[TrackerFF]

Obviously depends on the school, and how much grade inflation (or deflation) they've gone through. When I studied Electrical Engineering, class average was 2.8 or so. The few students that actually had anything close to a 4.0 were terrific students.

I remember in our real analysis class, the professor started with a comment (to the class) in the lines of:

"This is a demanding class. Top performing students usually spend 25-35 hours a week on the problem sets alone, and top grades are rarely awarded - some years there are zero A's. Please take the weekend to consider if you really need or want to take this class."

FWIW, this was no top University - but then again, grade inflation is not that bad in STEM, from my experience.

[lanstin]

Hmmm. I took a real analysis class at UNC Charlotte and one at Oxford and the latter one transformed my understand of maths. I felt if I ever taught a “maths for humanities” class Lebesgue integration and measure theory would be key components. I think if they are taught well by a person that really understands it backwards and forwards, well enough to explain it like a physicist, it is accessible.