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EF 230 Spring, 2013

Computer Solution of Engineering Problems

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EF 230 Spring, 2013 Feedback

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Please take a few minutes and give us feedback on the class. Your constructive comments are invaluable to us in helping improve the class each semester. You will received extra credit for completing this form. Thanks.

Labs

Rate the overall quality of the EF 230 class.

30% (39/128) Very good (1) 49% (63/128) Good (2) 16% (21/128) Average (3) 3% (4/128) Marginal (4) 1% (1/128) Poor (5) 0% (0/128) N/A (0) Avg: 1.95, NZAvg: 1.95, sum=249, cnt=128, nzcnt=128

Comments/suggestions for improving EF 230:

190.  Increase the font size of programming shown on the overhead by 4-8. Have the TA's get microphones or increase their volume by 200-300%. 191.  I guess my most major issue with this class, was that Matlab can be so frustrating and time consuming that I either feel that the class should be easier, as in less of a work load, or worth more than two credit hours. However, in terms of my GPA, I'm thankful it wasn't worth more hours. 192.  It was good 193.  Slower pace 194.  I think video overviews of the topic covered in each lab would be helpful. I think I would have used those videos when doing homework/projects. 196.  Teach us what will be on the test so that we won't have as many problems with time trying to figure out what to do and even what is being asked for us to do. 197.  Towards the end, the labs got much less descriptive and it made the homework much harder. I understand that we have more knowledge by that point, but I feel like the labs and examples didn't help much with the homework and I had to google search to find help. 200.  Nothing 201.  N/A 202.  none 204.  MAKE THE EXAMS SHORTER! 205.  No surprise multi-choice on tests. 206.  Provide more help sessions. The speed at which we covered material was fast for me but that may not be the case for other students. Perhaps extending the time at which HW can be turned in would help out our homework grades tremendously. For example: after midnight instead of changing the amount of points to 50% credit it could be at 90% and slowly descend just like in EF 151/152. 208.  A more structured way of spending class time. 210.  A good class It just gets a bad rap since its so different from everything else. 212.  none 214.  Perhaps the inclusion of applied examples would improve the course. 218.  This class has good lesson plans. I learned a lot more in this class than EF 105. 219.  Work at a slower pace in class. 220.  More in class practice would be helpful. 221.  Can you please go slower in the labs? A lot of the times we are trying to copy down what the TA's are putting on the board and they type all the information so fast that we cannot keep up. 222.  There should be more guidance on the projects. They are worth a lot and the instructions can sometimes be more confusing than they are helpful. 223.  Some of the harder material like fmincon should have been explained in further detail and some topics should have expanded into multiple class days. 224.  Final project seems to be a little too large for an end of the semester project. If we were supposed to create one engineering application and one fun project, it would be better than 2 engr and 1 fun. 226.  More or possibly different commands taught. I don't really see images being as useful as something like partial differential equations. 227.  Sometimes the labs didn't progress smoothly since the TA's would make up examples on the spot. Maybe preparing examples on paper before class or using a separate computer with the code will help this. 228.  Practice tests in the review lab would be helpful, like the one in the review lab for the third test. 229.  Don't take off so many points for comments. My program works, that shouldn't put me at the A/A- boarder. 230.  none 231.  None. 232.  Despite that I actually like Matlab, I really disliked this course. There was so much material that beyond fundamental operations (like functions, for loops, plotting, and indexing) we had to breeze through with minimal understanding. In addition we were frequently forced to use the help file as though it would shed light on the uncertain operations but sometimes the operation in question was well beyond a simple read and run using the help file. The projects were awkward and the exams were frustrating. The experience was so choppy that I as a student never had an opportunity to establish a comfort zone. I feel many students have the same problem and then associate this discomfort with Matlab as a whole; as a result they shun it despite its very useful applications. 233.  Attendance non-mandatory 235.  slow down. 237.  more example 239.  The labs got significantly harder at the end of the semester, but the time spent on each lesson wasn't proportional. I feel like the lab pages themselves were sort of rushed to complete at the end and they relied to heavy on the MatLab help site. 240.  make the labs simpler and highlight subjects that will be on the test 241.  none 242.  It is not an intuitive subject and difficult for most to understand but the TA's do what they can. I would possibly suggest help sessions before tests or around busy times to have more than one TA otherwise it is not very helpful. 243.  Perhaps actually have the class go over examples that are not posted online. 245.  I really enjoyed this class!! 246.  Staffing an additional TA for the help session before exams. I know you're not supposed to wait until last minute, but if that is the only day of the week we can go to help sessions, then it's not very helpful. 248.  Good how it is 251.  More time to code in class to work out things you do not understand. This class really needs to be a 3 hour class. 252.  The labs went really smoothly. The TA's knew how to relate to us very well. 253.  None. 255.  make problems on the test more related to the homework. I feel that some of the test question where stuff that was not covered very well 256.  Try to explain more what the commands and functions actually do. The speed at which the class goes pretty much forces you to just memorize. 257.  Lectures were very boring. Hard to follow for someone with minimal knowledge of matlab/computer programing. Though for most of the lectures the TA's had very little time to go around and help students. 258.  Some of the material was done just a little too quick. The nature of the course is quick, but for coding I am very slow about it. Hence why my exams aren't the best. I can do projects well, but drag my feet on exams. 259.  HWs toward the end were more helpful because they included multiple choice and then a couple questions were we applied the concepts. More of these throughout the year would be nice. 261.  I don't really understand how this is a 2 hour course. It's not even that big of a deal, but it is really misleading when one is registering for courses expecting to take a 2 hour credit course. The amount of time spent in class is the same as other 3 hour credit courses, and including project coding time, there is a significant amount of time that I had to spend outside of class to do the work. I also felt that the homework didn't reflect the material we were tested on. This got better later in the semester where our homework actually had coding problems to solve instead of multiple choice. That was a big issue for me particularly on the second test. 263.  the material is dense and the exams are formatted in such a way that it makes it very difficult to correctly complete them on time. 265.  Possibly more explanation of concepts that are not-prerequisite such as Differential Equations. 267.  I felt like some of the topics during lab were very generally discussed and not really challenged in the homework either, but then appeared on the exams. My only suggestion would be to cover everything that is an exam problem. 268.  Provide more examples to use for practices some kind of micro projects would be helpful 269.  This is a 2 hour credit, either lighten the work load or make it worth my time and make it a 3 or 4 hour credit. 270.  More real world application...? Projects are okay, but they seem disembodied from the work we do during class 272.  maybe slow down the speed of the class 274.  The only way I could see EF 230 improving is the format of the exams. On the first exam, it was very long because of the multiple choice. If there is a way to find a "happy medium" between multiple choice and coding, I feel that it would make the class more beneficial. 275.  I can't think of anything off the top of my head to improve it. It's already a well-designed class. 276.  The class was what I expected when I signed up for the class. 277.  I like how structured the course was 279.  Take a little more time on the 3rd module 280.  Sometimes the material comes at us pretty fast, slowing down sometimes would help 282.  No more 50 multiple choice segments on the test 283.  None. 284.  Maybe go slightly slower in class and make the tests easier 285.  make it slightly easier 286.  The tests should not be a different format than the homework. 287.  The help sessions were great, and gave me time to work on projects outside of class. Rarely, when there was a lot to cover in one class, the material was covered too fast, but it was understandable. 288.  it was a fun and interesting class, the only things is sometimes it went a bit fast 289.  REFINE the topics of this class. We should spend time at the beginning learning SYNTAX (which probably 85% of students don't retain from EF 105). Shrink the list of topics and spend more time on module 1 and module 2 so that we actually get a grasp of this stuff. Also, maybe incorporate a book, because using the website for reference usually doesn't help. 290.  comment out all of your code when you type out examples in class 291.  i think that the class is done very well the only issue i have is that some of the material should have been covered more thoroughly 292.  have the course cover C++ not matlab 293.  Make material easier 294.  I think that if we learned more about other programming languages, that it would be helpful. 295.  This was my most enjoyable class 296.  Sometimes the homework question seemed more tricky than difficult. 299.  The class is great. They do move a little fast at some points in the lab. Usually I get behind once and then I am behind for the rest of the lab. I suggest the TA's take moments to check on the status of the class and if they are keeping up. 301.  Tests that don't require such a big jump in intellectual difficulty from taught material to whats actually on the test 302.  none. 303.  Keep having great TA's like the current ones to keep up the great work. 305.  Alright 307.  . 309.  No, its a good class. I just feel like coding is one of those things that people are either good at or not good at. And im not good at it so I kind of struggled through the class. 310.  Not all engineering majors should have to take it. 312.  I think that it is a bit of a heavy workload for such a small amount of credits. I would lower the amount of projects, or just not have the final project. 314.  It was a good class overall i feel like i learned a lot, i would say that the lectures were a little to fast paced and might need to be slowed down just a tad. 315.  Cover some things that are more useful than others, the shotgun approach isnt very effective. too much material without getting much practice actually using the commands to code. 316.  I really learned a lot in this class. I'd had some programming experience in the past, but it was nice to actually learn MATLAB, and to learn a bit more about programming in general. 317.  It would be awesome if there was a little more overview for EF 105's material

