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What kind of daily reading do you do? :confused:

Nice article though... reinforces the widely held view (on here at least) of how good the undergraduate system is at Oxbridge as well as illustrating the cost (significantly higher workload on academic staff)
Reply 2
'What kind of daily reading do you do?'

Hehe, my thought too.

In any case an interesting article.
Reply 3
President_Ben
What kind of daily reading do you do? :confused:

Nice article though... reinforces the widely held view (on here at least) of how good the undergraduate system is at Oxbridge as well as illustrating the cost (significantly higher workload on academic staff)

it's a good article, but while the workload on the staff is probably higher than elsewhere, keep in mind that an Oxford year is only 24 weeks long (compared to the usual 30), and from my experience, tutors who are researching take a term off now and then to focus on their researching. Also, lectures (at least in PPE) don't tend to be done by just one person.

that being said, it's still a pretty heavy load for the staff.
Reply 4
President_Ben
What kind of daily reading do you do? :confused:

Nice article though... reinforces the widely held view (on here at least) of how good the undergraduate system is at Oxbridge as well as illustrating the cost (significantly higher workload on academic staff)

Ah, let's just say I read about things relevant to me. :biggrin:
Reply 5
Actually, I think he missed the one major effect of our tutorial and personal tuition system: when you're not happy, they fix it.

For all the advantages of having an hour a week with a tutor going over your essay, the bulk of it, for E&M at least, is making sure that the 2-4 people sitting there understand that week's topic. That can be done, albeit not strictly as well, in a class. Lectures also should be more important, if they were done better, and made more core to the course.

However when this term the Univ economists realised that despite being interesting discussions and enjoyable tutorials, we didn't feel confident answering exam questions in macro because they were just that, interesting discussions, and not structured critiques of our essays nor long tutorials making sure we understand the topic thoroughly, we spoke to our tutors. Who immediately decided to give us two extra classes and lengthen our tutorials so we could go into the material in more depth. They also structured the tutorials to answer key questions and discuss important points, not just something around the subject. This means the problems were remedied while we were still being taught, and addressed immediately. That wouldn't be possible if we had a professor lecturing and teaching a class of 30 or 40.

In all systems things go wrong. Very few people have every single topic well taught. However when it does go wrong, the tutorial system means the tutor can listen to the problems and address it immediately, not just for next years class. It's impossible to feel like a number at Oxford, when your tutors rearrange their schedule because you have a commitment, or change things because of an individual request.
Reply 6
Drogue
Actually, I think he missed the one major effect of our tutorial and personal tuition system: when you're not happy, they fix it.

For all the advantages of having an hour a week with a tutor going over your essay, the bulk of it, for E&M at least, is making sure that the 2-4 people sitting there understand that week's topic. That can be done, albeit not strictly as well, in a class. Lectures also should be more important, if they were done better, and made more core to the course.

However when this term the Univ economists realised that despite being interesting discussions and enjoyable tutorials, we didn't feel confident answering exam questions in macro because they were just that, interesting discussions, and not structured critiques of our essays nor long tutorials making sure we understand the topic thoroughly, we spoke to our tutors. Who immediately decided to give us two extra classes and lengthen our tutorials so we could go into the material in more depth. They also structured the tutorials to answer key questions and discuss important points, not just something around the subject. This means the problems were remedied while we were still being taught, and addressed immediately. That wouldn't be possible if we had a professor lecturing and teaching a class of 30 or 40.

In all systems things go wrong. Very few people have every single topic well taught. However when it does go wrong, the tutorial system means the tutor can listen to the problems and address it immediately, not just for next years class. It's impossible to feel like a number at Oxford, when your tutors rearrange their schedule because you have a commitment, or change things because of an individual request.

That's an incredible key strength of Oxford, I have to concur.
Knogle
That's an incredible key strength of Oxford, I have to concur.


