| Information | Review |
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Jeremy Rubin
EPIB315 Expecting a B+ Anonymous 04/09/2026 |
I am midway through the semester, and the lectures have been extremely difficult to follow because they are overly wordy and not clearly structured. This has clearly impacted everyone’s performance in the class—exam averages have been around 50–60%, which shows that the majority of students are struggling, not just a few individuals. I'm at a B+, I have an exam next week and I know it's only going down from there... I just know it. The homework assignments have also been confusing and not very helpful for reinforcing concepts. Additionally, there is a strong emphasis on coding in RStudio, but it hasn’t felt beneficial or clearly connected to what we are being tested on. Another major concern is the no-calculator policy on exams. Some multiple-choice questions involve complex calculations with large decimals that are not realistic to solve accurately without a calculator. This makes the exams feel unnecessarily difficult rather than a fair assessment of understanding. While I understand Professor Rubin’s intention to make lectures more engaging with humor, it often comes across as forced and not helpful to understanding the material. There seems to be an unnecessary focus on his humor, even though it does not resonate with the class, especially given how difficult the course already is. For example, including zero-point questions about puns on exams feels pointless—if they do not contribute to our grade or understanding, it is unclear why they are included at all, especially when students could benefit more from meaningful extra credit. If the goal is to pursue comedy, it might be worth separating that from lecture time in BIOSTAT, especially when the class is already struggling to keep up with the material. Thanks. |
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Jeremy Rubin
EPIB315 Expecting a B+ Anonymous 04/09/2026 |
Midway through the semester, his homework is entirely too wordy and goes so off topic that the questions don't even make sense anymore, so it takes you way too long to answer one part of a question that has like 5 other parts to it. The first exam was way too long for the time given (50 minutes), and the average was a 60%!!! For a biostat class, that's soooo low. I know people who would do well during discussions and even explain how to do the problems, but get under a 60% on the exam. He did give a 9-point curve, but I doubt that it did anything. On top of all that, I guess he is getting tired of us as a class lol. He has started being so passive-aggressive with his comments. If someone walks out during class (non-disruptive, mind you), he calls them out as soon as they leave. He also commented on all of us being there because we care about our grade and not the actual content or him, which is a given, I feel. Currently, I'm sitting at a high B, but I'm assuming it may go down after this upcoming exam. The class has two midterms and a final, accompanied by mandatory discussion attendance and homework, which are easy points if you have a chill TA. In my opinion, the TA helps me way more than he does because of his style of teaching. Overall, the content of the class isn't difficult; the way he presents the content just overcomplicates it and makes things so much more confusing for his students. If he were to drop the extra wording in his questions, I promise you the class would understand his problems so much better and, in turn, perform better. I get he is a somewhat new professor, so I am trying to be understanding, but it has come to the point where the whole class is confused and lost. side note: ig he's an aspiring comedian, but most times he says jokes that don't land, like not even a chuckle, it's kinda bad |