The best aspect of this course was professor’s clear and effective teaching style. The professor also taught almost directly from the textbook, which made it easy for students to follow along and review the math problems. The worst aspects of the course included the large amounts of information that students had to learn, and the occasional confusion about the content as the professor sometimes made topics more complicated than necessary. Many students also felt that the class sessions with the teaching assistants were not very helpful. The course would improve if the professor went over more problems and examples during lectures, and it would also improve if the students were completely clear on the type of problems that would be on exams. Prospective students should be conscious of completing their homework and must be very familiar with Calculus I in order to perform well in this somewhat difficult course.

Students praised this course and its professor for effectively going through a lot of material in a single semester. Students also appreciated the fact that there were various resources they could turn to for help with the math such as Learning Den and PILOT. However, some students said lectures were hard to fol ow and rushed. Multiple students also found the instructor to be, at times, sarcastic with students. Suggestions to improve the course included adding more exams or other graded opportunities. Other students wanted to have lecture notes or a recording of each class lecture available online. Prior knowledge of Calculus was helpful but not necessary for success in the course. Students found staying on top of homework, studying and asking questions were also important for doing well in this course.

Students praised this course for having a manageable amount of homework and how the instructor seemed committed to making sure students succeeded. Perceived issues with the course included a belief by multiple students that the course’s instructor was hard to understand and in addition, tended to rush through certain ideas presumably because he assumed students were already familiar with them. Suggestions for improvement included a desire by multiple students for a more eloquent instructor and for the course to be more interactive, partly so the instructor could better gauge how well students were grasping topics. Prospective students should know that students found the course was chal enging and that those who had a background in the subject found the course to be easier.

The best aspects of the course were the amazing teaching assistants and the helpful professor who was able to explain the concepts to students very well. The worst aspects of the course were the very lengthy homework assignments and the feedback students received on them. The lectures were dul and often unclear and many didn’t find the teaching assistants very helpful. The course would improve if the lectures were more engaging, if there were fewer homework assignments, and if homework was reviewed. Prospective students should endeavor to attend al lectures and stay on top of the homework assignments to be successful in the course.

According to students, the professor of this course did a commendable job of explaining the theory, formulas and concepts of study. He always began class asking if students had questions, and it was obvious that he cared about his students grasping the material. The amount of work required for problem sets was overwhelming and the homework and exams were complicated. Many students agreed that the homework was weighted too heavily, and that it should’ve been used as a learning tool instead of a way to decrease grades. Suggestions for improvement include: cutting down on homework, easier tests, and more time to review material. Prospective students should prepare for a demanding work load.

The best aspects of this class were the structured lectures and relatively smal class size. Many students agreed that the professor was very approachable and helpful, and that he made an effort to ensure that students understood the material. Some students found that the class moved too quickly through material and that there were occasional disconnects between lecture topics and TA sections. This class could be improved by better matching the difficulty of homework to exams. Prospective students should have a strong background in trigonometry.