<p>out of university of georgia and emory which is better for majoring in accounting</p>
<p>Emory because it has more prestige.</p>
<p>Never choose because of prestige. Emory costs way too much to do that. Actually check the programs out.<br>
All I can tell you is that you’ll have to get into the B-school to do accounting. It isn’t hard to get in though. I’d imagine the accounting program to be somewhat rigorous (I will not judge it completely because I’m a STEM major, so I am completely biased and would normally think that most other majors are less rigorous). Apparently it’s one of the harder majors in the B-school, so I might expect it to be at least a tad/bit harder than UGA, but I can’t be sure. Also, the grade inflation is a little less than in the college (Emory College of Arts and Sciences) because of the grading distribution/curve in the b-school, so the idea of being able to get a more rigorous education and perhaps a softer grading curve to compensate is less applicable in the b-school than throughout the rest of Emory with exception of sciences of course. Some of the courses in biology, chemistry, and neuroscience are likely to be on par and in some cases harder than Tech counterparts in terms of course content/exam difficulty. However, the grading curve often overconpensates and makes the comparison a completely different ballgame. </p>
<p>There are several relatively recent discussions about the B-school over in the Emory forum if you would like the cold-hard fact/experience based opinions of B-school insiders.</p>
<p>lol @ someone paying 50k a yr to go to Emory for an accounting degree, when they can go to UGA on hope.</p>
<p>Exactly. However, don’t underestimate Emory’s financial aid program/regime. It’s really solid. I essentially go for free w/o being an Emory Scholar. Go figure. I say the OP should look more into it if they think they will get decent fin. aid (even those w/moderate or slightly high income end up being surprised) or Emory Scholar (hard as hell to get)</p>
<p>Exclude the cost.which one has the better program?</p>
<p>emory is WAYYYYY better than uga. when you say you are going to emory in Ga, people say OH. when you say you go to uga, people say oh. there is A LOT of people in uga so you also have more people with the same degree to compete with. Emory is considered the ivy of the south plus it also have a better reputation than uga. It doesnt take much to get into uga or its honors program, no offense. plus private school ten to have better connections than public ones</p>
<p>No, sorry emory83, but UGA honors (or at least one of those fellowships) is quite tough to get. I wouldn’t say it’s as selective as Emory Scholar Program, but it may give it a run for the money in terms of SAT scores and GPA (but then consider that many scholars here will be from top schools from up north, so you know they had a rigorous HS background). Yeah, but Emory probably has a quality advantage. Being in Emory’s B-School could really help. Also, before you apply to GBS, it’ll be much easier for students to connect with faculty members as they’ll have to take courses in the college of arts and sciences. These classes would be much smaller than those at UGA, thus making the connection easier to make. Also, the format of courses and teacher quality suffers less in smaller classes (in fact it is more than often excellent especially in humanities and social sciences where most of your GERs will be taken. This even applies to larger science classes. I sat in a Tech bio class once, and realized how spoiled I was going here lol). It creates really nice learning environment. However, with exception of the b-school pre-reqs like the intro. econ series and b-calc. (most Emory students see these as easy, but it could only be “Emory easy”, I have no idea how they stack up to UGA), expect Emory to be a bit harder than UGA. Just throwing it out there. The teachers and learning resources are really accessible however, so most will be able to succeed. You’re less likely to fall through the cracks if you are struggling here; lots of support. </p>
<p>Also, a lot of Georgians really respect UGA. It is possible that one that goes to Emory, Mercer, or even Tech can be viewed as a traitor of sorts lol. However, respect and reputation aside, I would indeed expect Emory to be stronger academically. However, admittedly, you’d probably have much more fun at UGA. You can have a balance at both, but the environment at Emory will drive most to be more academically oriented. Decide what your priorities are and how much of a balance you want. B/C at our B-School, you’ll have to work hard versus some really motivated and excited peers against the curve in the B-School (it’s easier than the sciences, but harsh compared to the rest of the college).</p>
