The best aspects of this course included the engaging lectures by the very humorous professor and the comprehensive material students learned over the semester. The worst aspects of the course included the chal enging homework assignments and the disorganized teaching method. The professor’s lectures were sometimes hard to follow and a lot of the content was rushed, especially in the last few weeks of class. The course would improve if more time was spent on the material and if students had more 144 supportive practice problems and handouts to help them with the content. Prospective students should

Students liked how concise, thorough, and easy to fol ow the lectures were. Students thought the instructor covered the material well and the course had real-life applications. Students thought that the homework and assessments were not always in line with what was discussed in class and suggested including more computer assignments, where it would be easier to use and test students’ knowledge of the concepts. Prospective students would benefit from a basic understanding of programming and optimization, and should be prepared to read outside of the course to support the concepts discussed during the lecture.

Students praised this course for having an engaging instructor who used a mixture of teaching styles in order to keep lectures interesting and engaging. Perceived issues with the course included a widespread belief that the instructor frequently missed lectures and left students in the hands of less than effective substitute teachers. Suggestions for improvement varied greatly. Some students thought the course would benefit from new technologies such as online lectures and assignments. Prospective students should know that students found the course covered a good deal of interesting material and that they felt a background in probability was helpful. 161