<p>Gottheil... I still remember his click sound. Haha</p>
<p>haha that doesn't sound too good...
So it is quite obvious that if I want to move from DGS to COB, I'll have to take econ class in my freshman year. </p>
<p>Now the question is, does any one know the exact figures of how many people are accepted at the COB each year? Some say in engineering, only 50 students can transfer in a year.</p>
<p>I just paid attention in class (which I didn't find bad at all), kept up with the reading (there really isn't that much), and went to discussion. I got an A pretty easily in it.. I think I got a 90% on the first test when the average was a 60, a 95% on the second when the average was a 70, and then a 90% on the final. People *****ed about the class all the time but I got the idea that it was because they were still in high school mode. He doesn't do minuses or pluses so just aim for that cutoff for the A.</p>
<p>The number of students that get into the COB each year doesn't really matter... just know that its over a hundred and they accept roughly a third of applicants for inter-college-transfer. After that, aim for at least a 3.5 gpa and get involved in leadership positions in extracurricular stuff.</p>
<p>Well, you obviously didn't get an A in logic. You get an "A-" on the test, the class average is a "D-"; so that means that everyone else is stuck in "high school mode"? </p>
<p>Hmm.. patronize much?</p>
<p>BTW, Gottheil only gives two tests a semester now. That means that your A didn't just seem easy to get. It WAS easy to get. HTH.</p>
<p>Everyone complaining about a class that wasn't hard as long as you act like a college student is why they are in high school mode.</p>
<p>If you think Gottheil has gotten harder over the last year, and it sounds like you do, you are an idiot.</p>
<p>Also, stop misquoting me... I didn't say "D-" because it wasn't a D-. It was a 60. There is a curve. Are you even in college?</p>
<p>A 60% is, has been, and will always be a D-. </p>
<p>Are you seriously trying to convince me that when you say "60%", I'm supposed to think something else other than "D-"? I'm supposed to assume some arbitrary "curve"? Well then, whatever you said before has almost no significance.</p>
<p>So if you get straight D-'s all semester and then a C+ in the class, did you really get D-'s all semester? Does that make sense to you?</p>
<p>Can we agree to stop arguing?</p>
<p>I could see how a reasonably smart kid might have trouble w/ the class, and I think that it needs to be said. However, I don't personally think that the class was hard, nor do I think that it was excessively unfair. </p>
<p>Moreover, it's unlikely that Gottheil will even be teaching for many more years.</p>
<p>I don't feel like intelligence has much to do with how you do in Econ 102/103. The concepts really aren't complicated so I feel the real determinant of success in that class is how dedicated you are to studying the book before class, paying attention, and being prepared for the tests. Those are things that kids that were not challenged in high school do have problems with when tossed into a college environment.</p>
<p>Maybe. But wouldn't it follow that the most intelligent kids know to study the material thoroughly and prepare for the tests?</p>
<p>Ummm no... and then would it also follow that the dumb kids (if there are many here) don't know how to study? I know a kid that had a 35 ACT and failed out because he just played videogames all day, and I know plenty of people that just study all the time so that they can get decent grades.</p>