GTAs

Rate the overall quality of the Morgan Helton's in presenting and explaining the material. Use N/A if he never presented the lab in your section.

50% (64/128) Very good (1) 29% (37/128) Good (2) 3% (4/128) Average (3) 1% (1/128) Marginal (4) 0% (0/128) Poor (5) 17% (22/128) N/A (0) Avg: 1.20, NZAvg: 1.45, sum=154, cnt=128, nzcnt=106

Rate the overall quality of the Taylor Morris's in presenting and explaining the material. Use N/A if he never presented the lab in your section.

38% (48/128) Very good (1) 34% (44/128) Good (2) 7% (9/128) Average (3) 2% (2/128) Marginal (4) 0% (0/128) Poor (5) 20% (25/128) N/A (0) Avg: 1.34, NZAvg: 1.66, sum=171, cnt=128, nzcnt=103

Rate the overall quality of the Everett Stiles's in presenting and explaining the material. Use N/A if he never presented the lab in your section.

30% (39/128) Very good (1) 27% (35/128) Good (2) 3% (4/128) Average (3) 2% (3/128) Marginal (4) 1% (1/128) Poor (5) 36% (46/128) N/A (0) Avg: 1.08, NZAvg: 1.68, sum=138, cnt=128, nzcnt=82

General comments/suggestions on GTAs:

