Le cinéma et l’art
Deflating Grades
Prepare for the upcoming visual and dramatic arts art and film showcase
STAT department should reconsider anti-grade inflation policies
see A&E p. 6
INSIDE
Rice Fight Never Die
SJP records judicial meetings in response to student concerns
Remember the athletic highlights of the 2014-15 Rice Owls in our Year in Review
see Ops p. 5
See Sports p. 9 See P. 2
student-run
volume 99, issue no. 26
5% refused to answer
15%
28%
Amber Tong
spiritual and religious
17% spiritual, not religious
Assistant News Editor NOT RELIGIOUS
RELIGIOUS
Religious minorities
40%
Christian
40%
Non-religious
5% religious, not spiritual religious, 48% not not spiritual
NOT SPIRITUAL
In light of the implementation of grade collaring policies in certain introductory courses, the Student Association hopes to initiate a discussion regarding departmental policies against grade inflation in the fall, according to Sid Richardson College senator Justin Onwenu. Onwenu, a freshman, said he noticed the issue in a statistics class, the syllabus of which stated that only the top 40 percent can receive an A, and felt a need to discuss it. The spring 2015 syllabi for Elementary Applied Statistics (STAT 280), Introduction to Statistics for Biosciences (STAT 305), Probability and Statistics (STAT 310) and Methods for Data Analysis (STAT 385) all state that no more than 40 percent of the classes will receive a grade of Aplus, A or A-minus. According to the STAT 280 and 305 syllabi, “This policy is meant to help [ensure] similar grades across sections taught by different instructors and is being implemented in a number of introductory classes in the department of statistics.” However, according to the course offering page for fall 2015, there will be only one teacher for all STAT 280 and STAT 305 classes. “I was shocked,” Onwenu said. “I brought it up to [the Student Association], and everyone was on the same page in feeling [that] grade inflation policy is an issue that is important — and I know a lot of universities are dealing with it — but it’s how you go about it that’s important.” According to Onwenu, the policy is problematic because it may discourage collaboration and engender negative competition. “The goal is to learn as much as possible and if we can work together and collaborate, that’s good,” Onwenu said. “But if I see you as competition, [I might think,] ‘Oh I’m not going to help you [as you may] get above me and I may be knocked down a grade level.’” The long-term focus should be on learning instead of besting fellow students, Onwenu said. “Students don’t have a problem with increasing difficulty of classes; students have a problem with a cutthroat environment,” Onwenu said. “I’m worried the statistics department policy [...] has the potential to disrupt Rice’s collaborative sort of environment.” Onwenu said the statistics department probably implemented the grade-collaring policy in response to a legislation passed by the Faculty Senate in April 2014. “Two years ago, the SA and the Faculty Senate launched a working group [and] conducted a tremendous amount of research in terms of how Rice compares to other universities, and how our 0see INFLATION, page 4
wednesday, april 22, 2015
According to 1,991 students’ responses... SPIRITUAL
SA starts discussion on grade policy
since 1916
Student responses included...
Christian groups on campus could proselytize less. I do not think that religious intolerance is really an issue at Rice. But I think it is important to continue to address it to ensure that it does not become an issue. I have been made fun of or called out for multiple occasions by non-religious students.
32%
20%
43% never do
pray often
attend service nearly every week
94%
57%
26% never attend
say they are always say they always treat people of other religious treated with respect from people of other religious faiths with respect faiths
Religious diversity survey reveals student opinions of tolerance at Rice Drew Keller News Editor
Rice University’s Boniuk Institute released the results of a campus-wide survey of undergraduates about religion and religious tolerance at a presentation last week. Boniuk Institute Director and sociology professor Elaine Howard Ecklund led the implementation of the study, assisted by Laura Johnson, the Institute’s associate director of operations, and several student research assistants. According to Johnson, the sur-
vey was the first thorough effort to understand religious diversity at Rice. Johnson said the impetus for the study was donor and founder of the Boniuk Institute Dr. Milton Boniuk. “[Boniuk] was really eager to gain a better understanding of what’s going on [at Rice], because it’s sort of seen as a very diverse and tolerant place,” Johnson said. “So let’s look below the surface and see what’s really going on.” Johnson said many of the survey’s results were expected, such as the fact that religious students had more positive feelings toward
their own religions. However, she also said the study led to some important conclusions. “Understanding where tensions are on our campus will help inform a more productive dialogue around religious tolerance,” Johnson said. According to a presentation of the survey’s results given by the Boniuk Institute last Thursday, Rice’s student body is dominated by two main groups: Christians and the non-religious, each of which makes up approximately two-fifths of the population. According to Lovett College sophomore and Junior Interfaith
Week Coordinator Bridget Schilling, many students see a divide between religious ideas and their education at Rice. “I think that the idea of a conflict between religion and science is pretty prevalent on campus, especially because we have such a large population of STEM majors,” Schilling said. “It can be easy to think that religion and science are in conflict, especially with some vocal religious groups in the US being so visible, but I think that we should have a greater discourse surrounding the relationship.” 0see DIVERSITY, page 4
ECON, MTEC curricula undergo major restructuring Sana Yaklur Thresher Staff
The economics and mathematical economic analysis curriculum is undergoing extensive changes for the 2015-16 school year and beyond, according to Chair of Economics George Zodrow. The changes will be mandatory only for students matriculating in and after 2015. The changes include a new introductory course, removal of the Ordinary Differential Equations and Linear
Algebra (MATH 211) requirement and renumbering of upper level courses. There is also a new honors program as well as new math, statistics and advanced course requirements. The economics department’s undergraduate committee developed the changes over the course of the 2014-15 year, according to Zodrow. The committee took into account input from ECON faculty and students, and tentative proposals were presented to the faculty and a student advisory board appointed by the Student Association.
The department approved the finalized changes in February. According to Zodrow, these changes are a part of the Rice Initiative for the Study of Economics, which is a program focused on improving the teaching and research of economics at Rice. RISE is led by Economics Department Chair Antonio Merlo. Zodrow said the goal of the restructuring was to meet students’ needs more successfully and provide comprehensive preparation for continued schooling or careers.
“In particular, the reforms are designed to more clearly delineate our two majors, with an enhanced ECON major available to all students and an MTEC major that is designed for students who wish to pursue graduate study in economics or obtain a position in the private or public sectors that requires advanced analytical and quantitative skills,” Zodrow said. A number of major changes will be implemented, Zodrow said. One is a new introductory course for the major. 0see ECON, page 2