<p>Trix99: Visit both later this Spring if you can and feel them out. If you visit here on thursday you’ll get to witness the keggar/gathering in the courtyard, which is an indicator that there are many fun events that even go on here.</p>
<p>that gpa that uga honors say they have is a little suspicious. there are 5 people from my school that got into it. all of them had gpa of 3.73 to 3.8 “unweighted” (my school adds 10 points too but my counselor says that the gpa resulted from all ap classes are unweighted). one of those people didn’t even apply to honors but got in.</p>
<p>Emory83: Check out the UGA Admissions blog for gpa info. If your school weights your gpa (and by the way 10 points is a lot), then UGA won’t add any weight to your grades. But they also won’t “unweight” your grades. So for your classmates that were accepted, UGA used the weighted grades that were on their official transcripts.</p>
<p>Not sure why you think the Honors gpa is suspicious?</p>
<p>Trixx: Your best bet is to visit both schools and meet with professors from the business schools. Best of luck in maing your choice.</p>
<p>when I was applying for colleges, I was like Bernie12 and thought wow it must be very very hard to get into honors. well, 4.2 is very high and I kinda expected that most people that got in had 4.0s… I didn’t think 3.8 will get automatically get in especially when he didnt apply for it…</p>
<p>Emory83: The mid 50% gpa posted for Honors is not an “unweighted” gpa. The Admissions blog is pretty clear about the weighting issue. If your school weights, then UGA doesn’t unweight it. Think about how time consuming that would be for UGA to know how each school weights their AP classes, whether it’s 5 points or 10 points? </p>
<p>The auto admits for early decision acceptances to Honors are solely based on a combination of gpa and SAT/ACT scores. There was no application at that point to be filled out. </p>
<p>Here are the profiles for Honors, Foundation Fellows and Ramsey Scholars from the class of 2010.</p>
<p>Honors Program Students<br>
2010–2011 First-Year Class<br>
Average First-Year High School GPA 4.06
Average First-Year SAT 1471*
Middle-Range SAT 1440 – 1490</p>
<p>Foundation Fellows (FF)<br>
Average First-Year High School GPA 4.2
Average First-Year SAT 1553*</p>
<p>Ramsey Scholars (RS)<br>
Average First-Year High School GPA 4.23
Average First-Year SAT 1551*
*Critical Reasoning and Math Scores only</p>
<p>See those are really good, however, I don’t know how many get the latter two (I’m guessing not that many). Emory only has Emory Scholars and need based financial aid. Emory Scholars is like a 1500ish (like 149?) SAT average, so the other two for UGA are more competitive. That isn’t bad at all. However, I’m thinking that Emory mainly looks at an unweighted GPA. Given that, you probably won’t see it reporting that Emory scholars got above 4.0.<br>
The thing awesome about Emory Scholars is that they are really not segregated from everyone else, and if you consider the fact the average in the generally ranges from like 1370-1400, it’s not too much higher than the rest of the college. Scholars only get advantage in housing, choosing classes earlier, and perhaps a few events, but it isn’t like: “Them” and the rest of the college. Like having honors/scholar clubs with stats that are 1500ish and the rest of the college like 1250-1300ish is a huge gap. Also, don’t they get their own housing? Kind of weird. I like UGA as a school, but I don’t know if I like the concept of a segregated honors program and special courses for those folks. I like how all the students are on a similar level here so that all courses can be taught at a reasonably high level. Also, Emory’s small enough already, so an honors program won’t really afford an additional advantage. Large enough faculty and resources and small enough student body so everyone can take advantage of oppurtunities w/ease whether they applied for Scholars or not. Any rare/special courses are taken at the discretion of the student because it is believed that everyone can handle it if it is supposedly more rigorous. No reservations for only those with 1500-1600. Also, there is just generally more trust in the ability of the student body as a whole here, so that many depts. don’t require pre-reqs for say 200-300 level courses. </p>