190.  Everett and Morgan were both professional and seemed to care about the students. While MATLAB is frustrating to learn, I would take classes under these two again. Genuinely good guys. 191.  Morgan and Taylor were both very good, and I'm glad I had them. 192.  None 193.  None 194.  Both Taylor and Everett did a great job of explaining the material. They always had clear examples and were able to answer almost any question we had. And if there was something that they weren't sure of they were honest and tried their best to solve the problem. 196.  Very good and very helpful during help sessions 197.  They were very good at explaining things and teaching. No complaints whatsoever. 198.  Very helpful and knowledgeable. 200.  Let them know that we are not experts like they are 201.  Knew how to explain things very well. 202.  Very helpful when it came to projects and homework 203.  Very glad to of worked with them this semester. 204.  They were very helpful. 205.  NA 206.  The GTAs were very knowledgeable! There is no doubt that they know what they are doing! 208.  They know their stuff but need a better way to relate the information. 212.  none 214.  The interest they had in the subject matter, despite my limited interest in matters of coding, was refreshing, and surprising. Yet again I'm impressed by how well the EF program chooses the GTAs for courses. Aside from the EF 105 course, I haven't had an incompetent GTA. 215.  Make the text on the overhead larger more often for people in the back to see. 216.  The TA's were amazing in explaining and teaching all the material that needed to be taught. 218.  The TAs are very great and helpful. 219.  Both my TA's were great. They seemed to know the answer to any question asked. 220.  The TAs in this class are very good. They know exactly what they are talking about and can help a lot with the classes understanding of the material. 221.  They are extremely helpful. 223.  Taylor at times seemed lost in the material and Everett would have to bail her out. Not a bad duo though. Everett was he backbone, but he seemed like a computer engineer that really enjoyed the topic and learned all he could cause its fun. Everett = best TA. 224.  TAs were great, and went out of their way to answer all questions. 226.  Taylor was really boring and always seemed sleepy/stoned. Morgan was pretty chill. 227.  Both were very good because they gave more insight into the material rather than just explaining how we were going to use it in an example. They would also provide info on other applications of the code or concepts learned. 228.  The TA's are helpful, I do not believe i have ever been to one of taylor's help sessions so I can't really say anything in regards to her but morgan and everett were helpful. 229.  Very helpful. 230.  none 231.  None. 233.  Non. Keep up the good work. 234.  Good people, very helpful 235.  helpful when needed 236.  Both TA's great at fast responses to homework questions after class. 237.  they are very nice and can answer my questions 239.  Great job! 240.  Very good job on teaching subject that i thought i would not like. They kept the class very lively. They are also willing to help even when you are completely lost. Thanks for the help!!! 241.  Great job teaching the class and explaining difficult concepts. 242.  Nice. 243.  I feel like the TA's would have more of man impact on a student learning the material if they did not simply go over what is online. 245.  All GTAs did a great job this semester! Especially Everett great guy. 246.  Everett really knew what he was talking about when talking at the front of the room. Taylor was very helpful one-on-one explaining everything in Layman's terms. 248.  Involve class more 249.  Overall Everett and Taylor worked really well together teaching the class, both knew what they were talking about and could answer (almost) any question raised, even if it was beyond the scope of what is necessary for this course. 251.  Move too quickly through the material, but it really is not their fault due to the work load. 252.  The TA's were really helpful and always available. 253.  None. 254.  Explanations were clear and help was always available. 255.  all the TA's did a great job explaining the labs 256.  Good at helping with specific problems when asked. 257.  Went rather quick when instructing. 258.  Morgan Helton is very handsome. It halfway distracted my ability to code. 259.  Very helpful. Know the material very well 260.  Sometimes I felt like I was being talk to like a child. 262.  Taylor and Morgan work well together! 265.  Good energy and cheerfulness. 266.  Both of them knew the material very well and were very helpful when I asked questions. 267.  The GTAs did a great job presenting the material but even more so, were so quick and eager to help sort out a question or problem. 268.  none 269.  They were HELPFUL and knew there stuff. All you need. Somehow the other departments have way too much trouble finding people who are HELPFUL and know what how to teach material. 272.  go a little easier on the grading. we're really trying here, but some of this stuff is really hard to get right the first time in a short ammount of time 274.  The TA's were great! Thank you for all of your help this year. 276.  Both TA's knew what they were talking about and were able to help when needed. 277.  I thought Morgan and Taylor did a great job giving examples and individually helping us through our problems 278.  Morgan was very helpful and insightful. Everett was extremely smart and obvioiusly knew the material and was still extremely helpful. 279.  Could be a little more helpful in explaining when asked question about student code. 280.  I had Morgan and Everett in class and Taylor helped me in a help session. It's clear they all know their stuff 282.  Great job, clear examples and fantastic knowledge on the subject matter. 283.  None 284.  Very enthusiastic 285.  they were good. very knowledgeable 286.  They were all good and helpful, but a little hard to understand during lectures. One on one they are all fantastic TA's. 287.  Easy to understand, gave good examples and explanations. 288.  n/a 289.  Everett and Morgan were great. Super, knowledgeable and always friendly. 290.  when explaining something, talk to us like we don't have a clue what we are doing 291.  i think that all 3 of the GTAs did an excellent job and provided help when needed and what i liked was not give the answer but guide us in the right direction as to accomplish what we were doing 293.  Very helpful 294.  Taylor and Everett were both extremely knowledgeable and helpful. 295.  Taylor and Morgan taught my class and were both great. They very knowledgeable, very helpful and very friendly. While Everett was very knowledgable I found him to be very unhelpful and unbelievably unfriendly. I only had a handful of interactions with him but I once went to help session and I was afraid to ask him questions. 296.  They were great and very helpful. Did a great job of making things clear 298.  write out all changes made when showing different ways to type out a code because sometimes y'all go too fast and so it would make it easier to see the changes and help us catch up. It would also help when seeing all the different ways to do it when we look back on the notes. 299.  They are great. Very helpful! Morgan and Taylor are very helpful and easy to talk to. 302.  Great guys, and gal. They were extremely helpful in class, and I really think that I learned the essentials for the MatLab program. 303.  Overall they are the best. Everett is very knowledgeable and so is Taylor 304.  Did their job very well, didn't have any problems with understanding course material. 305.  All seemed very knowledgable but kinda shy in the sense of talking to the students 306.  Giving explanations of why something is not working as opposed to just saying that it won't work is imperative to helping us learn the material. 307.  . 309.  Really good teachers, the only trouble with me is that I have a tough time with writing code. So it is just hard for me to grasp the concept. 310.  Everett was maybe a little too smart to be teaching this class. 312.  NA 313.  It seemed like the GTAs were reading directly from the presentation more than actually teaching the material. 314.  Morgan was a good ta he really helped us students out when we needed it, Taylor was more of us figuring it out on our own with her giving us a little help as we went. 315.  better examples, or maybe just more. a lot of examples were unhelpful since the commands had different formats or uses, so it made it even more confusing then. 316.  I thought they were great. Very helpful when I had questions, and did a good job with presenting the material and examples. 317.  As stated in the syllabus, I tried to talk to the TA's about grade changes etc, but it was always difficult to get it to happen. I understand they have their own lives, etc. but my grades are the same as what they were at the beginning of the year.

Resources

Rate the overall quality of the EF 230 web site.

62% (79/128) Very good (1) 33% (42/128) Good (2) 5% (6/128) Average (3) 1% (1/128) Marginal (4) 0% (0/128) Poor (5) 0% (0/128) N/A (0) Avg: 1.45, NZAvg: 1.45, sum=185, cnt=128, nzcnt=128

General comments/suggestions on web site:

