The best aspects of this course included the timely feedback provided to students, the instructor’s ability to thoroughly explain the concepts, and the class format that was both non-traditional and conducive to participation. Students also appreciated the instructor’s enthusiasm and his particular interest in developing students’ problem-solving skil s. Some students felt that the workload was excessive outside of class. Suggestions included making the homework easier and occasionally lecturing the class in a more traditional manner. Prospective students should have a solid understanding of calculus.

The best aspects of this course were the fascinating demonstrations and the depth of the introduction to this field. Many students thought the chal enge of the course and satisfaction with understanding the material was an additional highlight. The amount of homework and the often unclear lectures were the worst aspects of the course. Many students found the lectures difficult to understand because the instructor jumped between various topics without making connections. Suggestions for improving the course include giving more time in class to equations and better organization to the lectures. Prospective students should have a solid foundation of calculus II before this course and prepare for a heavy workload.

The best part about this course was the engaging material and accessible professor who showed that he cared about students and wanted them to do wel . Many students felt the textbook did not help them with exams. The course was chal enging and the assignments were time consuming. This course could be improved by lightening the workload and providing students with more in-class examples and assigned practice problems. Prospective students should have taken Calculus II . It is important to stay up to date on the course readings.