Chemistry Department Makes the FO/CO Grading System Optional

The Loyola Chemistry Department has made the Foundational Objective and Comprehensive Objective grading structure optional by class, partially returning to A-F grading and leaving mixed emotions among students. The change occurred at the beginning of the fall semester with no notice given to chemistry students until their syllabi were given out. 

This change comes with the goal of addressing concerns with the FO/CO structure and assessing it in comparison to traditional grading, according to Chemistry and Biochemistry Department Chair Miguel Ballicora.

While the FO/CO grading system has been dropped entirely by some chemistry instructors, others have left it in place, leading to frustration amongst students due to the lack of clarity. Continuous outcries have been heard  from students concerning what this means for the future of the Loyola chemistry courses. 

In the previous grading structure, students’ chemistry courses were built on a specification assessment of foundational objectives and comprehensive objectives, also known as “FOs” and “COs”. 

Students’ chemistry grades were determined predominately on their ability to complete each objective without any mistakes — the number completed equating to a traditional letter grade.

Second-year cognitive and behavioural neuroscience major Vedika Kumar, who has taken three chemistry courses at Loyola, said she has complicated feelings towards the system.

“You get very good at being perfect in every aspect of chemistry,” Kumar said. “At some point it does get to straight memorization, where you’re just memorizing how to do a certain formatted question. I’m not necessarily certain how that is conceptually applicable to other things.”

Kumar’s experience aligns with second-year public health major Princess Musni, who shared her difficulties with the structure. 

“I guess they were trying to encourage perfection,” Musni said. “In practice, I didn’t feel like it was very effective for me. I spent most of my time trying to hit the required number.” 

Now, the chemistry grading structure is a more traditional grading scale, where students can earn a grade of A through F. Students said they still feel uncertain. Kumar expressed her worry the inconsistencies in change will lead to future turmoil amongst students.

“We feel like guinea pigs,” Kumar said.

The choice to have the FO/CO structure in each class is now made by instructors.

Ballicora said the use of the previous grading system aided in preparation for the next steps of chemistry students’ education, such as the Medical College Admissions Test.

Ballicora said the past semester’s course evaluations detailed frustration amongst students toward this style of assessment, leading to the change. 

“It is clear that there are some students that feel there is a certain friction in there that makes them uncomfortable,” Ballicora said. “We are trying to address that.”

Ballicora said the decision to include both the FO/CO assessment and the traditional grading system gives himself and other instructors an opportunity to view what kind of grading structure benefits Loyola students. 

Member of the Undergraduate Chemistry Advisory Board Hamza Shaikh said he supported the changes to the department. The board serves as a way for undergraduates, like third-year Shaikh, to advocate for their peers.

Both Ballicora and members of the Undergraduate Chemistry Advisory Board — such as Shaikh — said they want to see students reaching out to their instructors more. 

“I don’t want those students to lose out on that teacher-student relationship because that is incredibly important,” Shaikh said.

Shaikh also recommends students reach out to the Undergraduate Chemistry Board and Ballicora to express their thoughts. 

Since the FO/CO program has officially become optional, students are hopeful their grades will improve with the new structure, but questions still remain. Musni hopes the structure will lead her to excel.

“I feel more comfortable in the course,” she said. “Hopefully this time I won’t have to worry about just passing the class”

Kumar worries for the strength of community between chemistry students, especially those taking the same class but with varying grading systems. 

“With there being four different grading schemes with each professor, I think it does isolate you from your peers, in a way,” Kumar said.

Ballicora urged students to seek help if they need it.

“Talk to your instructors,” Ballicora said “They are there to help you. They are not going to leave you alone.”