190.  The website is great. 191.  The web site is a very good resource. There is nothing that I would suggest improving on. 192.  None 193.  None 194.  The website was very helpful. I used the 'Search m files' section a lot. It helped me a lot on projects and homework. There were a few times that I wished that there were hints on the homework. 196.  Good 197.  None. 199.  I think the online homework should not have you click the answers to input the answer. I sometimes mis-clicked and ended up losing points accidentally. 200.  N/A 201.  Put the in-class examples into the same page as the lab once the lab is completed. 202.  good 204.  Nothing! I love the website. I use it as my home page, kind of. 205.  NA 206.  I don't like how everything closes after you back out of In-class examples. It would be more convenient if it refreshed to the lab you were looking at. 208.  The web site is pretty useful, upgrades to the looks of the site would help. 212.  It would be great if the links to examples on the labs opened up in a new widow rather than the same window. That way we can compare the lab material written on the lab page to the code linked for that section. 214.  The design of the EF site to this day continues to impress me, and I wish it were that other courses in the Engineering department used this site, as opposed to Blackboard. 215.  It was a good website. 218.  The web site was helpful. 219.  Love the site set up 220.  Nicely organized and very few problems. 221.  The website is extremely helpful 222.  Very good and helpful in seeing grades and having all the information in one place. 223.  solid website. 225.  The website is well formatted and easy to navigate. 226.  Simple and easy to navigate. 227.  None. 228.  I think it would be nice to be able to enable homework early and work on it after doing that day's lab if it is a day when the lab will not take up the entire class time 229.  None. 230.  none 231.  None. 232.  I like the EF websites. They are all very well put to together with numerous resources easily accessible to us students. This course's website was just as helpful and well done. The April's Fool joke was pretty aggravating though, especially for someone who actively participates in the surveys the site offers. 233.  The example .m files could be better sorted for reference. Some of the labs seem incomplete compared to what is accomplished in the lecture. 234.  easy to navigate. Maybe have a longer period of time before it automatically signs you out? That could get annoying at times 235.  a little hard to go back and reference some labs without the TA's knowledge of how some functions work and how little errors in code will cause a whole function to not work. 237.  good 239.  A little less reliance on Mathworks later in the semester 241.  none 242.  good website. 243.  For the homework multiple choice questions, there should be a confirmation message that pops up after simply clicking a choice. 245.  none 248.  Include more outside help 249.  N/A 251.  I wish every class had a website like EF does. The EF website is the best class sight that I have seen, and I do not know of 252.  The website is really easy to navigate. 253.  Sometimes it is kinda hard to navigate the website when looking up specific Matlab tasks. 254.  The website is the best thing about this class. It's layout and help files help me figure out matlab the most. 256.  None 259.  Easy to use. 260.  Very well organized. Easy to use for the most part. 261.  The web site is very organized, and a very good "folder replacement" for a student. All of the information is easily accessible and useful. 264.  Great website 265.  Always helpful and allows easy maneuvering through the site. 266.  It's great 267.  I saw a little improvement later in the semester, but improving the discussion board filter might benefit some students. 268.  none 269.  The website is very organized and easy to navigate, unlike utk's website. 270.  Maybe have a summary section for each different thing we do 271.  Lately the application that my smart phone uses stopped working. I am unaware if this is between other phones as well or just mine. If this could be fixed it would be perfect. 272.  the best part of being an engineer student is this website 273.  Early on in the course I had issues with selecting homework answers when trying to copy and paste code. It had only a slight effect on my course grade but it was frustrating. 274.  I wish that the in-class examples were more easily accessible directly from the lab portion of the website. Some of the examples in class were random, and I did not know where they were coming from. If there was a way to make sure that all of the class sections got the same in-class examples, it might be beneficial. 275.  Helpful and detailed as always. 276.  The website was very helpful, never had any trouble navigating it. 277.  its great! 278.  none 279.  n/a 280.  i've always thought the EF website was leaps and bounds better than other HW websites 281.  The website was very helpful in the class 282.  None 283.  None 285.  searching for matlab codes can be tricky sometimes 286.  The in class examples are not very useful 287.  Easy to navigate. 288.  n/a 289.  If I am trying to get help on a particular topic of this class, say logical operators, the last place I would look would be the EF website. The solutions to examples are too complicated for someone who is trying to LEARN THE BASICS. 290.  the search m-file tab is often not useful 294.  It is the same website that we have been using since 151, it is familiar, and very user friendly. 295.  great web site. homework is clear, grades are clear 296.  The EF website as a whole is by far the best made site at the school. It makes me way less frustrated than Web Assign, Mastering, or Aplia. 298.  The website is very helpful and easy to understand. 299.  None 301.  I like how everything is easy to find and access 302.  none. 303.  Keep it User Friendly Like it is 305.  N/A 307.  . 309.  The website for the EF department is fantastic. 310.  The EF websites are all excellent. 312.  NA 314.  The EF 230 website is self explanatory and i don't feel like it needs to change at all. 315.  It was hard to find files that used the command I was looking for in the same way I was or even find the command at all. 316.  Fantastic resource over-all. What it didn't cover deeply, it typically did a good job of providing links to. I also liked the presentation of code examples and graphics. 317.  Very nice layout. maybe just a 'Are you sure' before multiple choice questions are selected would be cool. Missed quit a few from mis-clicking in the homework portion.

What are your feelings on a textbook for this class?

8% (10/128) I would purchase a textbook if required (0) 9% (12/128) I would purchase a textbook if recommended (1) 83% (106/128) I don't think a textbook is needed (2) Avg: 1.75, NZAvg: 1.90, sum=224, cnt=128, nzcnt=118

Are there any other resources that you think might be useful as a formal part of this class?

