<p>The professors always view themselves as RESEARCHERS first, and teachers a distant third or fourth -- if at all. If you look at the Stanford's "Courses and Degrees", which is a catalog that lists the courses being offered for a particular school year, you will see that many classes are taught by "Staff". No, "Staff" is not the name of a professor, but a euphemism for "somebody who might be associated somehow to our department, such as a graduate student, and who may or may not have ever taught a class before, and who may or may not have any training in how to teach." Many of my classes were taught by Staff. I recently found out that the Staff instructor for an important core class, spanning two-quarters (20 weeks), had not even earned a Master's degree at the time he was teaching! He was a graduate student who only had a Bachelor's degree. He had practically zero teaching experience, and it showed. The poor quality of that class wasn't just my imagination, as that class has since been discontinued and is no longer offered, and that guy doesn't teach anymore anywhere in the world. But such vindication is small consolation. It was a waste of money and time that can never be recovered. Other core classes have even been taught by currently-matriculated UNDER-graduates. It amazes me that Stanford gets away with it, especially when most HIGH SCHOOLS require that their teachers have a master's degree and have passed state licensing exams. </p>
<p>In fact, some classes are so bad that Stanford undergraduates actually take courses at the nearby De Anza Community College and Foothill Community College. That's right: Community Colleges. Don't laugh -- if you read the book on the history of the Apple Macintosh, "Insanely Great", you'll find that the hardware engineer attended one of those community colleges (I don't remember which). And in my Freshman year, I knew a political science major who transferred from a California junior college into Stanford. As an out-of-stater, I was shocked, although I have learned that California's junior colleges have a higher standard than the rest of the nation. Nevertheless, it makes you wonder: Why am I paying so much money? </p>
<p>"Sophomore Slump" occurs after the euphoria of Frosh year. You enter as a sophomore and realize "the honeymoon is over", i.e. that your professors aren't necessarily gifted in communicating their knowledge (one time literally a guy "taught" numerical analysis on computers by reading from a textbook!), and that the classes are bloated with too many students (I never had less than 50 in a class, so forget the 7:1 student teacher ratio published in US News and World Report's annual college survey). </p>
<p>Years after I graduated, ex-president Gerhard Casper -- being a great guy who experienced similar problems during his undergraduate years in Germany -- tried to rectify the problem by creating Freshmen and Sophomore Seminars, to encourage faculty-student interaction and small class sizes. But the number of open slots for students is extremely limited, and most professors don't participate. Thus the vast majority of undergraduates miss out with one-on-one faculty contact, even though 100% of the student body pays the full $30,000/year tuition. And some of the seminars are of questionable quality. Nobel Prize winning physicist, Doug Osheroff (BS Caltech, PhD Cornell) taught a freshman seminar in...amateur photography. What a joke! Talk about taking advantage of the system.</p>