) notes that factors such as
than its peer universities. This measure includes “support [students] need to help… succeed academically
separation from family and friends, financial burdens and academic demands have significant impact on
and non-academic responsibilities,” which is exceptionally low for first-year students (NSSE, 2012). Students
students’ emotional and psychological health (CAPS, 2013). These realities can affect academic performance
require a welcoming and supportive environment that does not promote elevated levels of destructive
and lead to a cycle of difficulties and disappointments in students’ personal and academic lives. The cycle
stress and helps them to meet educational demands. The data demonstrates that students may not have the
of disappointments in academics can lead to significant stress, magnify existing issues and ultimately
necessary support to become involved in their community, create a supportive social network or succeed
encourage or cause serious mental health issues.
academically.
Students face enormous amount of challenges as they attempt to comprehend large volume of information
Counseling and Psychological Services describes depression as “a serious health problem that requires
professional treatment…[that] can interfere with a person’s ability to carry out normal daily activities and
in a short span of time. The high demand takes students away from the enriched experience UofT can offer.
affect their relationships with others” (CAPS, 2013). Students may also face anxiety—“a feeling of uneasiness,
This is further complicated by the high cost of education, as more students have no choice but to work
apprehension or tension…in response to a real or perceived threat.” Other mental health problems that
while studying full time, and are expected to do just as well as their wealthier peers. Some simply do not
have the time to supplement their rigorous academic demands in the classroom with hands on learning
have detrimental impact on the students’ education noted by the University include but are not limited to:
bipolar disorder, obsessive-compulsive disorder, problem gambling, problems with sleeping, psychosis,
opportunities, let alone the social, mental and physical supports they require outside the classroom. The
substance abuse and disordered eating (CAPS, 2013).
NSSE report shows that from 2004 to 2011, the University ranked lower than its peer group in the “Active
and Collaborative Learning” indicator (NSSE, 2012). There is a significant gap between what is expected of
students and the type of supports provided. Our students need adequate, accessible, and effective academic
and non-academic support.
The University of Toronto Students’ Union hears from and assists a high volume of students suffering from
mental health issues due to academic stress. Data received from the Students’ Union supplementary health
insurance plans tell us that a significant number of students at UofT take anti-depressants prescribed by
their doctor on a regular basis in order to deal with the mental health issues. Sometimes, side effects of
treatment for mental health issues can hinder their success and trigger further problems. The University’s
ability to adequately address these issues should be examined. For example, the students’ union recently
assisted a student who was prescribed medicine to treat a mental health issue. The side effects of this
medicine impacted the student’s ability to think clearly and concentrate on their work. When the student
presented their medical documents to the University for special consideration, they were only granted
extensions for term work. This solution proved inadequate to assist with this student’s situation. This resulted
in a poor performance record on the student’s transcript. Ultimately, the student was removed from their
program of study because they were unable to complete the necessary courses in the required timeline.
Rather than receiving support, which would help them navigate their academics given their mental health
issues, the student spent over a year attempting to eliminate poor performance records from their transcript
that they were unable to avoid.
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UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
4
This example is just one of many students we have assisted who find themselves in difficult academic
situations perpetuated and magnified by mental health issues. It is likely that there are more students who
EXISTING POLICY AND IMPROVEMENTS
are affected in this manner that have not reached out to the students’ union or to CAPS. Our students need
Currently the University of Toronto allows an appeal process for students allowing them to repeat passed
a better process to address these issues academically, which recognizes their difficulties, does not make the
courses. Many faculties at the University do not clearly state the specific rules for repeating a course. Those
problems worse and allows them a fair opportunity to reach their academic goals.
that do outline repeat policies often include strict restrictions, which may deter or prevent students from
THE CASE FOR A DROP CREDIT POLICY
accessing these policies. For example, according to the Faculty of Arts & Science, currently students—both
degree and non-degree—“may not repeat any course in which they have already obtained credit (i.e. a mark
of 50% or higher or CR)”.
Post-secondary education is a means for students to achieve their goals. Students’ CGPA is important for
their undergraduate degree, for future academic opportunities and will potentially chart the course for
the remainder of their professional and personal lives. A poor grade in even one course can permanently
affect a student’s CGPA. The NSSE performance indictors show that graduation rate at UofT have declined
for registrants from 2001 to registrants from 2005 graduating by the end of their sixth year. The NSSE
data comparison also shows that the graduation rate at UofT is lower than its Canadian peers (CSRDE,
2012). This trend could be attributed to a number of factors, including increasing fees, increasing class
sizes and increasing opportunities outside of academics. These factors could contribute to mental health
complications, and if more proactive supports for students experiencing mental health issues could prevent
academic failure, the University should do everything that it can to provide such supports.
Students may repeat a course only:
••
If they need to achieve a minimum grade for entry into a limited-enrolment program
••
If they need a certain grade for meeting a prerequisite to another course in their program
••
If the repeated course is designated as “Extra,” which means the grade repeated course will not be
included in GPA calculation or in the degree credit count
••
If a student has not used the repeat option for prerequisite needs or for program enrolment, and have
other reasonable circumstances approved by the Faculty. The repeated course will appear as “Extra,”
and will not be included in GPA calculations or degree credit count.