190.  I support a textbook, if a quality selection is recommended - it gives the learned something to take home, learn to use, and always keep when utilizing Matlab. 191.  I'm sure the textbook would be fairly helpful, but just in my experience, I rarely use a text book even when its required. Also, by the end I did figure out the the Matlab help file can be very useful, so I feel like a little more emphasis should be put on this in class, since we never discussed it much except to say it was there. 192.  No 193.  None 194.  I would have liked to see more video examples of the concepts like there was for the first couple of labs and the first project. The video examples would be nice to have when I needed re-explanation of a topic. 195.  No 196.  An easy to read list of examples for what may come up 197.  Not that I can think of. 198.  none 199.  Maybe some additional online sources besides the Math Works site, and the EF site. 200.  Google 201.  No. 202.  none 204.  I like not having a text book, but it might be useful to have a Matlab function reference book of some type. The Matlab help file is basically that though. Most anything you need can be accessed using Google. 205.  NA 206.  More examples of commands would be helpful in solving problems. 208.  Not that I'm aware of. 211.  I bought a book called mastering matlab and it helped me for several parts of the class 212.  none 214.  Aside from the Mathworks site, nothing comes to mind. 215.  None that I can think of. 218.  A book is not needed for this class the web site and the TAs are all you need. 219.  No 220.  The website itself along with the Mathworks site has all the information you could possibly need to succeed in this course. 221.  No, I think the website, TAs and help sessions are sufficient 222.  The labs online are more helpful than a textbook would be. They are easy fo the TA's to go through and concise. 223.  google can do it all. 224.  None. 225.  Posting videos of labs for extra help or in case a lab is missed. 226.  N/A 227.  Using programs other than MATLAB for coding would be nice, but then we couldn't cover as many general concepts. 228.  I feel the class is well rounded. 229.  None. 230.  none 231.  None. 233.  No. 235.  google. 236.  More use of the Matlab Central Q/A section. It has many great ideas/ways to solve a problem. 237.  na 239.  Some sort of a refresher on differential equations. I can plug and chug the examples, but I'd like to know what ode45 and other functions actually do. 241.  none 242.  Maybe handouts at the end of class with more examples or just extend it on the website 243.  I feel like with the MathWorks site and the material on the EF site, students are adequately prepared to learn the material. 245.  all are listed in the website 246.  No. The website and Mathworks website are very helpful. 248.  Mathworks website 249.  We have the whole of the Internet at our disposal. I doubt there could be anything else that would help at all. 251.  Not that I know of 252.  No. The website is sufficient enough. 253.  None. 254.  None. The website is good enough. 256.  no 257.  Maybe a required time that people had to attend help sessions. 258.  Message boards. 259.  Maybe more youtube videos. 260.  No 261.  N/A 263.  coding examples and a syntax manual for rarely used expressions 264.  The website helps out a lot. 265.  Video tutorials such as Prof. Schleter's tutorial for the Data Analysis Project. 267.  None 268.  none 269.  nope 272.  no 273.  More "easy" examples in the later labs (ODE, fmincon, etc.) would have been helpful. The more complicated examples provided were not helpful to me as I could not understand the material discussed or the process followed. 274.  If you require notes taken during class, and take them up for a grade, it would encourage attendance in class and active participation better than what is already being stressed. 275.  The short videos by professor Schleter about a few example steps of the first part of the project were very helpful. one or two other small ones, for referencing back to, might be very helpful for trickier topics, like ODE45. 276.  The website with the in class examples was all that is needed. 277.  tutorial videos associated with each lab 278.  no 279.  I believe the help function in matlab and google search are adequate for learning about functions I was having trouble with 280.  no 281.  None 282.  no 283.  No 285.  more videos on how to use matlab 286.  Office hours or help sessions where you dont have to wait for another student to be helped for like, 15 minutes. 287.  No, a textbook would just be dead weight. 288.  it would be nice for the TA's to suggest a text book or other literature that would help with studying and understanding 289.  Tutorial videos. They work wonders. Seriously. 290.  na 295.  I would buy it if recommended but I also don't think it would be neccessary 296.  Not really 298.  I think we have good resources for this class. 299.  None 300.  mathworks web site has proven very useful 301.  Basic outline functions for teaching purposes 302.  none. 303.  N/A 305.  Nope 306.  Youtube videos of tutorials of specific topics would be awesome. Especially when prof. Schleter would work through problems. 307.  . 308.  as labs progress, keep a page on site that updates weekly, listing commands covered so far; short sentence or two about each. 310.  No 312.  NA 314.  No i feel like we learn enough from the labs and the practice test that we can do all the homeworks and tests. The only reason a text book would be good would be to help with the projects a little more. 315.  a better file search would be very helpful, more in class examples, a group of examples of how the command or function could be used. 316.  A recommended book might be useful, if there were a good one you know about. Or maybe at least point at some useful ones, so we know which ones are out there. I don't really think a textbook is necessary for this class, given the availability of on-line resources and the often exorbitant cost of textbooks. 317.  I feel like this class was more like a problem solving class and that the lectures and TA's help was more than sufficient.

Suggestions

From your viewpoint, what was good about this class?

