A Quote by Jim Peebles

I have taught a mixture of undergraduate and graduate courses, and found them both stimulating. — © Jim Peebles
I have taught a mixture of undergraduate and graduate courses, and found them both stimulating.
I've taught statistics, math courses and what I've found is that often if you teach them algebraically the formulas, you'll have one group of kids doing well.
It is soooooo necessary to get the basic skills, because by the time you graduate, undergraduate or graduate, that field would have totally changed from your first day of school.
Teaching methods are often inadequate for the goals faculties are trying to achieve. Important courses such as expository writing and foreign languages are frequently taught by untrained graduate students and underpaid adjunct teachers.
Shiv Nadar University has five schools with 16 departments offering 14 undergraduate, 10 master's and 13 doctoral programmes. The demand for engineering courses - computer science, engineering, electronics, communication engineering, mechanical engineering - is slightly on the higher side compared to other engineering courses.
When I was in graduate school in Princeton, I was told to take three courses. One of them to work on really hard, another to work on moderately hard, and the third one just to absorb. In my case, I never showed up to the latter class, taught by Robert Gunning, on Several Complex Variables. Several Complex Variables (Cn) was starting to get vary fashionable then, but I decided to specialize in n=1/2.
I was an English major at Yale, but I did do undergraduate theater there. And I went to the graduate school for acting.
Besides numerous science courses, I had the opportunity to study philosophy, the history of architecture, economics, and Russian history in courses taught by extraordinarily knowledgeable professors.
A graduate student who is still learning courses is not really taking a maximum advantage of a research university's offerings. He should already be finished with course-taking, as he would then be able to shape his own taste about what is a good subject for research work in the graduate school.
My undergraduate studies at Brown and graduate degrees from Harvard prepared me for a multifaceted career as an actor, entrepreneur and philanthropist.
When I first started out in Houston, it was theater or bust. And I loved it. I still love it. And then I went to undergraduate and graduate school for acting.
The thing that's depressing is teaching graduate students today and discovering that they don't know simple elemental facts of grammar. They really do not know how to scan a line; they've never been taught to scan a line. Many of them don't know the difference between 'lie' and 'lay,' let alone 'its' and 'it's.' And they're in graduate school!
Everyday life is a stimulating mixture of order and haphazardry. The sun rises and sets on schedule but the wind bloweth where it listeth.
I was an American Studies student at Berkeley as an undergraduate, and pretty much as a graduate student, too.
Yale places great stress on undergraduate and graduate teaching. I like teaching, and I do a lot of it.
I took my teaching responsibilities very seriously... I taught some great courses: Legal history to feminist theory, courses in American mass culture... I love teaching - I mean really love it.
At the undergraduate level, SNU has a unique 'Opportunities for Undergraduate Research' programme. Students are encouraged to undertake research programmes at the undergraduate level and get trained in the interdisciplinary research.
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