The best aspects of this course included the mathematical y applicable concepts and the effective professor. The course material was moderate for the students and much of the content could be applied to both engineering and physics. The worst aspects of this course included the fast pace in which the lessons were taught, as well as the professor’s difficult and hard to follow lectures. The course could improve if the professor slowed down the pace of his lectures and spent more time with the complex material. Prospective students should know that this is a fair upper level math course in which the students are assumed to have a solid math background.

Students praised this course for having an effective instructor who seemed genuinely interested in making sure students understood the material. Students had various issues with the instructor’s style with some wishing he had gone over more practical examples. Some felt the course’s grading system was unfair. Suggestions for improvement included a desire for a greater number of practical examples or perhaps even a practice exam, as well as having the professor better clarify his expectations. Prospective students should know that a strong math background was helpful in succeeding in the course. Students also found the course had a big homework load.

Students liked that the professor made the complicated aspects of the course’s subject matter understandable. Students sometimes found the professor difficult to understand and the volume of homework chal enging. Students thought the course could be improved by taking a slightly slower pace. Students thought it was important for potential participants to know that while the course requires some significant effort, they found the class useful.

The best aspect of the course was the passionate and wel organized professor who was able to effectively deliver the content to students. The worst aspects of the course were the lengthy and chal enging homework assignments, as wel as the chal enging concepts covered in class. The students felt that the homework assignments were unrealistically challenging and were not an adequate representation of the type of problems that eventual y appeared on exams. The course would improve if there were more problems reviewed in class in direct proportion to the level of difficulty of the exams. Prospective students should know that this is a very chal enging course and they should have a strong Calculus II and II background.

The best aspects of this course included the instructor, who was helpful and effective, and the real world applicability of the material. Many students found feedback on homework and quizzes to be lacking, and thought too much weight was put on the final exam. More practice exams and fewer proofs were suggested improvements for the course. Prospective students should try to take the course with this instructor.

The best aspects of the class included the interesting, challenging, and widely applicable material. Many students agreed that the professor provided detailed lectures that effectively explained the material, and that they appreciated the daily recaps after lecture. However, many students claimed that the professor moved too quickly through material in class and found it difficult to keep up with the pace of the course. This course could have been improved by adding a TA section and having more practice problems available. Prospective students should have a strong foundation in Calculus II , and should be prepared to use the textbook to prepare and reinforce concepts.