[335-341] In my heat transfer class this semester, it’s [the professor’s] second year teaching. And last year, for example, he taught a class, and it was huge. It was very difficult. Because he didn’t know any of us, and so, trying to talk to him about homework or, basically anything, was impossible, because he just … Yeah, I don’t know. He was just kind of scared of the whole teaching experience and not confident in his abilities, necessarily, and felt like he didn’t think that we liked him, and it was just a struggle.
[342-348] Whereas, this semester, not only has he been in industry making air conditioning units and heating units for the past 30 years of his life, so, heat transfer is his thing. It’s, let’s see … I’m trying to think of a specific example. I guess he calls on us more in class, almost like in high school. He knows each person’s name and what they struggle with and what they’re good at, necessarily. And so, engaging us in class, specifically saying, “Joy, do you know this example,” or, “Eric,” whoever. It’s like asking them, “What is the answer to this?” Or, “Why is this the way it is?”
[349-359] Also, he applies the lesson to what we want to do in our lives. And so, he will be like, “Hey, so, for mechanical engineers, we can look at heat transfer through this perspective. “But he’d also relate it to the electrical engineer. “Each one of the substances that the heat is flowing through can be represented as a resistor. You can make a circuit that is analogous to the system that we have.”