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<li><p>Once it’s beyond 20 or so, it doesn’t really matter if it’s 50 or 5000. The class is either on a personal level or it’s not. Although, in a textbook example of Porter’s theory of comparative advantage, the greater challenges at universities are beginning to spawn some novel responses such as this [Clicking</a> toward a better education - News](<a href=“http://media.www.dailypennsylvanian.com/media/storage/paper882/news/2008/02/25/News/Clicking.Toward.A.Better.Education-3231067.shtml]Clicking”>http://media.www.dailypennsylvanian.com/media/storage/paper882/news/2008/02/25/News/Clicking.Toward.A.Better.Education-3231067.shtml) Advantage: Big intro lectures are equally impersonal, but LACs have less of them. slight LAC</p></li>
<li><p>TAs are hit or miss. It’s the nature of the beast. Advantage: LAC</p></li>
<li><p>I would disagree here as smaller schools mean fewer groups in which you can try and lead. At a university there are so many clubs, groups, chances to lead that it would be hard not to wind up leading something if you want to. I’ve held leadership positions in multiple clubs at my university. Advantage: university</p></li>
<li><p>Research universities have grad students to give work to, but they also have more research that needs doing. Moreover, it depends on your department. One of my departments doesn’t have a grad program, so even within a university it is entirely dependent on undergraduates. Advantage: me, personally :D</p></li>
<li><p>Selection bias. Students who plan on getting a higher degree are more likely to go to an LAC. Students who plan on going to work are more likely to go to a university. Advantage: pareto-optimal, no absolute advantage.</p></li>
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