Failure to achieve academic expectations can have detrimental effects on the students and their future.
The current repeat policy in the Faculty of Arts & Sciences has very limited options available to students
Policies that recognizes the complex realities facing young adults today and provide a true picture of their
in terms of repeating passed courses. Affected students are also required to go through difficult and
academic abilities is necessary in order to relieve student stress. Consequently, allowing a student to remove
intimidating processes in order to access their options. For failed courses, students are advised to contact
three poor marks will allow students to encourage students instead of demoralizing them, which happens
their registrar’s office. It is mandatory for students to meet with academic advisors at their respective
when students are restrained due to poor grades.
colleges in order to make their request. This is similar to how the late withdrawal policy is exercised at the
University. Overall, the policies are filled with complications, they are time consuming and most importantly
they are stressful for students, and are a source of anxiety and frustration.
The University of Toronto Students’ Union recommends a policy that is friendly for students, faculty
members and for the administration. The policy we propose will allow students to repeat a failed course or
course in which they have received a very low grade. The current system involves a stressful process of filing
petitions that are restricted to specific situations and filled with uncertainties, which may result in stress and
further complicate students’ poor performance and mental health issues. The policy we propose will allow
students to adjust plans according to their personal situation without requiring them to disclose information
they may be uncomfortable discussing. The policy we propose will also only show the highest mark that
the student earns in their transcript, ensuring that students will not be penalized throughout their academic
careers by atypical academic results. We also recommend that the approval process to repeat a course be
simple and non-invasive. We recommend that the policy be automatically recognized through the UofT
Student Web Service: ROSI.
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UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
6
DROP CREDIT POLICY OUTLINED
What is the Drop Credit Policy?
This policy allows students to repeat courses to eliminate poor performance and to achieve a mark that is
representative of their academic potential. We recommend that the Drop Credit policy allow students the
ability to eliminate up to three courses of their choosing from their academic record. These marks will be
eliminated from their transcript and their sessional, program, cumulative and overall GPA. Students will be
able to repeat their course as though it had not been taken before. This provision should apply to all past
courses that a student chooses to retake, as well as program credits.
What is the scope of this policy?
We recommend that students be able to drop up to 3.0 credits (3 full year or 6 half year courses) regardless if
they have passed or failed the course(s) in the past.
Many students often get caught
in the cycle of academic success
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UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
8
INSTITUTIONAL CREDIBILITY
There has been some concern that a policy like this will affect institutional credibility. It should be
understood that this type of policy exists at other research-intensive institutions similar to the University
of Toronto, and has not affected their credibility. Also, the Faculty of Law at the University of Toronto
Institutional Credibility and the Value of Education
Some of the concerns surrounds upon the credibility of the University of Toronto and the
students’ transcript. Here we look at these credibility concerns and their viability.
1. Is the implementation of this process lengthy and costly?
has a similar policy (though not exactly the same) called Aegrotat. The University of Toronto Law School
is considered one of the best in Canada. Providing students with this type of policy to support them
academically and with mental health issues will not affect the rigorous academic expectations of the
institution. It will simply ensure that students are well supported and that students’ CGPAs are a more
accurate reflection of their academic potential.
a. Implementation will be very simple and quick via ROSI
2. Can students abuse the Drop Credit system?
a. The policy will ONLY be allowed for student to retake three FCE meaning three full year course
or 6 half-year courses. Students are unlikely to have taken the decision to attend post-secondary
education lightly. Poor academic performance is typically linked to other factors in students’ lives.
Students are unlikely to abuse this system.
The University must have a proactive approach
that will alleviate students’ stress so that the
issues students are facing do not become
compounded by academic mishaps.
3. Will this create an unfair advantage for students?
a. This policy should be applied to all students, preventing the possibility of unfair advantages being
provided to some students.
4. Is this different from the Credit/No Credit Policy?
a. This is completely different from the Credit/No Credit Policy. Students will be able to drop
courses completely and will be able to repeat these courses for evaluation to be recorded on their
transcript.
5. What benefit is there for the University to adopt this policy?
a. This policy will be a proactive approach to students’ mental health concerns. There is currently no
policy that unobtrusively assists students whose mental health issues have affected their academic
performance. This will also be a better reflection of students’ academic potential and will prevent
The 2012 National Survey of Student
Engagement data comparison shows that
the graduation rate at UofT is lower than its
Canadian peers (CSRDE, 2012).
atypical marks from having a large affect on students’ CGPA.
