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 the instructor, who was compassionate towards his students’ needs. Students also liked the variety of math concepts such as linear algebra, differential equations, probability and statistics covered in the course. Some students complained that because the course covered so many topics, it didn’t go in depth with any of the harder concepts. Many students requested another, more helpful text be added to the course. Prospective students should know that the course required hard work that they should be prepared to complete a significant amount of work outside of class.

Students praised this course’s instructor for bringing a bit of levity and interesting history lessons to this challenging course. Students perceived a multitude of issues with the course. Many students found that information presented in the textbook, homework and lectures didn’t align, with many students also adding that the textbook was unhelpful. Students also thought the course was an unfair mixture of not only Calculus II but differential equations, linear algebra and other topics for which some students felt unprepared. In addition, Students thought the course’s test were unfairly difficult and multiple students disliked that partial credit wasn’t awarded on problems. Suggestions for improvement varied; multiple students wanted the course to switch to another textbook that would better sync up with in-class lectures. Other students wanted additional in-class examples to help them better master the course’s topics. Prospective students should know that student found this course chal enging and that it covered a variety of mathematical disciplines. Despite its difficulty, students found the course doable so long as students were wil ing to work hard, study and pay attention during lecture.

The best aspects of the course were the helpful teaching assistants, clear lecture notes, and the effective textbook. The worst aspects of the course were the hard to understand professor and the challenging course material. The professor had a strong accent and many students had a difficult time following along during lectures. The course would improve if the lectures were clearer and inclusive of more examples to help students understand the content. Prospective students should be prepared to spend lots of time studying the material and doing the homework assignments so they can do wel on the exams.

The professor for this course assured that his students understood the subject matter by doing multiple examples of identical problems. Many students were relieved that exams actual y reflected what they learned in class, and found it refreshing that the professor could be humorous while still doing his job. The fast pace of the course made many students feel uncomfortable and there was a large amount of information packed into a small amount of time. To improve the quality of this course, it was suggested that the syl abus and pacing be revised, and that the exams be weighted more heavily. A strong background in Calculus I is highly recommended.

The best part of this class was the professor who was invested in students’ success. Students appreciated that the professor gave good class notes, held engaging lectures, and provided thorough explanations of difficult concepts. Some students found the homework difficult. Others claimed that the professor focused too much on proofs and theory rather than on application and solving problems. Suggestions for improvement included going over more example problems in class, and tailoring examples more towards biology students. Prospective students should know to take Calculus II for Engineers if they want a more calculus intense class.