Evaluating borderline students.

Abstract

While it was difficult for our faculty to face the disparity which arose in deciding whether or not to pass Anne, many important points were raised which strengthened the evaluation process particularly in the case of the borderline student. Newer faculty members related uneasiness in being specific and directive with "borderline" students. Experienced faculty offered suggestions on overcoming this fear and finding support among peers. Open discussion provided a forum for the exchange of ideas and philosophies. Though no definitive solutions were uncovered we judged this workshop to be a valuable learning experience with broad appeal across a very diverse faculty.