No it isn't, it's very credible, as attested to above.
Reply 8
Just out of curiosity can the same argument be applied to Oxford vs. Harvard?
Reply 9
Interesting conclusion.:biggrin: They're different, so you can't really compare them, but I'll compare them anyway (because we need to fill the column space)...
Reply 10
h'okay..
Reply 11
Why not? Harvard and Princeton are different, but they follow a similar system. Indeed, Princeton's often thought of as better for undergrad, as without the law, business and medical school it concentrates on academic studies more, supposidly.
Reply 12
Drogue
Why not? Harvard and Princeton are different, but they follow a similar system. Indeed, Princeton's often thought of as better for undergrad, as without the law, business and medical school it concentrates on academic studies more, supposidly.

Sure. I just thought it was a bit weird that the writer of the article jumped straight into comparing the two and then started his last paragraph: "These major differences mean that comparisons between Princeton and Oxford aren't always useful. They are different universities, with different histories and different ideas of what it means to educate an undergraduate." And then he explains why he's comparing them anyway. That last paragraph would have made more sense at the beginning, really...
Never mind.:redface:
I agree in a lot of ways, except:

1. As a New Jerseyan myself, I've always though Princeton was overrated :p:

2. Although I did get the mean tutorial criticisms, tutorials almost always ended with "great job this week." I mean, do these people have thin skins or what?

3. Oxford tutors are great, but honestly most of the top academics have run off to the States because the money is better, so you'll have more professors at the top of their game at Princeton. I mean, Toni Morrisson and Cornell West! Amazing.
Reply 14
shady lane
I agree in a lot of ways, except:

1. As a New Jerseyan myself, I've always though Princeton was overrated :p:

2. Although I did get the mean tutorial criticisms, tutorials almost always ended with "great job this week." I mean, do these people have thin skins or what?

3. Oxford tutors are great, but honestly most of the top academics have run off to the States because the money is better, so you'll have more professors at the top of their game at Princeton. I mean, Toni Morrisson and Cornell West! Amazing.


Ha! I cannot imagine my tutors EVER saying that to me. Maybe they just put on a smiley face for you visiting American$? :p:

And although I agree that the top US unis are able to poach lots of top professors - part of the point of the article was that in the States, those top academics do barely any undergrad teaching, let alone tutorial-style 2-on-1 teaching.
Yeah that's true, but for example, I went to office hours for a big time sociology professor at LSE. His office door was closed, locked, and had a tiny window you could barely see into! The office admin told me to wait, so I sat outside for 40 minutes waiting for him to come out. And one of the main reasons I didn't apply to Oxford for my MSc was that the head tutor for the program I was interested in cancelled his appointment without telling me, then yelled at me for asking later why he hadn't been there!

At my undergrad university you could walk straight into the office of any major professor and chat about anything you wanted. During office hours the doors were always open.
Reply 16
shady lane
Yeah that's true, but for example, I went to office hours for a big time sociology professor at LSE. His office door was closed, locked, and had a tiny window you could barely see into! The office admin told me to wait, so I sat outside for 40 minutes waiting for him to come out. And one of the main reasons I didn't apply to Oxford for my MSc was that the head tutor for the program I was interested in cancelled his appointment without telling me, then yelled at me for asking later why he hadn't been there!

At my undergrad university you could walk straight into the office of any major professor and chat about anything you wanted. During office hours the doors were always open.


Yeah but that is the LSE - which for all intents and purposes operates as a US university / is a bit ****. (jokes...)

As for the Oxford tutor - well, you get a few eccentrics everywhere (especially here). Part of the charm.
I went to undergrad in the US...and the profs were accessible, even the famous ones!
Reply 18
Do you know if that's typical of most top american colleges, or just part of the stanford atmosphere?
Reply 19
shady lane
2. Although I did get the mean tutorial criticisms, tutorials almost always ended with "great job this week." I mean, do these people have thin skins or what?
Lol... I *wish* mine said that once. I got a bad mark on a mock exam once and he scrawled "this is PATHETIC" in big red ink over the front. Even getting a 2:1 he put a note into it (as the exam was marked by another tutor) saying "rather disappointing again". I get plenty of criticism. Makes me work hard though :redface: