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Anonymous wrote:The parents who comment about attractiveness of students at warm weather schools may be referring to happiness & fitness due to active outdoor lifestyle found at these schools.
This. Don’t make something a problem that isn’t. SEC kids simply take care of themselves and take pride in their appearance. They’re happy and outgoing, all American kids. Again, something that was once the status quo at “top” colleges before they got taken over by dorks.
Good for you genius. You figured out you don't belong in some top "dork" college. Enjoy the SEC.
Aww looks like you’re triggered. Sorry you wouldn’t fit in with the fun, outgoing, fit kids in the SEC. They’ll be married with rich, beautiful families and amazing careers while you’re still coping.
I teach at an average SEC school and the party/fun-filled/non-academic culture is so strong that half the class don't bother to show up to a 10:30am lecture after the first few weeks. Many faculty members especially newer ones have expressed shock/disappointment at how weak the student body is. When our classes are filled with <22 ACT and <1100 SAT, there is only so much we can do to educate. We need to slow down, cover less (often much less than the same course at schools we did our Ph.D.), give fewer/easier assignments, and make exam questions very similar to previous ones (even then many don't have a prayer because they didn't care to study). That's SEC-level of education for you.
Thank you for your post in this thread.
Do you teach any sections in the Honors College at your SEC university ? If yes, any difference with respect to students and regarding material covered ?
Is it safe to assume that you do not teach at Vanderbilt or at the University of Georgia ?
PP. No, I don't teach at Vandy, UF, UT Austin, nor UGA. Hence I started my post with "I teach at an average SEC school."
No, I don't teach any sections in our Honors College either. I'm in engineering, where none of our lecture-based courses has honor sections. Each lecture-based course contains a single section with 50–150 students (for sophomores/juniors) and roughly 30 (for senior-year electives). We do have honors research where students enroll in 3 credit hours of independent study working with a faculty.
Our math department has courses (e.g., differential equations, linear algebra) which have honors sections that are much smaller. I do not know how much more material is covered there compared to regular sections, but I do know some Honors College students there because some of them are also in my classes.
I feel that these high achievers (some were NMFs, I later learned) are not taught as much material as they could handle in my classes because I cannot disregard the rest of the students who have much lower ACT/SAT scores and who don't learn as quickly. I also feel that because it's easy to get A's in classes (since their classmates are relative weak), the high achievers actually have to work to not feel complacent. And for those who are easily influenced by friends, they have work to resist the culture of partying and drinking.