<p>In an Electrical Engineering class, out of 86 students, only one got B+, the remaining 85 students got C, D, or F. </p>
<p>I can't say I blame the students for complaining. And it's ok for professor to give hard exams, but he has to have some curve. That professor obviously doesn't know what "curve" is.... </p>
<p>Just saw that…</p>
<p>I lol’d heartily. Comp Sci ftw.</p>
<p>I loved that article haha. Such bs right?</p>
<p>I have never seen a professor that gives no A in a class. </p>
<p>check out the review on that professor. </p>
<p>[BruinWalk</a> | Professors | Asad A Abidi](<a href=“http://www.bruinwalk.com/professors/el-engr/abidiasada/]BruinWalk”>http://www.bruinwalk.com/professors/el-engr/abidiasada/)</p>
<p>^That’s why I love the ratings histogram view.</p>
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<p>Before this class the reviews were almost entirely positive.</p>
<p>Most of the engineering professors are not known to be student friendly…</p>
<p>:Most of the engineering professors are not known to be student friendly…"</p>
<p>Oh come on, do you really believe that?</p>
<p>I have had several professors basically like that, except for the fact that in the end they actually curved so nobody got royally screwed like these students did. </p>
<p>You know there is a serious problem when the professor sees a grade distribution like this and then explains it like this:</p>
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<p>How can you possibly have no idea what the problem is? It’s an attitude like this from a professor that you can basically be sure this will happen again with him teaching a class. </p>
<p>I also am not a fan of professors who decide to throw out wildly unrelated questions on midterms/finals than examples or things analyzed in class only to result in a midterm/final average of < 50%. I understand that is how a curve is made and it has helped me numerous times, but come on how much are you really analyzing a student’s learning capabilities if you’re not testing on things learned in the class?</p>
<p>totally agree … </p>
<p>If the professor can’t explain the low grade distribution, then he really shouldn’t be teaching.</p>
<p>The grading system at UCLA, at least according to my empirical evidence, is pretty much random. While there is a clear “guideline” that sort of stipulates that 10-15% of students get As, 20% get Bs, and the next 40% get Cs, this is not a rule.</p>
<p>For instance, I had two upper division econ classes in which the materials covered were apparently deemed too difficult for undergraduate students to grasp fully, the professors basically graded us based on the “graduate school” curve (30% gets A and the next 50% gets B).</p>
<p>The only class I had in which the grading system was based on the “absolute” numerical system (e.g. 90+ is A, 80-89 B, etc) was the introduction to stats class.</p>
<p>On a side note, I had this friend who was studying Mechanical Engineering. One day, as I saw the materials he was studying for, I asked him, out of awe and curiosity, what his GPA was. He told that his GPA was something like 2.7.</p>
<p>Baffled and worried, I asked just how in the world he would get a job with that kind of GPA after graduation. What he said next essentially captures the nature and rigor of engineering study.</p>
<p>“Hey, just graduating with an engineering degree itself is a feat.”</p>
<p>Sure enough, he did get a nice paying job that paid him in excess of $60,000, despite his lackluster GPA.</p>
<p>As a computer science major deciding between Berkeley and LA, this is scary to me! I assume things are probably just as brutal at Berkeley too though (if not more so).</p>
<p>arcadefire… youre STILL deciding? isnt it a bit past the deadline to do that?</p>
<p>off topic but BruinLifer, how was the stats class (econ 41) and also how hard is econ 11 and 101 if you dont mind me asking?</p>
<p>Hard to say. After all, the rigor of the class really depends on individual characteristics and preferances of each professor.</p>
<p>As for me, the econ 41 was very easy for me. I hardly struggled with the class materials, thanks to the professor’s strongly logical and methodical teaching style. </p>
<p>On the other hand, while the materials covered in the econ 11 and 101 werent too difficult, the professor fervently tried to make his exams more difficult than what the class materials suggested to set a concrete curve for the class.</p>
<p>I ended up getting B and A- for econ 11 and 101, respectively. Remember that my IQ is around 105 
Not sure whether this would give you a sense of relief. LOL</p>
<p>and there we see the problem of tenure. this guy should be fired. or seriously reprimanded. it doesn’t even matter about the quality of his research. if he’s too dumb to understand why his students didn’t do well (and I don’t care how skilled he is in the area of electrical circuitry), he shouldn’t be teaching.</p>
<p>shyte. the system is messed up…</p>
<p>which class are you taking?</p>
<p>Abidi got his PhD from Berkeley, which could be the reason for his giving hard exams. Corbin also got his PhD from Berkeley, but his final grade distribution is more balanced (1/3 As, 1/3 Bs, 1/3 Cs).</p>
<p>It’s not about giving hard exam. It’s about having a curve…</p>
<p>It sounds like he’s taught the course for 20 years with the same tests. If the average was 15 when it’s normally 40 or so (or whatever) I can see why he would be disinclined to give out B’s to people that would normally get a D.</p>