<p>I imagine UGA honors is awesome, but after being at Emory, I realize how weird such a system is. I would feel like I’m in high school again. I was an honors/magnet student, and we were almost completely separated from the others. Surely it isn’t that extreme at a college, but still, the separation shouldn’t be necessary. The regular courses should just raise standards (so honors students can take them w/there non-honors peers and still be challenged. Conversely, everyone else will half to step it up. Also, I generally here that the format of honors courses make success more likely among them. It could be seen as unfair to afford this advantage based up HS stats. For example, many awesome HS students who may be scholars here do badly in Dr. Soria’s freshmen orgo. class, which is ridiculously hard, but you think they would do better. If we put the scholars in a scholars section designed differently, one may never find this problem) and the honors students have similar perks to a scholar here for example (and perhaps a tight nit community where they can meet and speak w/key faculty members, or maybe a special freshman seminar like one program here that I am in). The inquiry above about the possibility of a differently formatted class for honors students also raises a question asking why Tech has honors classes, when the regular ones should be sufficient (except math which I hear is proofs based in honors, however, here we don’t standardize math and science courses, so one could simply choose the prof. that teaches proof-based. Teachers teach how and what they want, so one can choose the difficulty and style w/o being in a special program).<br>
However, I guess it’s simply like having a private school academic experience at a low price. It works. It’s just the insulation that gets me. </p>
<p>Also, before I am shown as jumping to conclusions (I may have, just correct me), how do the latter two work? Are they honors programs or are they really special fellowships that focus on something like say, research or something. Are there different opportunities afforded between the 3?</p>
<p>Haha, I like how this conversation went from talking about whether the OP should go to emory or uga for accounting to a big discussion about the honors program. But, whatevs, I’ll add to the convo :)</p>
<p>What you have to realize about UGA compared to Emory is that Emory has a higher caliber of students to begin with. Emory’s freshman beat UGA’s freshman in GPA, SAT, and ACT. Emory is also harder to get into (28% accepted vs. UGA’s 59%). In addition, there are 4800 students for UGA’s freshman class vs. Emory’s 1356. </p>
<p>Because Emory’s students are already pretty good and that there are so few of them (compared to UGA), it does seem like an Honors program isn’t needed. However, the Honors program at UGA allows students who are closer to the top of the class to challenge themselves even further and lets them have smaller classes (something that, as Bernie said, Emory doesn’t need, but when you’ve got 300+ kids in your intro gen chem class, then yeah, you can argue for a smaller class!). </p>
<p>I don’t think that honors students are as segregated from the rest of the school as Bernie makes it seem. Students are limited to signing up for 2 honors classes per semester (though you might be able to sign up for more after a certain time period…I’m not actually sure how that works). This probably restricts most students to 2 honors classes per semester. The other classes you take will be with your other classmates. In addition, many of the classes the honors program provides are some of your very basic classes. Very few honors classes are for non-intro level classes. So really, once you finish your core classes, you’re back with the rest of your classmates. </p>
<p>Ramsey Scholars and Foundation Felllows are not separate Honors programs - it’s a scholarship program. They just provide their beneficiaries with more money, traveling opportunities, and other fun things, but it’s not a separate academic program, per se. You can visit the honors program website and learn about the two scholarships and what they offer. On a quick glance, it just looked like a lot of traveling opportunities…</p>
<p>I agree that, ideally, the standards would be raised in our intro level classes and there wouldn’t be a difference in difficulty between honors and non honors. But a harder class isn’t really the main point of an honors class. It’s to give you a smaller class and a different interaction with your peers and your professor. Even if you raised the standards at UGA, you can’t really give a ‘small class’ feel when you have nearly 5000 people in each entering class without making it something that only a few people can have.</p>
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<p>QFT. In my experience, Honors classes arn’t just different in terms of difficulty – it’s a different style of learning that is often impossible in non-Honors classes. All the Honors professors I’ve taken have tried to facilitate an open discussion among students who are mostly interested in the topic at hand. With 10 or 20 people in an Honors section, it’s generally pretty easy to start an intelligent dialogue. In 200 and 300 person lectures, there’s no way for students to become as involved. I think Honors wants to design courses so they resemble seminars - I know that Honors courses “feel” very similar to upper-level seminars in terms of discussion and content.</p>
