Thomas Liggett
Department of Mathematics
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2.8
Overall Rating
Based on 7 User s
Easiness 1.8 / 5 How easy the class is, 1 being extremely difficult and 5 being easy peasy.
Clarity 3.3 / 5 How clear the professor is, 1 being extremely unclear and 5 being very clear.
Workload 1.5 / 5 How light the workload is, 1 being extremely heavy and 5 being extremely light.
Helpfulness 3.8 / 5 How helpful the professor is, 1 being not helpful at all and 5 being extremely helpful.

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Reviews (1)

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June 27, 2011

Liggett is a very good professor. But he is sooo difficult. Fainting level difficulty! I'm taking him for 171 while taking Math 170B Math 131A. My feeling that 171 with liggett is more difficult than Math 170B with Chayes and Math 131A with Stovall combined times 2... I literally spent all my time studying for Liggett (almost crying, occasionally) and I still got a B, while getting A for 131A from Stovall (people say she is hard, but her 131A is sooo easy compared to Liggett's 171).

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Quarter: N/A
Grade: N/A
June 27, 2011

Liggett is a very good professor. But he is sooo difficult. Fainting level difficulty! I'm taking him for 171 while taking Math 170B Math 131A. My feeling that 171 with liggett is more difficult than Math 170B with Chayes and Math 131A with Stovall combined times 2... I literally spent all my time studying for Liggett (almost crying, occasionally) and I still got a B, while getting A for 131A from Stovall (people say she is hard, but her 131A is sooo easy compared to Liggett's 171).

Helpful?

0 0 Please log in to provide feedback.
1 of 1
2.8
Overall Rating
Based on 7 Users
Easiness 1.8 / 5 How easy the class is, 1 being extremely difficult and 5 being easy peasy.
Clarity 3.3 / 5 How clear the professor is, 1 being extremely unclear and 5 being very clear.
Workload 1.5 / 5 How light the workload is, 1 being extremely heavy and 5 being extremely light.
Helpfulness 3.8 / 5 How helpful the professor is, 1 being not helpful at all and 5 being extremely helpful.

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There are no relevant tags for this professor yet.

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