[41-51] Then what was after that? So then biomaterials, which is a pretty hard class. The teachers, he tries really hard. I do think that he’s a good professor, except the only problem is, he expects us to know a ridiculous amount of information basically. And I do put a lot of time and effort into the class, and it’s still really hard. And I mean, he also acknowledges that, and he also does notice the effort that you put in something that says that he’s going to factor that into your grade at the end, which is good. But either way, that exam itself, I studied a lot for it, and it was still really difficult. It was literally basically all open-ended, and then there’s a couple of graphs that we had to analyze basically. And he’s also strict on, he’s not really going to accept any type of BS answer, it’s got to be basically almost exactly correct to get credit. And I knew that going into it. And then, obviously it was a little bit difficult.
[171-177] Yeah. So, biomaterials, like I said, it’s pretty hard class. The teacher goes very hard. He does care a lot and he’s a good teacher but […] So, the way he sets up his class is, he calls it a flip lecture. In my opinion it’s not, because I took a flip lecture class earlier last spring, and the way that she did it is […] So, the idea is to watch lectures outside of class and then basically do the problems in class. And then, because your lecture was having an idea about the material, then you’re going to try and do it and then the teacher can actually help you apply it, which in theory, doesn’t sound like a bad idea.
[178-185] Except, it also means that I have to watch, 45-minute lectures out of class, on top of, still being in class. Not to mention the fact that the way that he does it is, you watch the lectures, and then he bases his lecture on the lectures that you had to watch. So, he literally had the same exact PowerPoint, he’ll take out some of the slides or change some of the data or delete some stuff, but it would literally be the same exact picture, same exact information. And he’ll just post it and he’ll just go through it in class and he will […] And he has a thing on his phone where he’ll randomly call on you and then ask you questions about the PowerPoints.
[186-194] So, what I don’t understand is how are we going to call it a flip lecture when literally it’s just him, wanting us to watch it, almost memorized it, but also, more so understand so that way you can answer his questions. Because they’re also not […] He’s also not just being like, “Okay, well, what does it say on slide two or what does it say right here?” He actually wants you to get a little bit in depth. But along with that, he also mix questions with his 45 minutes lecture, and I even take notes on it. I still can’t answer his question sometime, which is, very frustrating and it happens, literally to everyone. So, again, in the grand scheme of things, it’s fine, but it still is frustrating.