The Largest Classes at Dartmouth College: Worth the Workload?

At Dartmouth College, some of the largest classes typically fall within introductory courses in popular majors. Examples include Introduction to Psychology, Introduction to Economics, Introduction to Biology, Introduction to Computer Science (CS 50), and Statistics. These courses are designed to provide foundational knowledge and skill development, while also serving as a networking opportunity for students.

Are They Worth Taking?

The value of these courses is significant in several ways:

Foundational Knowledge: These classes often provide essential knowledge that is crucial for more advanced courses in the respective fields. Skills Development: They help develop critical thinking, analytical skills, and foundational skills in research and writing, which are beneficial across disciplines. Networking: Large classes can be a good way to meet a diverse group of students, and some may lead to smaller discussion sections or labs that allow for more interaction.

Workload

The typical workload for these large classes includes:

Lectures: Large lectures can be less interactive, with students often receiving information in a lecture format. Assignments: Expect regular homework, readings, and projects, which can vary in intensity depending on the subject. Exams: Midterms and finals can be significant in terms of grading, often requiring substantial preparation.

Students often report that the workload in these large classes can be demanding but is manageable, especially with good time management skills. The course is designed to be structured so that it is feasible for first-year students to handle.

Personal Insights

In my day at Dartmouth College, some of the most standouts were courses geared to non-science majors, designed to help them fulfill their four required science courses. One of the most monstrously large classes was Earth Moon and Planets (EMP) taught in the sophomore summer term. This course had a massive class roster of 600 students, a fact that earned it the nickname “Earth Moon and Everybody.”

EMP was a key course for humanities and social science majors, who often signed up for a follow-up class on basic astronomy when they needed their fourth science course. However, retention of knowledge from EMP was often questionable. I recall a recently minted PhD in physics staying on for a term to teach a fall quarter class on basic astronomy. Despite the large class size, many of the former EMP students signed up for the course, hoping to learn what they had presumably missed in their previous class. However, most of these students could not recall much from EMP, if anything significant.

Other courses stood out for different reasons:

Music Theory: A music theory course had a content-rich variant, but there was also a watered-down version known as “Clapping for Credit” that was popular among students majoring in “Frat House.” It was immense in the summer terms with transfer students from women’s colleges seeking a less rigorous experience. Introductory Oceanography: Another course, though known to be a gut, did not catch on in terms of class size. It might have been more popular if someone had submitted a chocolate whale as a final project.

These examples highlight the diverse experiences and outcomes associated with taking large introductory courses at Dartmouth College. Ultimately, whether these classes are worth your time depends on your academic goals, interests, and learning preferences.

Conclusion: If you are interested in the subject matter and are prepared for a larger class experience, these courses can be very beneficial. They offer immense value in foundational knowledge and practical skills development.