<p>Ours is the same, but I think that we just stress more conceptual knowledge (much more “derive this model for this crazy scenario you’ve never really seen before or explain how this drug works…” appear on exams because of the exhaustive detail in which a single reaction is covered. You end up learning stuff on the damned exam lol) according to what I’m seeing. I don’t consider it babysitting necessarily, because research often shows that more engaged learning methods can drive the ability of students to do higher level problems up significantly, whereas pure lecturing is more conducive to memorization. Even with the socratic method, you have the choice of screwing around or slacking off (these will usually be the Cs, Ds, and Fs). The only difference is, if you want to contribute you must come prepared (you need to be studying frequently. My class actually had quizzes every week or two as well). But yeah, ours seems far different (range is like from 45-90 per section). You can take a look if you want: <a href=“https://drive.google.com/?urp=http://www.google.com/url?sa%3Dt%26rct%3Dj%26q%3D%26esrc%3Ds%26sou&pli=1&authuser=0#my-drive[/url]”>https://drive.google.com/?urp=http://www.google.com/url?sa%3Dt%26rct%3Dj%26q%3D%26esrc%3Ds%26sou&pli=1&authuser=0#my-drive</a></p>
<p>I think I made them public. The different methods that universities employ to weed students out with this course is interesting.</p>