<p>depending on which, the quality of edu. may vary significantly.</p>
<p>a few BONUS QUESTIONS:
1. how bad is the town?
2. racial conflicts?
3. does duke recruit athletes based entirely on their athletic dexterity, or does duke consider their academic credentials as much as other candidates?
4. if you have a choice between cornell and duke (economics and chinese), which one would you choose? Why?</p>
<p>Duke seems to do a great job getting all of their professors to teach undergrads... better than A LOT of reasearch universities of = size</p>
<p>1) That question is worded badly... the town ISNT bad. It isn't great... there ARE serious poverty problems in Durham... but it has great sections and amazing character.
2) I'll leave this one to someone more qualified to properly answer
3) They get some help for sure... still there are athletes I'm sure coaches would want that dont pass the minimum criteria at Duke and do at other schools... also if an athlete isnt smart enough and dedicated enough to stay passing they wont be able to play anyway.
4) LETS GO DUKE! LETS GO DUKE!</p>
<p>Mostly professors teach. But fun fact: I'm still only a freshman, but the one class I feel that I've really benefitted the most from this year is an English class I'm currently in...taught by a TA. I actually like the fact that she's young, because the class is very small (only 10 people) and functions a lot like an intellectual conversation amongst peers. Everyone reads the material, and then we gather to discuss it, share our opinions, learn from each other, etc. Don't get me wrong, she teaches us concepts/helps us learn how to really explore the material, but it feels very equal and definitely fosters an atmosphere where we can feel comfortable saying anything...if that makes sense.</p>
<p>It's also the class that made me decide to be an English major.</p>
<p>So...moral of the story...TA does not necessarily equal bad. Sometimes it really works to the advantage of the class.</p>
<p>what are the general class sizes? and are class discussions prevalent? (given that I've applied to trininty college- liberal arts stuff.)</p>
<p>I can't remember the exact numbers for the average class size - but for the most part, it really comes down to common sense. Intro classes (especially popular ones like Psych, Econ, Bio, Chem, etc.) are going to be large. English classes are all small. Usually, the more advanced classes get, the smaller they are. I remember hearing that a very, very large majority of classes (something like 90%, maybe? that could be totally off, though) are under 30 people. All language classes are capped at 12. Writing 20 classes are capped at 15. Seminars are capped at 12 also, I believe.</p>
<p>As for class discussion, it works the same way. In Intro Econ, which has about 350 people, there are a couple of questions asked but it's mostly the professor lecturing. In my English seminar, it's entirely discussion based with no lecture whatsoever. In the larger classes, it's less common for people to really talk, because large lectures don't really foster discussion - it's more like...lecturing with occasional questions. But most classes I've been in are entirely discussion-based...and the ones that are too large for that ALL have separate discussion sections of 10-15 people that meet at a different time during the week, and those are discussion based.</p>
<p>I like to balance my schedule by taking a few classes each semester that are lecture-based and a few that are discussion-based. With seminars and discussion-based classes, a significant portion of your grade is based on participation. That means you have to really be on top of your stuff in those classes and not get behind, or your grade might suffer. Taking 4 such classes in one semester can be pretty tough, so I like to intersperse a few smaller lecture classes (By small lecture class I mean 25-30 students) so that I can do the readings and raise my hand sometimes, but if I'm having a busy week I can skim them and still keep my head above water in class. Duke has plenty of opportunities to take both types of courses.</p>
<p>Haha, to further illustrate my above point, I'm taking 3 seminars and writing a thesis this semester - and here I am at the library at 6:25 a.m. Not smart scheduling on my behalf for this semester!!</p>
<p>To answer question #3 :
It is my understanding that while athletes may get somewhat of a break on the generally rigorous requirements for admission, Duke still maintains its high standards for student athletes. They don't want to admit students that can't cut it at Duke or won't graduate. I believe that is one of the reasons why the football program has trouble--Duke won't compromise its standards just to admit athletes who might excel on the field but can't make it in in the classroom. It wants to attract good athletes who are also good students.</p>
<p>For those wondering about class sizes, here's the schedule of courses. </p>
<p><a href="http://www.siss.duke.edu/Schedule/%5B/url%5D">http://www.siss.duke.edu/Schedule/</a></p>
<p>Ah yes Duke football - evidence that graduation rate is inversely proportional to winning percentage. We've won "Highest Graduation in Division 1A football" over a dozen times (there's a big sign in Wally Wade, and I'm guessing about the number)....but haven't won bowl games since the 40s.</p>
<p>i sat in on two classes when i went to visit duke over the weekend. both were taught by profs.</p>
<p>Pratt classes are all taught by faculty. Labs and recitations are run by graduate students and, in the case of my EGR 53 class for recitations among other things, undergraduates. However, office hours and such as run by grad students and undergraduates can be some of the most enlightening aspects of the course - both for the student taking the course and the student TAing it :)</p>