CONLEY, WILLIAM JOSEPH
1,552 letter grades across 19 courses
- Average awarded
- 3.13
- weighted by students, not by course
- Students graded
- 1,552
- Courses
- 19
Teaching in Fall 2026
Grade record by course
| Course | Predicted | Raw | n | Terms | A range |
|---|---|---|---|---|---|
| LIFESCI 30B Mathematics for Life Scientists | 3.21 | 3.20 | 356 | 1 | 54% |
| MATH 31A Differential and Integral Calculus | 2.98 | 2.96 | 187 | 1 | 42% |
| MATH 31AL Differential and Integral Calculus Laboratory | 3.46 | 3.51 | 153 | 1 | 74% |
| MATH 131A Analysis | 2.84 | 2.82 | 117 | 3 | 32% |
| MATH 115AH Linear Algebra (Honors) | 2.98 | 2.95 | 108 | 3 | 38% |
| MATH 115A Linear Algebra | 3.37 | 3.40 | 106 | 2 | 59% |
| MATH 106 History of Mathematics | 3.44 | 3.43 | 83 | 2 | 58% |
| MATH 182 Algorithms | 3.18 | 3.15 | 70 | 2 | 50% |
| MATH 120A Differential Geometry | 2.96 | 2.89 | 69 | 1 | 36% |
| MATH 42 Introduction to Data-Driven Mathematical Modeling: Life, Universe, and Everything | 3.70 | 3.72 | 45 | 1 | 82% |
| MATH M32T Essential Calculus for Mathematical Biologists | 3.25 | 3.23 | 43 | 3 | 47% |
| MATH 170E Introduction to Probability and Statistics 1: Probability | 3.08 | 3.02 | 43 | 1 | 35% |
| MATH 116 Mathematical Cryptology | 3.19 | 3.15 | 37 | 1 | 43% |
| MATH 31B Integration and Infinite Series | 2.20 | 1.78 | 36 | 1 | 11% |
| MATH 70 Introduction to Probability | 2.93 | 2.78 | 35 | 1 | 34% |
| MATH 132 Complex Analysis for Applications | 3.04 | 3.05 | 33 | 1 | 52% |
| MATH 95 Transition to Upper-Division Mathematics | 3.41 | 3.54 | 11 · small sample | 1 | 45% |
| LIFESCI M32 Essential Calculus for Mathematical Biologists | 3.57 | 3.57 | 10 · small sample | 1 | 60% |
| C&S BIO M32 Essential Calculus for Mathematical Biologists | 3.25 | 2.95 | 10 · small sample | 1 | 50% |
| MATH 375 Teaching Apprentice Practicum | S/U | 0 · small sample | 2 | - | |
| MATH 495 Teaching College Mathematics | S/U | 0 · small sample | 4 | - |
“Predicted” is shrunk toward the course average, which is itself shrunk toward the department, so a course taught once to twelve students sits near the course mean rather than at whatever those twelve happened to get.