The best aspects of the course included the course project and assignments which helped students to better understand finite elements. The worst aspects of the course included the lengthy and unclear homework assignments, and the occasional structure of the class. The professor scarcely provided helpful responses to assignments, would occasionally cancel classes, and keep students late in others. The course would improve if the professor provided more examples of the problems and was more helpful to students. Prospective students should set apart lots of time for the projects/assignments and should have a good background in programming.

This course provided an in-depth analysis of finite element systems and the programs really helped students visualize the preprocessing and post processing functions of FEM. The skills learned during this course will be very useful in the future for students. However, lectures were basically straight from the textbook with little variation, the professor was absent more than five times, and there was not enough time al otted for completing exams. It was suggested that more computer-based assignments be integrated into the course schedule, that the professor be in attendance, and that there be an even distribution of work throughout the course. Prospective students should be proficient in math.

The best aspects of the course included the expert knowledge of the instructor and the clear articulation of the basics of fracture mechanics. Students felt that expectations for assignments were not clear and that the course could have been organized better so that al of the topics in the syl abus were covered. Suggestions for improvement included having better feedback on graded assignments and providing more opportunities for problem solving in order to apply theories learned. Prospective students should al ocate enough time to complete assignments as the course is chal enging. Students should be comfortable with continuum mechanics and applied mathematics.