Qualitative student feedback regarding alterative grading system in introductory, calculus-based physics courses

Adjusting to any change is a difficult task. Asking undergraduate students to adapt to an unfamiliar, alternative grading system for their introductory physics course in their first or second year fits that bill. To assist in assessing the transition process, recurrent reflections are asked of the students, as well as pre- and post-semester surveys regarding their experiences. This presentation provides some of the descriptive and qualitative comments, suggestions, and observations made by engineering and engineering physics undergraduate students in a classroom constructed with various aspects of alternative grading methods; the conglomerate included facets of mastery-based, labor-based, and specifications grading systems. The hope is to build-up further discussion as educators, instructors, and teachers around these student-focused insights.