Students found the lectures well-organized, and liked that the professor posted his notes online. They did not like that it took a long time for homework to be returned and the professor/TA’s did not go over assignments or provide proper explanation. They said that the difficulty of the exams was inconsistent. Students suggested making the exams more consistent throughout the semester. Prospective students should know that the course is fast-paced, but the professor is helpful. It deals more with theory than with applications, and requires good math skills.

Students thought that the best aspects of this course included the lecture notes being posted online, as well as the interesting materials being taught. Many students thought that the tests were extremely difficult, harshly graded and unfair. Students found that homework did not reflect what was being taught in class, and that incorrect answers were sometimes given full credit, making it difficult to study. The textbook was equal y ineffective, and many students thought that the professor’s teaching style was not conducive to learning the materials. Students found that materials covered in class did not align to the homework, and that the exams had completely different materials altogether. Suggestions for improvement included altering the homework assignments to make them more effective study tools for the exams. Students also felt that additional opportunities to raise their grade would be helpful, since the professor refused to curve. Prospective students are advised that this will be a difficult, work-intensive course. They should have background knowledge in statistics, and calculus I through II would also be beneficial.

Students liked the approachable teaching style of the instructor for this course. They also appreciated that he provided a useful variety of support materials for the class. Students believed that the greatest drawback of the class was the lengthy homework assignments. Some students also found that the textbook for the course was not useful. Students thought the instructor could have improved the course by offering more example problems during lectures. They thought it would be useful for prospective participants to know that a strong background in calculus could be useful for this course.

The best aspects of this course included the real-life applications, examples provided in class, the instructor’s enthusiasm for the material, the instructor’s willingness to help, and the applicable textbook. Some students felt the material was excessively chal enging and that the instructor made too many mistakes while teaching. Students also felt the disparity between the abilities of the TAs was so great that many of them did not show up for their sections. Suggestions included curving the tests and incorporating more concrete examples. Prospective students are encouraged to study as often as possible and attend al lectures/sections.

The best aspects of this course included the helpful and engaged instructor, the range of material covered, and a reasonable workload. The real world applicability of the subject was also mentioned as a positive aspect. The worst aspect was the disconnect between the material on the homework and what was presented on the exams. Many students thought the exams covered material that was not covered in class and felt ill prepared to do well. Suggestions for improving the course included changing the textbook, providing more examples or solutions to practice problems prior to exams, and including more review times. Prospective students should know that the course is chal enging and requires independent learning to do well, but the instructor is more than willing to help if you ask.

The best aspects of the course included the professor’s personal investment in his students and desire to ensure their success in the class. While students often found lectures lacking organization and clarity, they did appreciate the professor’s responsiveness to feedback on teaching methods, as wel as his willingness to make himself available for extra help, and the ample supplementary study materials that he provided. Students reported that they would have preferred to spend more time and focus on key concepts, and to review practice problems more thoroughly. Prospective students should have a strong calculus background, and expect a moderate-to-heavy workload as well as a fair grading system.