The best aspects of this course included the extra credit opportunities, the instructor’s wil ingness to help students with MATLAB, and the engaging manner with which the instructor taught. Some students 69 felt the textbook was confusing. One student felt the pace of the class moved too slowly. Suggestions included assigning more problems involving MATLAB applications outside of class, and utilizing a different textbook. Prospective students should study for the quizzes and take advantage of the instructor’s willingness to help.

The best aspects of this course were the manageable course load, the professor, the small number of homework assignments, and the senior option for the final exam. The weekly quizzes made sure that students were keeping up with the material, and Matlab was used on homework. The worst aspects were the focus on Matlab when it wasn’t real y covered, the lack of feedback on homework, and the textbook without solutions. In addition, students disliked most of the lectures. Suggestions for improvement include: two midterms instead of one, no Matlab on homework assignments, an available TA section, and fewer lectures and quizzes. Prospective students should know that not much work wil be required of them, but they wil need to study for the weekly quizzes. 79

The best aspects of the course included the instructor’s thorough, careful explanations and varied teaching techniques. Some students appreciated the use of MATLAB in the course, while others would have preferred more explicit instruction with the program and better correlations to lecture topics. Many students felt that the delayed feedback on homework assignments left them il -prepared for the frequent quizzes. Suggestions for improvement included having either more instruction on MATLAB or less reliance on it, and covering more practice questions in class. Prospective students should be advised that attendance is mandatory and monitored through the use of clicker questions, and that a background in MATHLAB will prove useful.