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<p>I was about to say there really isn’t all that much segregation between Honors and non-Honors, but I just thought about it and the vast majority of my friends are in Honors. The element of Honors v. non-Honors segregation you’re talking about is real, but I think it’s more self-segregation than anything else. Unless you know someone is living in Myers, you don’t really have a way of telling if they are in Honors… but just by the way people talk, their goals, priorities, etc., I often get a feeling whether or not they’re Honors. Not really closed-minded… just that birds of a feather flock together. (Sigh… sorry for ending on a cliche).</p>
<p>It seems like the profs. here manage to make a high level of interaction, challenge, and engagement work when the class is between 70-120 per section (gen. bio ranges from 80-95 per section, gen. chem ranges from 45-120, orgo. 60-90, physics 70-90, psyche 110/111 90-110. I use science courses b/c they are some of the largest. Intros. in other depts, may have 50-60ish). Even in sections this large, the profs. will essentially force the students to engage even if it involves “cold calls” Many profs. learn the name of every student in a 80-100 person section and use Socratic method almost the whole “lecture”, very few profs. just stand up there and talk. Dr. Weinchenk is a notoriously hard orgo. teacher that knows the names of all like 180 students between his two sections. Soria(other notoriously hard orgo. prof.) knew all the names when his sections had like 70 people. Dr. Edwards(notoriously hard psyche 110 prof., as if that class isn’t hard already) knows all the names in his 110-120 person course. Same goes for his psyche 103 course. </p>
<p>However, I will use the freshmen orgo’s (Soria) section as an anecdote.
I have noticed that when we (class of 2012) were taking it, there were like 70 people in Orgo. 1. It was still harder than most of the non-first year sections, however some people were doing really poorly. It really showed in orgo. 2 where many bombed the first exam and dropped the course. It went from like 70 to 50 by the end of the second exam and then some dropped before the notoriously hard 3rd exam (final exam, but really just covers the last material covered on super-duper steroids), so like 45 were left. However, now the course starts with like 50 students. He now has raised the difficulty of the course because he can design various group venues for them to work difficult problems in groups before the exams (like SI groups with 2 leaders and only 4-5 students each, group synthesis p-sets, a special lab section by the prof. for those who want it instead of regular orgo. lab., and even more intense use of socratic method during class discussion. ). It has proven to be really effective, as the grades have improved even though the class is a lot harder than when I took it. However, given that the difficulty of orgo. 1 is raised, he weeds them out by about the 3rd exam (there are always 4 in orgo. 1. They get progressively harder as you go along. I should show y’all one. Normally it’s easy to make an Emory freshmen drop a class. If they have a B or lower, they tend to consider it), so a) that really weak students don’t take the final and fail and b) they certainly don’t continue to “his” orgo. II (they go to the non-freshmen sections which are generally easier) which is even harder than orgo. 1. Given this, he creates a stronger orgo. II environment(this semester there are 36 students, he weeded out 13, and I met one student weeded out by the first exam this semester) that can be even more adequately prepared to handle the level that he wants to teach and test at (no easy exams in his orgo. II, unlike orgo. 1 where exam 1 and sometime 2 are grade buffers) without slamming the grades as much. So given this, I’m guessing that he even knows the woes of a larger class. Granted that a large class here is much smaller than a large-medium there (it would be between 70-150 here). In fact he complains about this orgo. II section he co-instructs w/the famous Dr. Dennis Liotta (created/isolated really prominent AIDs drug). It was supposed to have 45 students, but Liotta being the soft-heart he is, overloaded 22 students and now has 67. Soria is like: “I won’t waste time trying to learn the names of these students on top of the 32 others in my own section.” There is also the fact that Liotta’s section is clearly the easiest, and most of the students there are the weaker students (some don’t attend, some get 0s on or skip quizzes) hoping for a chance at an easy A, so Soria has even less incentive to remember names or give respect to students there. I imagine this to be the story of profs. life in some very large class sections at some state schools. </p>
