The best aspects of this course included the homework and exams that were a clear continuation of the material discussed in class; also, students appreciated all of the design examples and practice. One student felt the class moved too slowly. Another student felt the homework-grading criteria was excessively nit-picky – that students should not have points knocked off for forgetting the date on a paper. Suggestions included al owing students to complete independent final projects and providing students with more problems on Blackboard. Prospective students should know that the course is considerably math-intensive and that it’s crucial to attend every lecture.

The best aspects of this course were the homework assignments and the professors. The homework was great practice for students to prepare for exams and their future careers. The professor broke down concepts well and she was always available to students outside of class. But the course was a bit disorganized, the homework assignments were lengthy, and the progression of learning at times didn’t relate. Students suggested that this course return to two courses (Steel Design & Concrete Design), and more flexibility with grading. Prospective students must take Structures I before enrolling in this course.

The best aspects of the course included the excellent professor whose effective teaching style was conducive to learning the material. Many students claimed that a shift in grading structure between the first and second semesters made the workload heavy, and even excessive. Thus, students suggested scaling back the combination of quizzes, projects, and exams to make it more manageable. Prospective students should be prepared to stay on top of a rigorous work schedule throughout the semester but to leave the class with a strong foundation in structural design.