190.  The teaching staff 191.  One of the best things about these classes (EF classes) is the opportunity for feedback, I really hope that these kinds of things are taken to heart and actually listened to because it does give me a positive attitude to feel like you are trying to improve courses. Also, it is great that you let us pick the date of the final, I get to go home a week earlier than I would have! 192.  The usefulness 193.  Learning how to code 194.  The instruction was great. I was expecting this class to be really confusing and nearly impossible just based on my experience with EF 105. I'm not sure what the difference was between the two classes but I had a much better experience in this class. I feel like I have learned a lot that I will definitely use again. 195.  The projects and amount of homework were good. 196.  The help sessions were very helpful. 197.  TA's, help sessions, practice tests. 198.  I learned a lot. 199.  I liked a lot of the applications included in the labs. The projects were good as well. I think it is good that the projects make up a large percentage of the final grade. 200.  The ample time to complete assignments 201.  Learning to think outside of the box. I enjoyed creating algorithms for solving problems. 202.  Learned a lot about Matlab 203.  Covers all the basics of Matlab very well. 204.  I love Matlab. I is a huge resource and can do so much. I will definitely use it in the future. 205.  The board sweeping programming knowledge. 206.  The general concept of this class is great but I do not enjoy programming therefore i found it hard to make myself learn the material. 207.  It was challenging and it made me learn matlab much more effectively that way 208.  Learning general coding techniques and the way computers work. 209.  I found it very easy to learn with all the resources provided. 210.  Range of application of the knowledge. 211.  gave a basic background of programming. 212.  The examples are always good. The videos were as well for the polymorph project. 213.  I think the TAs and their explanations were good. I also think their help in explaining the material was useful. 214.  It introduced the inner-workings of MATLAB far better than EF 105, and introduced concepts that have proved useful outside of the course. Examples of that are, of course, writing functions to handle tedious calculations for homework outside of EF 230. 215.  It taught me a different way of thinking about problems. 216.  The best part of this class was i learned how to use Matlab efficiently. It has given me new tools to use through the rest of my college classes. 217.  The EF 230 website was the most informative part of the class. 218.  The amount of things I learned and how it was taught. 219.  I liked starting with the basics of matlab and working our way up. 220.  I feel like this class helped a lot with my understanding of Matlab. The course has a good flow and doesn't seem to move too quickly. Naturally the material is difficult to understand, but the TAs do their best to make sure everyone understands. 221.  There was ample opportunity for help. 222.  It was helpful to get the basics and also have the homework which challenges you and forces you to expand your knowledge. 223.  I feel like i learned to logically think more. Take a problem, break it up into baby steps, then execute. great for engineers. 224.  The TAs and the amount of material covered. 225.  This course successfully covers the basics of matlab and gets a new user involved with the main functions. The TAs were very knowledgeable and were able to answer any questions that arose. 226.  The way that the lessons, homework, projects etc. Was layed out, very easy to follow. 227.  Being organized and neat with my code and understanding what it is doing are two very important concepts for coding in general. 228.  The projects are sort of fun and I now see how matlab can help me in all branches of engineering. 229.  The help sessions and the way it was taught. Being able to use notes and the web page was very helpful. 230.  the TA's were very helpful 231.  Allows us to learn a useful program. 232.  Abundant help sessions Thorough coverage of functions and plotting Active participation in the discussion boards Good time allowances for assignment outside of class 233.  Hands-on approach and constructive GTA's. 234.  learning about programming/computer languages, how to write code to solve problems or achieve a task 235.  general basis on matlab 236.  Good pacing, plenty of opportunities for help, fun environment, material presented in interesting ways. 237.  the example part is good 238.  learning the usefulness of matlab 239.  How the website and TA's walked you through everything and then gave examples to coordinate 240.  Learned basics of coding and learned how to use matlab for general engineering purposes 241.  good pace and overview of matlab. 242.  The team teaching instead of just having one is a good way to present the material. 243.  Due to the fact that it only went over material already online, it was a perfect time to do previous HW for the course that way if I ever did have a question on a problem I could ask a TA without going to a help session. 244.  Projects helped master material alot 245.  Showed how i could use matlab in my engineering classes to save time. 246.  The grade distribution, e.g. Projects are 30%, Homework is 25%, etc. The projects really helped bring my grade up from the test grades. 247.  The TA's were very knowledgeable and extremely helpful in solving problems. 248.  Started out basic and everything built upon past topics 249.  The material was laid out and presented well. 250.  It made me realize that I do not like coding math problems. 251.  Getting some experience in programing 252.  I really enjoyed the class. I thought there was no way I would like MatLab because of 105. In this class you actually go a little more in depth. 253.  Gaining a basic understanding of computer coding, in general. 254.  The material covered was useful information I can use for the rest of my college life 255.  Overall the class as a whole was good 256.  Learning a foundation for coding. 257.  It gives me some familiarization with matlab in general. 258.  It broadened the scope for basic programming and its usages. 259.  The projects helped me learn. 260.  I learned alot about Matlab that I think I will use in the future. 261.  The TAs know what they're talking about, and were very informative. The website is really good as always with EF. 262.  The method of teaching and use of the TA's is really great to learn from. They provide their own experience with the functions and or problems that help you apply it to your own. 263.  The method and idea behind programming. 264.  Enjoyed this class. Learned a lot! I like the cool examples and programs that were shown. 265.  Slower learning and better explanation than EF 105 266.  Good introduction into thinking about coding and learning functions. I feel very comfortable with Matlab. 267.  Early in the semester, everything was explained well and gone over in a way that ensured the material was understood. 268.  It helped provide an understanding of matlab but I didnt feel like it gave much opportunity for extra self learning 269.  I learned a lot about Matlab. The way the labs are run is pretty good. 270.  Introduced matlab fairly well, but at the same time it just prepared us for what we needed for the class, not anything for the future that much. 271.  The TAs were VERY knowledgeable, helped me understand many functions and how to increase the performances of my code writing. 272.  learned a lot of things about matlab and its uses 273.  The scope and amount of material covered was good. 274.  I thought it was good how we can see class examples worked from scratch on the overhead, and then take those examples and try to recreate similar examples on our own. 275.  The website, the class structure, and the GTA's. 276.  I was able to get a better understanding of matlab, and now say I'm experienced in a code writing program. 277.  The step by step instructions in the labs 278.  It enabled me to see how things somewhat worked with computers. it was interesting. 279.  The layout of teaching besides the 3rd module material being taught a little fast. 280.  The TA's know the material and are helpful 281.  The TAs were very excited to teach it and that made me excited to learn it 282.  Quickly solves problems that require lots of time by hand. 283.  Everything 284.  It was a nice get away from the pencil and paper physics 285.  it was challenging but not that challenging 286.  MATLAB is a good skill to learn. 287.  The TAs used great examples, and their help was excellent. 288.  programming was much more interesting that I though and the class presented it very well 289.  Gaining skills that are useful for upper-level engineering courses. 290.  I liked that the tests were not %50 of my grade 291.  i liked the way that allowed us to prepare for exams and how any information covered could easily be accessed in the labs and that there was examples for all of the topics covered 292.  it introduced some higher level programming concepts 293.  The TA's were helpful with everything 294.  I learned more than I ever thought I would about programming, and I've actually enjoyed coding the final project 295.  The class is well taught the homework reinforces what you learn. I should have done better in this class but I think everything is provided to succeed 296.  I liked the structure of it. It made things simple and easy to understand. 297.  The class as a whole was very well put together 298.  I liked the final project even though it takes a lot longer than expected. Also I liked how hands on the class was. 299.  The labs were the best part about the class. If I ever got behind and did not understand something, the labs walked me through the concepts step by step. By the end of them I completely understood the concepts. 300.  it was very thorough in its topics and the homeworks were fairly straightforward 301.  The homework wasn't that bad and I like that attendance didn't count for much of your grade 302.  The homework really helped. 303.  In general what made the class good was having such great TA's. Very helpful 304.  Content was explained well and made sense. Help was readily available if needed. 305.  interesting topic 306.  Learning how to apply knowledge from other classes in this class and make us of them. 307.  Practice exams 308.  The teaching. Being able to ask questions 309.  The class was helpful because the TA's were so ready and willing to help. 310.  The structure of this class was good. 311.  Organization, 2nd and 3rd chances to make grades 312.  Just like EF 151 and 152, it is a well structured class. There is a lot of practice in the homework and projects. 313.  The availability of information online. 314.  I liked how we were given practice exams to help us for the exams, i feel like if we were to do them all the way through that it actually helped us learn it a little more than just going through the labs. 315.  Projects were good, it gave us a chance to get more practice with a type of function or command and the walk throughs were very helpful in not only getting them done but in see how to use them and understanding it. 316.  The website and other available resources, in addition to the TA's and all the practice and examples worked in class. 317.  I liked the real life application of this class with like physics equations and such.

From your viewpoint, what was wrong with this class??