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UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
10
FINAL RECOMMENDATIONS
FINAL RECOMMENDATIONS IN DEPTH
1. Continue to allow students to retake multiple course
(application across all faculties)
1. Continue to allow students to retake multiple course
(application across all faculties)
2. If a second or subsequent attempt at a course reflects a higher academic achievement:
Academic performance is tied to realities that extend beyond the borders of our campuses. Academic
performance has been linked to household education levels, socioeconomic status, mental health and factors
a. Eliminate the first attempt from the student’s transcript
that are external to the student and their institution. By continuing to permit students to repeat courses, the
University implicitly acknowledges that individual circumstances can have a negative impact on academic
b. Use the second attempt in the CGPA calculation
3. Allow students to apply these policies at least three times over the course of their
undergraduate years
performance. Multiple course attempts are a means of ensuring students with extenuating circumstances can
progress in their academic careers.
2. If a second or subsequent attempt at a course reflects a higher academic achievement:
4. Make the process simple and accessible through ROSI or NGSIS
a. Eliminate the first attempt from the student’s transcript
5. Provide academic appeals and drop credit policy information to students upon enrolment in
the university an in courses through ROSI or NGSIS
b. Use the second attempt in the CGPA calculation
a.
Academic success ought to be formally recognized. If a student has demonstrated a particular level
6. Develop a university-wide practice for making multiple attempts at courses
of academic achievement and potential in a course, their efforts should be reflected in their academic
transcript. The CGPA and the transcript are the records of formal recognition of academic achievement.
By committing to reflect the improvement of performance on both students’ CGPAs and transcripts, the
University would honour its commitment to recognizing academic achievements. It would also help to
ensure that students are not penalized for extenuating circumstances and individual hardships.
3. Make the process simple and accessible through
ROSI or NGSIS
Students will respect this policy and apply it with care if there are limits placed on its use. We recommend
that three applications of this policy be provided to students over their entire academic career to ensure fair
use of the policy. Without limitations, students who can afford to retake courses could abuse this policy and
improve their CGPA and transcripts substantially.
The limit of three attempts makes the policy flexible to accommodate for students with ongoing extenuating
circumstances negatively impacting academic performance.
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UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
12
CONCLUSION
4. Make the process simple and accessible through ROSI or NGSIS
Application of this policy should focus on neutrality and accessibility. It should be passive, non-
The Drop Credit Policy is necessary. The academic record should reflect performance fairly and equitably
confrontational an unobtrusive for the student. Applying for a replacement course should be as simple as
across the University. Students are often negatively impacted by circumstances outside of their control. In
applying for a course through ROSI or NGSIS.
resolving their personal hardships, students should not have to face additional barriers from their university.
The Drop Credit Policy supports students with extenuating circumstances such as mental health concerns
By using the systems already in place such as ROSI or NGSIS, the Governing Council would avoid the pitfalls
or family emergencies by affording them the academic flexibility necessary to ensure academic success in
of implementing a complex, intimidating application procedure that replicates the length, frustration and
times of distress.
anxiety associated with the current academic appeals process.
5. Provide academic appeals and Drop Credit Policy information to students upon enrolment in
the university an in courses through ROSI or NGSIS
By adopting the Drop Credit policy, the University of Toronto would be demonstrating its
support for students at-risk before they slip through the cracks.
From our research and interactions with our members, we have learned that students are generally
uninformed about the appeals process. Typically, students only come to know the appeals process some
SOURCES
time after an academic issue arises. By promoting the policy through an online student registration system,
every student would be aware of the policy and would be more likely to understand and not misuse it.
1.
http://www.artsandscience.utoronto.ca/ofr/archived/1314calendar/Rules_&_Regulations.html#extra
Actively providing knowledge of the policy through ROSI, and eventually NGSIS, will be effective. All
2.
http://caps.utoronto.ca/Mental-Health.htm
proactively providing information on the policy, all students can be expected to be aware of it.
3.
http://www.utoronto.ca/__shared/assets/B_04_a-c_UG_Student_Retention_Graduation4927.pdf
6. Develop a university-wide practice for making multiple attempts at courses
4.
http://www.utoronto.ca/__shared/assets/B_06_a-e_NSSE_Benchmarks4881.pdf
5.
http://www.utoronto.ca/__shared/assets/B_06_a-e_NSSE_Benchmarks4881.pdf
6.
http://www.utoronto.ca/__shared/assets/B_12_d-e_Accessibility_Services4891.pdf
students will interact with the online registration system multiple times throughout an academic year. By
The Governing Council at the University of Toronto does not have an institutional-wide policy that addresses
student concerns regarding course reattempts leading to a degree. Students may experience divergent
policies at each faculty. Standard practice across faculties would facilitate academic fairness for all students.
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UNIVERSITY OF TORONTO STUDENTS’ UNION
THE CASE FOR A DROP CREDIT POLICY
14
THE CASE FOR A DROP CREDIT POLICY
REFLECTING ACADEMIC POTENTIAL AND SUPPORTING STUDENTS’ MENTAL HEALTH
ADMISSIONS
RESPONSIBILITIES
ACADEMIC PERFORMANCE
ASSIGNMENTS
GPA
COMMUNITY
IDENTITY
EXAMS
JOB MARKET
CHANGE
STRESS
EXPECTATIONS
TUITION FEES
FAMILY
12 HART HOUSE CIRCLE | TORONTO, ON | M5S 3J9 | WWW.UTSU.CA