The best aspects of this course included the encouragement toward students to col aborate with one another, and the fun and engaging assignments. One student felt that some sections of the course were not clearly defined. Another student felt that certain students were permitted to dominate class discussions. Suggestions included providing more examples and cal ing on students to voice their input as opposed to letting just anyone speak up. Prospective students should know they are expected to be very comfortable with functional programming by the end of the semester, and though it’s not necessary, previous knowledge of Haskell helps.

The best aspects of the class were the interesting material, the homework that clearly reinforced the lectures, and learning the ins and outs of programming languages. The workload and difficulty of some homework was the worst aspect of the course. Some suggestions for improving the course included 92 covering more homotopy-type theory, replacing oCaml with Haskell, and lecture slides rather than a whiteboard. Prospective students should have some background in programming, start homework early, and be able to work well in groups.

The best aspects of the course included the responsive, knowledgeable and passionate instructor as well as the interesting material. Students noted that the assignments were effective for learning the material. While comments on assignments were detailed and instructive, feedback was untimely and left students with little idea as to how they were performing. Students also found the late-days policy to be excessively harsh in terms of point deductions. Suggestions for improvement included providing feedback on assignments more promptly, and making homework assignments less time consuming. Prospective students should be prepared for conceptually difficult material with few resources available outside of the course textbook. Students may benefit from experience with functional programming.