190.  The workload is too high for a 2 credit hour course. 191.  As said earlier, this is a VERY time consuming course, and I feel like, even though it may be useful, for me personally as an Industrial Engineering major, I know that we don't really ever use it after this class (which is probably something more wrong with the Industrial Engineering department than with this course), but that being said, I do feel like I'm killing myself and up all night frustrated and pulling my hair out over something that may not advance my education all that much. 192.  Nothing 193.  Material was taught too quickly at times 194.  I think the programming projects were a bit lengthy. I think they could have been shorter. 195.  It's only a 2 hour course and it should be a 5 hour course. Too much info at once. 196.  We were not taught how to use all of the material and do everything that was being asked. I found some questions misleading in what to do and lost points because of it. 197.  I did not have any negative views of this class as a whole besides what I've already stated. 198.  It seemed like a lot of information and work for a two hour course, in comparison to other three and four hour courses that I am taking. 199.  Not much. I think some of the templates and such given in the lab information online need to be updated. 200.  The clarity on projects 201.  Spent far too much time outside of this course to get a C. The exams deserve more partial credit if they're going to be worth so much. Students really work hard for this class and still fail. 202.  none 203.  This may just be me, but the material on the tests seems considerably more advanced than what we were learning at the time. 204.  I don't know why, but this is one of the most frustrating classes I have taken (right there next to EF 105). I put as much time and effort into it as I put into my other classes, but my grades are significantly lower. The TA's are helpful, the subject matter is great, the presentation is fun and good, but I can't perform effectively in the time allotted, even if I know the material. Maybe it is because I can't touch-type, or maybe it is because I try to make my code too neat. I don't know, maybe I am just a lunkhead when it comes to computers, but I feel like my grades do not reflect my effort, and this is a just-get-by-with-a-passing-grade class so you can go on to use Matlab the way you want to to help with your other courses. 205.  Nothing 206.  There was nothing wrong with the class. However, I found it very hard to complete assignments on my own. I enjoy learning on my own rather than explicitly asking for help because I don't know what to do. 207.  some of the test questions I feel were much more challenging than the course covered 208.  It was really quite boring. 209.  Can't think of anything. I had no problems. 210.  Length of the class. I think a Monday Wednesday or a 50 min lecture class set up would work really well. At times lectures feel sluggish when waiting for people to complete examples or asking questions that really shouldn't be asked. If it were limited to 50 mins I think it would feel a lot more stream lined. 211.  A lot of times got left behind in class if our code wouldnt work and the T.A.'s would be moving too quick to catch up. 212.  Sometimes it was difficult to follow the examples uploaded. 213.  The teaching material was very simple, but when going to do the projects, tests, and sometimes homework it did not always prepare you for them. Not being completely comfortable with Matlab made the connection hard to make. The processes weren't hard then, but the connections were hard with only the notes and practices to go by. 214.  I can't say that anything was really wrong with this class; it was actually one of my more enjoyable courses this semester. 215.  Nothing that I can think of. 216.  Sometimes, the projects are a little difficult to understand exactly what needs to be done. If the details/directions had a better description on them, it would then be easier to accomplish the task at hand. 217.  The amount of material taught is excessive. Teach the most important parts of the lab in excess and spend more time covering those topics. 218.  The multiple choice on the first exam. 219.  The pace during class was a little fast. 220.  There weren't a lot of in class practices, I feel like most people felt they understood what was happening until they got home and attempted the homework only to find they did not actually know what they were doing completely. 221.  TA's went too fast some times. 222.  THe projects were terribly hard and took more hours than most other projects i have had. They were vague and not very similar to class explanations. 223.  I didn't really like the projects and tests (sometimes) and felt like I might have missed things because my code was exactly the expected code although my code preformed well under the given circumstances. There is more than one way to attack every problem. Though most of my missed points were well deserved. 224.  First exam had too many multiple choice questions, but that was fixed with exams 2 and 3. Really this was the only thing worth mentioning. 225.  I know this class just covers the basics, but after the first two modules I felt like it progressed too quickly for me to keep up with. And fundamentals that we had covered early in class seemed difficult again. 226.  Sometimes the project descriptions were a little vague, some of the content (e.g sounds.) seemed useless. 227.  Only working in MATLAB. 228.  The first test waqs a little long for the time allotted. 229.  The grading was a little harsh. 230.  moved a little fast at times 231.  Certain labs seem short while other are hard pressed for time. 232.  Project 1 was very difficult and time consuming, and ultimately contributed nothing to the exam that coincided with it. Participating in practice exams had no effect on our exam grade and up until exam 3 did very little for the exam they pertained to. The multiple choice from exam 1 was atrocious. I studied, did all the additional practices, and still had no clue about many of those commands (nor was there any way to know in advance about commands like loglog(blah,blah_x2)) The last problem from exam 3 would have been help session material on a homework with vast amounts of time and resources, so it was really frustrating to have to deal with in a timed test environment. 233.  The mandatory attendance is unnecessary. 234.  Little more help on the homework "problems" (not Multiple choice). I couldn't figure out a hard one (fmincon, I believe) and could not solve it in time and it went down by 50%. Give students a "bigger break" when it comes to solving the hard ones (suggestion: drop the score down incrementally like other EF HW). It would be ok to do it it more than 10%, but 50% on a hard one can be rough on the HW grade. 235.  too fast. 236.  Example files from in-class examples and ones provided on the website differed greatly in difficultly. It was hard to understand some of the extra examples from the website because they did a lot more than the things in class and was hard to understand/follow what was going on. 237.  n/a 238.  still a lot of material 239.  When the examples and labs didn't line up exactly 240.  Maybe some parts too hard and could spend a extra class on some material. Raise the credit hours to 3 instead of 2. Too much work for a 2 hour credit course. Projects take a long time, might want to simplify them. 241.  There isn't an easy way to move programs I create while studying for the test from my laptop to the the computer I use for the test on test day. 242.  Sometimes the material on tests or for projects isn't anything we've covered in class. I understand wanting to challenge students so it's not really a bad thing but it's a bit unfair if our grade is affected by something we didn't know we needed to know and weren't taught. 243.  Class time was used simply to go over what is available online therefore making it obsolete and unnecessary to learn most of the material. 244.  I feel like Many of the multiple choice questions didn't help my learning or understanding 245.  I did not see anything wrong with the class. 246.  N/A 247.  It was a lot of material for a two hour class. 248.  Sort of had to teach ourselves some material 249.  Not enough examples on certain topics, or examples that were "dumbed down" and then when harder versions were asked it was very difficult to adjust. 250.  The test questions were usually very challenging, and usually petty points were taken off of projects. 251.  How long it takes to do the projects 252.  I didn't see a problem with the class. There were a lot of homeworks but ample time was given on those and the projects. 253.  Not everyone will be required to use this later on. 254.  Some of the exam questions included things not covered in class, but it made me take advantage of the help function in matlab 255.  Test questions sometimes were over things not covered or not covered in detail 256.  Sometimes it felt a little fast and I didn't feel like I was learning as much. 257.  I didn't like the fact the exams were so difficult. I would consider my skill very average and the exams were very very hard. 258.  Coding is hard, and for me coding is hard ot do quickly, even with a familiar background. 259.  Seems pretty hard for a two hour class. 260.  Sometimes I felt that instructions weren't very clear. 261.  Too much multiple choice on the homework instead of writing code. That I think is the main thing, but as I said, it got better as the semester went on. 262.  The amount of work .. including frequency of assigned projects in addition to the homework seems a bit much for a course that is only two hours of worth. The homework consists mostly of multiple choice and one or two coding programs, which is easy to complete; however, I don't get to apply what I learned in class and actually learn how to use it until it is needed for the exam and or project .... 263.  the glossing over of complicated subjects. 264.  Nothing. 265.  N/A 266.  nothing I can think of 267.  However, as the semester progressed (Exam 3 Module for example) the labs seemed short and not in-depth, and the exam came quickly, yet the problems were pretty challenging during that time period. I would prefer more questions that gauge our basic knowledge and understanding of the modules, rather than just 3 questions worth a large amount. Also, I never understood the commenting grade on the exams...it says no header/long comments etc...don't worry about them, yet points were being deducted for them. 268.  homeworks can be a difficult to finish 269.  The work load for this class was way to much, considering it's only a 2 hour credit. I spent more time stressing over this class and trying to finish all the homework and actually learn the material than any other 3 or 4 hour credit course. There were too many projects and homework and tests. It was too much for me to focus on the material and learn it well. I had to cram learn as much as I could and that resulted in half learning just about everything. I am now mediocre at all matlab functions instead of mastering things. 270.  The first test, you asked to do too much. The second test was about right, but was almost maybe too easy. The third test, the last problem was impossible because not everything necessary was taught to understand it. 271.  N/A 272.  just a little fast paced for me personally 273.  The first test was too long in my opinion but I feel that the corrections process was a very fair way to ameliorate the situation. 274.  I think sometimes the TA's would move too fast when writing code. It made it difficult to follow the examples sometimes; however, I know they did the best that they could considering the short time window which they were given to teach the material. 275.  Nothing that I can think of. 276.  I feel as if some of the things we learned were not very applicable to code writing that we will be doing once we start work. 277.  nothing 278.  still not exactly clear how some of the functions worked. (ode45 in particular) 279.  Not much, some of the tests were a little long. 280.  It was always blazing hot unless you sit in the back row 281.  The projects weren't awful...but a lot of us have a lot of other difficult classes and the projects were very difficult to do on time. Especially the one due on Easter 282.  The course work gets a bit crammed at times. 283.  Nothing 284.  Pretty hard. Probably because I'm not very good at MatLab 285.  sometimes went too fast 286.  It goes over way more information than a Mechanical engineer would need. 287.  I can't think of anything wrong with the class. 288.  nothing 289.  Too much material that isn't covered thoroughly enough. We spend one lecture talking about topics that could span an entire course. If you expect your students to learn and apply, don't teach very broad topics in a short amount of time. Instead of teaching for loops and if loops in one class period, spend TWO class periods teaching them so that the students know what they're doing. Also, I never understood why we didn't thoroughly go over MATLAB syntax on the very first lecture. 290.  questions on the tests were too complicated 291.  i think that the class was great 292.  matlab is a terrible program, it is not very functional and is only marginally easier to use than c++ 293.  Some of the material was really hard and hard to understand 294.  The first test wasn't really what I was expecting, but other than that it was fine. 295.  The classes often moved to quickly for me, I'd get behind, get frustrated and then give up. That being said I'm not sure the class could be slowed down and I know I should have attended more help sessions. 296.  Just the trickiness of some homework questions 297.  Nothing 298.  I think this class is straightforward but I feel like sometimes what is expected on the exams and projects is a lot more in depth than we actually learned and we need to know things we weren't exactly taught in class. 299.  The speed at which the TA went during some portions of the lab. Could not keep up. 300.  Projects were a tad difficult and excessive 301.  The tests only having a coding section were pretty hard and grading that is not set in stone very well 302.  Nothing, really... Pace was perfect and covered a ton of material. 303.  I would have liked to seen more of professor sleeter 304.  N/A 305.  the exames were a real problem for me ue to the fact that I could get my coding to work for the examples but when they were graded they were almost completely wrong 306.  Not too much. Not being able to access help files until class is over? That is frustrating and can make it harder to follow along. 307.  A large portion of the class grade is projects that we don't have any class time to work on 308.  um.. 309.  There isnt anything wrong with the class. It is just a hard concept so I just had to work a little harder on stuff to get it done. 310.  Not all engineering majors should have to take this class. Students shouldn't lose more than 3 points on a test/project because they didn't use comments. 311.  too many turn in times for final project 312.  I think it is way too much information to try to squeeze in the lectures and I honestly do not think I will have a use for Matlab outside of class. 313.  Lack of taught information in class 314.  I feel like the class was taught too fast, i think it needed to be slowed down so that some of us didn't get lost. 315.  too much too fast without a lot of practice or time to get to know each thing we went over. 316.  I don't think there was too much wrong with this class. Having had some experience with programming, most of the material (especially early on) was at least somewhat familiar to me, but I could see it being confusing to someone with very little to no experience. 317.  Nothing, it was an amazing class! Albeit, assumed you knew a lot from EF 105

