The best aspects of this course included the “real world” problems, the opportunity to use notes with the exams, and the incredibly approachable and helpful instructor. One student felt the instructor took it personal y when a pupil didn’t show up to class. Several students felt the duration of the class – 3 hours – was excessive and should be split into two 1.5 hour classes each week. Suggestions included devoting more time to problem solving and distributing the work more evenly throughout the semester. Prospective students should have a solid understanding of soil properties and should be wil ing to ask for help from the faculty.

The enthusiastic professor of this course offered students insight to real world functions as opposed to the academic world. Students were able to apply what they learned in soil mechanics to solving foundations problems, and the final project brought together al aspects of the course. Students weren’t too fond of homework being assigned right before exams, and their homework was never returned. In addition, students’ entire grade was based on three midterms that were not curved. Suggestions for improvement include: more practice problems, more time given on homework and a structure notes system. Prospective students need to take Soil Mechanics before enrol ing in this course.

The best aspects of the course included the engaging professor and the real-world applications used to further explain concepts. Students felt that the course load was manageable, but that it would have been better if assignments were evenly distributed throughout the semester. The overall course seemed disorganized, and the consistent lack of feedback on homework assignments inhibited students’ ability to learn from mistakes. Suggestions for improvement included hiring a TA to help provide more feedback and have more flexible office hours. Prospective students should have a solid understanding of soil mechanics, and be prepared to rely heavily on the textbook to self-learn the material.