What are the Pros and Cons of Weed Out Courses?

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SUMMARY

This discussion centers on the concept of "weed out" courses, particularly in the context of university physics and other demanding subjects. Participants share experiences of rigorous courses designed to filter out less prepared students, often leading to high dropout rates. The consensus suggests that while these courses may seem harsh, they serve a purpose in ensuring that only capable students progress in their fields. The discussion highlights the need for better alignment of course difficulty with student preparedness to avoid unnecessary failures.

PREREQUISITES
  • Understanding of university course structures and grading systems
  • Familiarity with the concept of academic rigor in STEM fields
  • Knowledge of student retention and dropout rates in higher education
  • Awareness of curriculum design and its impact on student success
NEXT STEPS
  • Research the impact of weed out courses on student retention rates in STEM majors
  • Explore curriculum design strategies to accommodate diverse student preparedness
  • Investigate alternative assessment methods to reduce the perception of weed out courses
  • Learn about academic support systems that can help students succeed in challenging courses
USEFUL FOR

Students considering STEM majors, educators involved in curriculum design, academic advisors, and university administrators focused on improving student retention and success rates.

  • #31


Ok, let me give more details then.
The 600 pages comprises of:
Vibrations and Waves, by French, the entire book; and Griffiths EM book, the first nine chapters of the 3rd edition. I actually think that comes out closer to 700 pages. It is typical to cover only 7 or 8 chapters out of griffiths in a semester course, or so I've heard. So what we did was roughly twice a normal workload. On top of that labs evey week, 3hrs in the lab and 15 page reports is nothing to smile at. Problem sets, about 5 to 15 problems, average half an hour per problem that gives more than 3 hours a week on average. Plus programming, althought there wasn't too much.

I know this is not the only intensive course in the world, there is the Harvard math 55 courses:
http://en.wikipedia.org/wiki/Math_55
which is more intensive yet, but those types of courses are usually not required for a major. This course I did is required for a major.
 
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  • #32


Pythagorean said:
5-6 pages multiplied by four classes = 20-24 pages a day

Yes, but that's a statement about how many classes of equivalent difficulty one can take, not a statement about how difficult one's most difficult class is.
 
  • #33


Pythagorean said:
5-6 pages multiplied by four classes = 20-24 pages a day
+ homework + work + lectures + family + vehicle/home maintenance

yes. I don't have a social life outside of my family.

Full-time students are expected to put in the equivalent of a full-time job toward time spend in classes and doing homework or studying, and that's assuming you're only taking 12 credits a term. If you start taking more credits, it's like picking up another part-time job (a lot of science majors carry 18 credits a semester). For each hour of lecture, you should expect to put in 2-3 hours of work at home for that course. If you have a lot of obligations outside of school, you may want to consider attending part-time instead of full-time.
 

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