Earlier quoted context omitted.
> Most jobs don't care - it's technology that's unusual. TBH I am far more likely to hire an English major with demonstrated technical skills than a technical person with a purely technical education. Learning the technical skills to live up to the expectations of an entry level software or coding job is just not that hard for a decently smart person. I want to see evidence that you can think more broadly too rather…
To be fair, I graduated from a good uni with honors, so not to say this out of spite, but in my experience this evidence you speak of--in non-technical courses--says more about whether the prof liked you and you stuck to affirming or regurgitating their ideas. Additionally hearsay is one of the worst kinds of evidence, scientifically speaking. I wish there was more development into standardized testing... People pret…
My best classes were the ones where the professors and I came from wildly different places. There are bad profs, but in my experience it is pretty uncommon for professors to actually want to see you regurgitating their ideas. Moreover, most of my grading was done by TA's anyway so it's not even like the prof's take was relevant since the TA's have their own agendas.
More often the fact is that, undergraduates (and many graduate level students) suck at properly arguing their point. It’s not their fault really, they’re just less experienced at building a case, operating under a time and space constraint, and less knowledgable about the topic than the person grading them.
And when you’re being contrarian (going against your professor’s thinking) you’re likely to suck even more than usual because your professor hasn’t spoon fed you an acceptable conclusion, a cogent argument leading up to it, and first principles that they agree with to build an argument from.
>People pretend profs are altruistic and stop acting like people when they become profs.
Who exactly do you think would be designing (and thereby imputing their biases into) these standardized tests?