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JOEL SCHINDALL: Our grading
in the class is important,

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but it's done a
little bit differently

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from the way an ordinary
course is graded.

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In an ordinary course, there's
a specific body of material,

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and so you can grade
on proficiency.

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Can the student solve second
order differential equations?

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So you give them some second
order differential equations

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on a problem set,
and if they solve it,

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they get a good grade.

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And if they don't solve it, they
wouldn't get as good a grade.

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We're trying to teach a
way of thinking and being

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innovative so we give them
exercises and presentations,

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and then we grade them on the
passion of their engagement.

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Some of them have better
presentation skills

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than others.

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We're not looking at an
absolute mark, but we're saying,

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did you go outside the box?

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Did you try something new?

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Given where you were when
you came into this course,

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did you increase your skill set
effectively and energetically?

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And if you do, that's a
good grade in the course.

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And we actually give many--
many students get good grades

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in a course like
this, because they've

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elected to take a course to
enhance their capabilities.

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And that deserves a good grade.

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The ones who don't
get as good a grade

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are the ones who simply
haven't participated as fully.