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<p>I can assure you the standards for that course have not decreased. In fact, they have increased if anything. </p>
<p>Wait until next semester.</p>
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<p>I think the course itself was well-structured. What I felt was unnecessary was to curve a score of ~67/68 (the median) on an exam to a B+. I feel the class as a whole had a lot more potential, but with the curving in play people knew that they could input minimal work and still be guaranteed at least a B for the course. That being said curving is used everywhere, even outside of Cornell, so I can’t really complain that the professor did something revolutionary. I just used that class as a particular example to show this type of curving/grade inflation wasn’t as likely to occur in the past.</p>
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<p>I did hear the sequel to the course is more challenging in some regards. Looking forward to it.</p>
<p>CAS is hard as hell</p>
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<p>…“mediocre” is in the eye of the beholder. People who spout about increasing standards (common core / high stakes testing, etc.) are typically at the high end of intellect of that particular group, thus their perception of what is “difficult” or “easy” can be atypical of the group.</p>
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<p>That’s a fair point, but when the past prof taught it, kids put in minimal work and they didn’t learn as much. </p>
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<p>I wasn’t referring to the sequel. The only course that’s supposed to be “challenging” in the curriculum is 3510, which I presume you’re taking next semester- the rest are intended to be a lot of material but not difficult. It’ll be one of the courses I’m TAing next sem, so it’ll be interesting to see how the students perform compared to previous years.</p>
<p>CAS is not hard, everything is like curved to a B+/A- lol</p>
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<p>I might have went a bit overboard, but I’m tired of people who keep spouting how difficult Cornell grading is, when the reality is that most median grades are B+/A-. </p>
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<p>Yes, I’m taking it next semester. Have fun in office hours haha, 3500 office hours was filled with students who were just ‘begging’ for homework answers with no attempt whatsoever.</p>
<p>How’s grading in CHE?</p>
<p>^^ Yeah, I’ve noticed that to some degree throughout all the CS and OR classes I’ve taken. I’ll try my best to prevent that, even if that means skipping classes to go to the rest of the office hours. </p>
<p>The disgusting thing is when some kids try to defend copying from office hours. I remember a few years ago I lost it when some kid told me my job as a TA “was to give students the answers when they ask”.</p>
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Not in CHE so can’t comment directly, but most of the people I know in CHE are pre-med. So it is a good amount of work – science classes with labs can be, but if you are willing to put in the effort you’ll get good grades. You’ll get a good handle of the amount of work necessary after one semester at Cornell.</p>
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<p>That’s some dedication, but as cliche as it sounds those people are really hurting themselves. It was evident in 3500 with means of 95+ on the HWs coupled with means of low 60s on the prelims, where the HW was often more difficult than the prelims. </p>
<p>Off-topic: Do you know the text that will be (or was) used in 3510?</p>
<p>Jim Dai is teaching it, so I’m not sure.</p>
<p>I’m not the right person to ask about books, or lectures for that matter. I don’t attend orie classes, only the recitations are sometimes worthwhile.</p>
<p>^ Fair enough. That’s a pretty efficient name the professor has.</p>