[86-98] I enjoyed my dynamics professor because he was very engaged, very engaged. He made his own website with a bunch of simulation-type games, where you could test out your theories. For example, if I have acceleration in one direction and speed in the other direction, the simulation game could help you determine how long will it take to get to zero, and whatnot. You could test all those things out with the software that he made, that he programmed. He made his own videos for that website about the stuff that he was teaching, kind of like Khan Academy. Basically, that same style of video, just with him. And in class he wasn’t just relegating everything to his website or to his videos, he was actively teaching. If there wasn’t a participant in class, then you weren’t going to get much out of it because he wanted you to participate, and that’s when he started teaching. He wanted to hear all the ideas, even if they were flawed, and oftentimes he would rather go over time discussing things rather than just getting straight to his answer. He was very engaging, he had the right amount of difficulty, not because the class itself was taught in a way that was difficult for me but because the coursework itself was engaging, but it was a difficult subject. He didn’t make it harder than it was, he made it easy to teach, easy to digest, and he gave us work that we had to work for, answers that we needed to work for.
STORIESSTories of Resilience and Inclusion of Engineering Students