<p>Anyway, honors aside: The OP probably doesn’t even have it. They should simply visit the schools, try and talk to some profs. or sit in a class (can arrange for this type of visit at Emory), and let that experience guide their decision.</p>
<p>Props to emory professors that take the time to learn people’s names! That’s impressive. Definitely probably can’t say that about UGA classes with a lot of people (at least with any of the science class I’ve taken).</p>
<p>In large intro science classes (and even in some of the humanities classes I had), we’ve resorted to “clickers.” They’re these little devices that we use to submit an answer electronically for a question that the professor puts up on the board. I think it’s a good way to gauge whether your class is understanding something or not, especially in large lecture classes with 100+ people. </p>
<p>In some classes that are a little smaller (60-70), the professor will start asking questions and expect someone to answer. It just all depends I guess.</p>
<p>We (except Soria and many bio teachers) have clicker quizzes, but verbal participation is expected throughout the rest of the lecture. Some classes have clickers as bonus points with paper quizzes (Soria only has paper quizzes. Bio only has paper quizzes and discontinues clicker bonuses in bio 2.). There is actually at least one bio section each semester that is case based. Basically, case studies are done in class (after a short lecture, these sections are always TTh) and out of class portions. The exams are short-answer and supposedly based upon new case-studies. The teacher who does it for bio 1 has very tough exams(he is a great teacher though he actually doesn’t lecture, they only discuss the case in “lecture”. He tells them to read the book material on their own as it will not be reviewed or lectured on in class. He had 92 students) whereas I heard that the noob teaching this semester did not give a tough first exam. She’s apparently a great lecturer though. She may be watering the tests down b/c the workload is higher than everyone else’s(most have no workbook exercises or case studies, it’s just the occasional, “you are responsible for reading this research paper”) in addition to the lab, which is just plain hard/tedious for bio 2 here. Another factor playing into is the fact that she doesn’t have tenure like the rest. Here, teaching score counts big. Normally higher grades/better evaluation= better score. Even a great lecturer may suffer if the course is reported as too hard or if the students think that they will receive an undesirable grade, thus it’s common for noobs here to inflate grades whereas many tenured folks are more hardline. Her class has 91 students by the way. So you can pull off group/interactive activities. However, I’ll admit that Emory puts significant amounts of resources (many teaching theaters, mainly out of the Center for Interactive Teaching) into simply training teachers how to be effective and innovative, and they are often rewarded for doing so w/some prize like the Crystal Apple award or more teaching space so that they can do an experimental section. For example, one gen. chem prof. normally has a 45 person section each semester, and last semester she co-instructed w/another great gen. chem prof. in a Problem-based learning section. Unfortunately, it couldn’t replicated this semester b/c the AP students increased the enrollment. They even needed another section (so as normal, there are 4 teachers instead of 3 and all have like 90-100 students)</p>
<p>Isn’t Dr. Atwood (Ironically, our chem. building is called Atwood lol) over there pretty good at dealing w/the large size of the gen. chem class? I saw a video and he seemed to conduct his class in a style very similar to our gen. chem. profs., great voice inflection, moves around, perhaps does demos.</p>
<p>Bernie: My daughter has plenty of friends both within the Honors program and outside of it. Honors students and FF/ramsey students are not segregated from the general population by any means. Meyers, the honors dorm, isn’t large enough to house even the freshman Honors students. </p>
<p>As jenmarie pointed out, the FF/Ramsey program is a scholarshi[p program with travel stipends. They don’t have special classes per se.</p>
<p>Whether or not professors know your name has a lot to do with what you as student do in class.</p>
