<p>I’m glad that post was qualified, but I still think it’s an unfair generalization, even if it is specific to freshman year classes. “Freshman year” classes vary considerably depending on what credits you already have and what discipline of engineering you are taking, among other factors. </p>
<p>For example, my son took Calc3 his first semester, but by the recommended 4-year plan, that was a sophomore year class. IF he had taken Calc1 (as he considered because some people say best for engineers to repeat in college to get a more solid foundation), he would have been bored out of his mind. So, had he taken Calc1, and another student in that class found it challenging, that student could have easily misjudged my son as lazy because he would not have seen him working hard. </p>
<p>Another example of why such a statement is unfair is my visit to CMU a couple of years ago. My son and I sat in on a class in the back of the room. More than half the students had laptops in the class…and none of them were using them to take notes! So, should I judge an entire student body at CMU because of one class? Would it be fair to say none of them are studious? I don’t think so. Nor would it be fair to say that the professors are boring at CMU based on students playing games during class. Sure, I was bored because I was clueless, but my son found the class and professor very interesting. The reality is that this experience can be found at any college campus and it is silly to judge a school based on that observation. </p>
<p>There are far too many unknown reasons for people to make sweeping judgments that are accurate. At Georgia Tech, there are countless horror stories of weed-out practices in classes. On the surface, those claims seem valid. However, the fact is that Tech offers admission to students with a wider range of stats, allowing more students the opportunity to prove themselves in college. Students often think that because they are good in math and science, that means they should go into engineering. However, there is a lot more involved than people realize, and it really is not for everyone. So, those meant to be engineers will “survive” and those who just think they should be engineers will tell tales of horror, ultimately not “surviving.” Does that mean the weed-out practices are really that bad? Clearly, it depends on the student. </p>
<p>By contrast, Maryland does the weed-out for direct admission to engineering based on application stats. Those with stats that are not as strong coming in, but who have “the right stuff” will easily be able to transfer into engineering later. And, in fact, even some of those with stats that are strong enough for direct admission, end up dropping out of engineering because it is not what they expected.</p>
<p>The fact is that you can’t be lazy as an engineering student, or you won’t make it. No ifs, ands, or buts, engineering students have to work very hard, especially as you advance in your courses.</p>
<p>Here is a thread that I answered a lot of questions that will hopefully help you get a better sense of engineering at Maryland. Let me know if you have any other questions, and I’ll do my best to answer what I can. Best of luck in the decision process. </p>
<p><a href=“http://talk.collegeconfidential.com/university-maryland-college-park/1481313-help-decision-engineering-major.html[/url]”>http://talk.collegeconfidential.com/university-maryland-college-park/1481313-help-decision-engineering-major.html</a></p>