<p>Okay, so I've been looking up information about this university. And I must admit that I'm quite in love with what I've seen so far. The viewbook ("Life of the Mind") is amazing, their informational letter (I'm a junior) was provoking. But I don't know anybody who actually goes to the school, so I don't have any personal feedback.</p>
<p>Therefore, it would be awesome if some students could answer these questions. I live in Texas, and I might not be able to visit the campus. So this would help me out alot!</p>
<p>Academics: Are the lessons mostly discussion-based? From what I've seen, it seems that way. Or do most professors lecture? The teaching/learning methods of the school seem to be really hands-on, and it seems to really encourage independent thinking. </p>
<p>Housing: Are the facilities well-kept? How many kitchens are in each House (okay, I don't know if each House has it's own building or not, please correct me if it is needed)? </p>
<p>People: Are there cliques or are students there better than that (;])? Do most students help each other with work and such? Are there upperclassmen who could help freshmen, etc.? </p>
<p>Finally, I'd like to know how U-Chicago is like for you current students. What was your first impression, and how did it change (if at all)? Are there any things incoming students should know before starting class, etc.? </p>
<p>Thanks a lot! :)</p>
<p>There are a good number of Texans here. I can think of four off the top of my head (I can't do that for most states).</p>
<p>Classes that should be discussion-based are discussions. Intro to Mico Econ or a low level calc class don't need to be discussions, and they're not (econ is a large lecture with 100-150 students and the low level calc classes will have about 25-30 students but won't sit around a circle table and talk about integrals). Core classes besides math and science are discussions. The classes have about 18 students and a professor most of the time. Sometimes there is a writing tutor, as well. Remember that lecture is not an inherently bad thing. It is often vital in the learning process. Lectures are used when lectures should be used, but there is a place for discussion in any course or subject where it is useful and appropriate.</p>
<p>Housing depends a lot on the dorm. The dorms are all dramatically different from each other in set-up and up-keep. You can search on the UChicago website for housing information to find out more. We have a "house" system in the dorms, too, which I love. </p>
<p>There aren't cliques, really. There are students who hang out with each other, and everyone has their own friends, but it's not antagonistic at all. The house system helps to bring diverse students together, I think. Everyone helps each other out with work. There is very little competition between students. People work on problem sets together, and students are always willing to take time out of their own studying to help someone else whether that person is in their own class or not. Students regularly meet to talk about papers and then trade papers before they're due to read through and edit each others'. </p>
<p>I liked the school a lot when I first saw it as a high school junior. I was very nervous, however, with sending in my deposit for a variety of reasons. I am very glad I did, though, and I know that this is absolutely the best school for me.</p>
<p>TheRisenLilith -
excellent screen name!</p>
<p>As for the discussion classes... how dependent is one's grade in a particular course on this? At my current school, discussion can be as much as 1/3 of a student's grade, so this kind of worries me. Also, I noticed that some of the economics classes have 45 or so people in them but still have discussions, so I don't know how everyone is expected to participate when there is such a large amount of people in a class.</p>
<p>(Data from <a href="http://timeschedules.uchicago.edu/view.cfm?dept=ECON&term=71%5B/url%5D">http://timeschedules.uchicago.edu/view.cfm?dept=ECON&term=71</a>)</p>
<p>Also, can you give us some more information on discussion classes in general?</p>
<p>Grades in discussion classes are very dependent on participation, which includes meaningful contributions during class, attendance, and sometimes written posts online or emails about the readings. Core discussion classes tend to have 20%-35% of the grade as participation, depending on the professor. Participation is not easy. It requires going to class, knowing the material, staying alert during discussion, and volunteering in a meaningful way. This is part of what makes the education at Chicago so wonderful because you are working and questioning and figuring texts and issues out with your peers. You get a variety of takes on every subject.</p>
<p>Sometimes larger classes have lecture one day and discussion another day. Sometimes these discussion sections are smaller. A large discussion class is still possible; it's just different than smaller seminars. The chances are participation in terms of speaking up in class won't be such a large part of the final grade, but it's possible to have a discussion by students raising their hands, listening, raising questions, responding, and being respectful.</p>
<p>Most discussion courses (such as hum and sosc) have a professor who will lead the discussion by asking questions or bringing up some point. Professors like different measures of control over discussion, so that will vary. Short lectures accompany discussion when questions of fact arise or when a concept or historical background is being introduced or explained.</p>