<p>Not to nitpick but as you are the one who brought up the disparity in scores between Honors and non-honors, is that how Emory students feel about Oxford students when they matriculate to the Emory campus? On average, the Oxford SAT scores are about 100 points lower per section.</p>
<p>Names: I don’t know how they do it here. It varies. I know Soria meets all of the students before class begins. Weinschenk and Edwards ask for names when pointing at people when asking questions. The latter two have amazing memory. </p>
<p>Yes, many people do feel this way. Some elitist students would propose that “Emory’s backdoor” be eliminated (many heated discussions that I avoid, go on over to the Emory thread to view them)
Many people actually don’t feel that great about them. It is an issue. Some people feel offended that they could get in that way, and lesser so upset about the idea that they could be dumb. The reality is, however, that they tend to perform as well as Emory students when they get here (I know many and it’s true, in hard class sections, they do about the same). Keep in mind that Oxford has curriculum very much like Emory’s, so the classes there are also rigorous (my friends showed me some coursework). Bio there, is generally harder than ours because the classes are smaller, which makes room for more short-answer/essay based exams, whereas only 1-2 profs. at Emory do it (because they are too busy doing research). Gen. Chem is about on par, orgo. is probably a bit easier especially when matched up with beasts like Soria and Weinschenk’s class. They tend to be better prepped for social science and humanities courses because their out of class workload is a bit higher. In terms of workload, I kind of view them as a Tech for liberal arts. They normally get over here and have to adjust to the idea that everything in science classes is dependent upon exam performance, and outside of reading and the occasional SI-set or problem set, there is not much you can do to anticipate really hard exams. As for the social sciences and humanities, they seem to feel more comfortable than we do.<br>
Also, in terms of SAT scores, that is right, but remember that it adds like 350 to a graduating class, so I guess that’s like 25-30% increase and it generally happens there junior year. By then they have taken most intro. courses and GERs at Oxford and as described before are quite well-prepped for the transition. In fact one of my friends is quite a star in the biology dept. here (actually does SI for some of the harder biology sections, he is an amazing teacher). Other students feel bitter about them, but I don’t. It is what it is. If you ask me, I know that some of the students starting at Emory are actually less motivated than they are and often act dumber than one would ever expect, so they usually have no reason to complain about the Oxford students. ( If I here another freshmen ask “what is a transcription factor?” again in bio 2… lol). Perhaps they come in with something to prove instead of with the unbridled arrogance stemming from the belief that they could have/should have/would have gone to an Ivy like Emory admits. This arrogance screws over some people’s grades as it adds an unjustified element of overconfidence that cause some students to underestimate many courses and do badly where they were not supposed had they not have believed that “I know it all” (conversely, I’d imagine that this happens to those who perhaps underestimate UGA courses. I’ll admit that I may not do as well in that environment. That’s why I’m here. It may be harder content wise, but it’s easier to deal with. It’s Tech that’s the double whammy).
Last note on Oxford students: They don’t get special housing. Upon arrival they have the same housing options as Emory students in that grad. class and will likely be placed in an apartment with Emory campus students. I would say that the Oxford community knows each other and often interacts, but when here, they interact as much with the Emory campus students. You do raise a valid question though. Some people display such animosity towards the idea of said students, that many Oxford students are actually afraid to admit that they are a continuee. I actually met a few like this over the summer. I already knew it, but they tried to lie and make it seem as if they knew about Emory’s main campus (they would do stuff like say that they took a teacher who was not teaching at the time they stated). It’s really sad. They should have nothing to be ashamed of. Displaying animosity toward them is like displaying animosity toward transfer students w/similar HS pre-entrance qualifications. The qualifications for continuation and transfer are pretty much the same except that Oxford students actually need more coursework (must complete the GERs in 2 years). The animosity is unfair to the Oxford students.</p>