Campus Standing and Progress Credit

Campus Standing is the University’s system for recognizing active participation within the School’s Campus. It reflects a pupil’s ongoing engagement with Campus life, including classes, approved events, Lodge activity, academic gatherings, service, and other supported forms of participation.

Campus Standing should be understood as a participation and access framework. It is not a grade, rank of personal importance, measure of academic ability, or judgment of worth. It does not replace coursework, Faculty evaluation, program requirements, or ordinary academic records. Its purpose is to help the University recognize who is actively taking part in the life of the Campus and to connect certain opportunities with demonstrated familiarity and responsibility.

Progress Credit is the record used to advance Campus Standing. Approved Campus systems may award Progress Credit when a pupil takes part in recognized activities. As Progress Credit increases, a pupil may advance through the Campus Standing tiers, which may make certain spaces, tools, programs, or privileges available.

Purpose of Campus Standing

The Campus is designed to function as a living academic environment, and active participation matters. A pupil who attends classes, joins approved events, visits Lodge spaces, takes part in University programs, and uses Campus systems properly is building a record of presence and involvement. Campus Standing gives that record a practical form.

Some Campus opportunities require a certain level of familiarity with University expectations. A public-facing program, specialized tool, advanced activity, or responsibility-bearing system may ask more of a pupil than simple arrival. Campus Standing allows the University to set those requirements in a fair and visible way.

This does not mean that every pupil must pursue Campus Standing as quickly as possible. Pupils differ in schedule, availability, program path, and personal circumstance. Campus Standing is meant to recognize participation where it occurs, not to shame those who participate at a different pace.

Progress Credit

Progress Credit may be awarded through approved Campus activity. This may include attendance or participation in recognized classes, events, Lodge activities, University programs, service opportunities, supervised gatherings, or other systems designated by the Administration.

Progress Credit is not granted simply because a person is enrolled. It is also not meant to reward unattended presence. The purpose of the system is to recognize meaningful participation in the Campus environment. A pupil who attempts to collect Progress Credit without taking part in the intended activity may be subject to correction, loss of access, or other administrative action.

Some Progress Credit may be awarded automatically by Campus systems. Other forms may depend upon Faculty direction, event structure, or administrative review. Where a technical system is involved, pupils should make sure that their armguard and required Campus tools are properly worn and functioning. If a pupil believes participation was not recognized because of a technical issue, the appropriate response is to contact Faculty or Administration rather than attempting to force the system.

Campus Standing Tiers

Campus Standing is organized into seven tiers. Each tier represents a broader pattern of participation and familiarity with the Campus.

• Tier 1 begins at 0 Progress Credit and reflects entry into the Campus Standing system.

• Tier 2 begins at 100 Progress Credit and reflects early participation.

• Tier 3 begins at 300 Progress Credit and reflects established participation in Campus life.

• Tier 4 begins at 700 Progress Credit and reflects stronger familiarity with Campus systems, expectations, and opportunities.

• Tier 5 begins at 1,200 Progress Credit and reflects sustained involvement.

• Tier 6 begins at 2,000 Progress Credit and reflects long-term and consistent participation.

• Tier 7 begins at 3,200 Progress Credit and reflects the highest level of recognized Campus participation within this system.

These tiers may be used by Campus systems to determine eligibility. For example, a tool, program, event, or application process may require a stated Campus Standing tier before a pupil may use it or apply. Such requirements are meant to align access with demonstrated participation, not to create needless exclusion.

Campus Standing and Access

Some Campus spaces, programs, and tools are available to all enrolled pupils. Others may require a particular role, Lodge membership, Faculty authorization, event registration, or Campus Standing tier. Campus Standing is one way the University can determine whether a pupil has built enough familiarity with the Campus to take part in a higher-trust opportunity.

A Campus Standing requirement should be read as a readiness requirement, not as a personal judgment. If an activity requires Tier 3 or Tier 4, the purpose is to ensure that participants have already spent time in the Campus environment and have shown a basic pattern of responsible use. As the Campus develops, specific systems will state their requirements through posted notices, program descriptions, or Faculty direction.

Campus Standing may also interact with certain rewards or recognitions. Where this occurs, the details will be governed by the relevant Campus system. Pupils should not assume that every use of Campus Standing grants the same access, benefit, or record.

Campus Standing and Lodge Life

Campus Standing and Lodge Competition are separate. A pupil’s Campus Standing does not reduce a Lodge’s score, damage the efforts of Lodge mates, or determine the worth of a Lodge member. Lodge Competition, Lodge projects, and Lodge recognition are governed by their own rules and systems.

Campus Standing may still matter in some Lodge-related activities, especially when a tool, event, or leadership-adjacent system requires evidence of participation. In those cases, the requirement belongs to the specific activity, not to Lodge membership as a whole.

Pupils should therefore avoid treating Campus Standing as a source of rivalry within their Lodge. It is better understood as a record of individual Campus participation that may open certain opportunities over time.

Inactivity and Standing Review

Campus Standing is meant to reflect current participation as well as past activity. For that reason, Progress Credit will decrease after an extended period away from supported Campus systems.

There is no Progress Credit loss during the first 30 days of inactivity. After that grace period, Campus Standing records may be reduced by 100 Progress Credit every 14 days until the pupil returns or the applicable lower limit is reached. Ordinary inactivity review will not reduce a pupil below Tier 1.

This review is not disciplinary. It allows Campus Standing to remain a living measure of participation rather than a permanent record of activity from months or years before. A pupil who returns to active Campus life may resume earning Progress Credit through approved participation.

Administrative reductions may also occur for correction, misuse, or conduct review when appropriate. Such actions are separate from ordinary inactivity review and are handled under the authority of the University Administration.

Proper Use of the System

Campus Standing depends on honest participation. Pupils should not attempt to farm Progress Credit, remain unattended in reward areas, misuse Campus tools, interfere with recognition systems, or claim participation they did not complete. Doing so undermines the trust needed for the Campus to function as an academic environment.

The University may correct records, remove improperly earned Progress Credit, restrict access, retire tools, or take other appropriate action when misuse occurs. These measures protect the integrity of the Campus and the pupils who participate properly.

Campus Standing is intended to encourage presence, reliability, and responsible participation. Used well, it gives pupils a visible path into deeper involvement with the University’s Campus life while allowing the Grey School to connect opportunity with demonstrated engagement.