 Most rewarding aspects of switching to a blended format is in the ways that I spend my time. So as I mentioned before, the time that I spend face-to-face with students really increases. And that's one of my favorite parts of teaching. So it's really nice to be able to spend one-on-one time in a class with over 40 students. I spend a lot less time grading. My first quarter as a professor at spent incredible amounts of time grading and writing down these responses that the students may or may not read. And I felt like this probably wasn't the best way to use the time. Since we switched to a face-to-face grading style, the amount of time spent grading goes way down. And grading becomes a conversation that you have with a student, and it's an opportunity for them to connect and ask questions. And since I'm spending a lot less time grading, I've been able to work on the content, the curriculum, and how that's delivered. And so that's nice to be able to have the time to do that. Because of the nature of the video format, we can pretty easily see where the difficulty points are. You look at the video playback and you can see the spot where everybody's rewinding the videos that are getting played over and over. And that those ones need to be simplified or maybe broken down into smaller chunks. You know, it's a traditional lecture. You've got, like, a 45-minute lecture, or however long it may be. And then, you know, sometime later the student actually gets to practice what's done. But with blended learning, you can really break those concepts down so you can have the 15-minute lecture, a chance to try it, another 15-minute lecture, a chance to try it. So it allows students to apply what they've learned in much shorter intervals. And that's a lot more effective to be able to do that. So just chunking a traditional 45-minute or an hour-long lecture into a series of smaller ones that students are actively learning in between. I think it's more interesting for the student. And then it's also a lot more effective because the student's spending a lot more time actually applying what they just learned. So the face-to-face grading is pretty motivating. We post a rubric on the assignment, you know. And in our course, a lot of the rubrics are based off of completeness. So learning CAD, you just got to do it all, you know, you got to do all the steps. And if you skip some of them, it's cumulative, so you'll miss those later on. So it's just the most important thing is that they do the work. And so no student wants to come to class and have to look me or one of the TAs in the face and just be like, I didn't do it. You know, it's embarrassing, especially in that group context. We have the rubric so that I can look at it and say, you know, we're looking for this, this, and this. And that's why you're getting an A, a B, a C. A grade is very real when somebody tells it to your face. The quality of the group projects have really gone up since we've created that space for them to work together and be able to create this Lego car together that they create. The quality of everything in that has gotten better. The sketches look great and the concepts work well and the teams have the ability to estimate how long it's going to take for them to build stuff. And then when they print out the cars, they actually fit together. It's really rewarding to see the students get better as the class gets better.