For [1], could you point at some evidence, if you have any on hand? My impression from TAing STEM at an Ivy League school is that homework load and the standards for its grading (as with the exams) is very light, compared to what I remember from my previous experience in a foreign state university.
It wasn’t at all what I expected, and shaped (among other signals of implied preference by the university) my view that the main services the university offers to its current and former students are networking opportunities and a signal of prestige.
For [1], could you point at some evidence, if you have any on hand? My impression from TAing STEM at an Ivy League school is that homework load and the standards for its grading (as with the exams) is very light, compared to what I remember from my previous experience in a foreign state university.
It wasn’t at all what I expected, and shaped (among other signals of implied preference by the university) my view that the main services the university offers to its current and former students are networking opportunities and a signal of prestige.
I don’t know what legible/transferable evidence would be. I’ve audited a lot of courses at a lot of different universities. Anecdote, sorry.