“Engineering Beats You Up”: Problems with Relying on the Bell Curve

This research calls attention to the negative impacts of left-of-center grading on female engineering students. We define left-of-center grading as a specific norm-referenced (i.e., curved) grading practice where the exam median grade is below 50%. We interviewed 83 engineering students, faculty, and professionals about their perceptions of left-of-center grading. Our results indicate that left-of-center grading is common in the engineering curriculum, with all but three participants reporting direct experience with the practice, and that female students are significantly more likely than their male peers to find the practice discouraging. While many participants stated that left-of-center grading motivates and challenges students, they overall cited more cons than pros to the practice, noting that it makes students question their competency, causes stress and frustration, and focuses student attention on the system rather than on their own learning. Many participants equated the practice with teachers who do not care about their students. More research is needed to understand how engineering faculty can encourage healthy competition, challenge students, and ward off grade inflation without engaging in practices that discourage otherwise successful students.