Make at least one constructive suggestion on how this class might be improved. 'Free food' or 'Cancel the class' are not constructive.

190.  Allow people to change the sessions in which they take the regular tests, just like with the final. EF is demanding for a 2 credit hour course, this would create some "wiggle room" for a student who may have tests in thermodynamics/organic chemistry the same day as EF. I believe that this flexibility would lead to better studying and improved test grades. 191.  This is probably not the best answer, but I would have to say make it easier, or a least more manageable. By easy I really mean just to take it down just a little bit. For me, this was one of the classes I dreaded taking the most, like thermodynamics, because of how much negativity I had heard about it, I will say it wasn't as bad as everyone made it out to be. 192.  More help sessions 193.  Slower pace of class for the more difficult labs 194.  I think video overviews of each lab would be very helpful when doing homework or working on projects. 195.  At least make it a three hour course to spread it out and get more in class time to learn and work on things 196.  Teach to the test or give me answers to examples similar to what we may find on the test. especially with the images things because very little was covered in class on certain topics. 197.  Bring back at least a few multiple choice problems for tests. It helps lessen the blow if we make careless mistakes or draw a blank on commands. Plus, it helps jump my memory when I hit a wall with my coding. 198.  I did not like the multiple choice questions on the home work and the first test. I feel like these questions did not help me learn, on the home work I did not take anything away from these questions. I did learn a lot from the programming question because there was more thought put into solving these problems and there was more trial and error which facilitated my learning. 199.  Perhaps include an extra project for extra credit, or maybe an extra part of the final project as an extra credit opportunity. 200.  Go slower and cover a few less topics 201.  Maybe require less for the final project, since there already is a final exam. It is very difficult to work on this project in between all of our finals. 202.  Do not put one of the projects due over spring break. 203.  A way to view what the TA's typed on the board during class at a later date. Sometimes they kinda speed through the material and we don't have time to write everything down for our notes. 204.  MAKE THE EXAMS SHORTER! 205.  More extra credit opportunities. More in class work. 206.  I believe my project grades would have been better if they involved me using my own creativity. 207.  More discussion board activity would be helpful , maybe more hints on the homework questions 208.  A more interesting project or incentive to learn the coding would improve class participation and learning; things like providing shortcuts and letting the student explore a complicated program. 209.  More small projects maybe? I enjoy doing them, but I know they can be time consuming for some students. 210.  Lecture length, I think less would be more. 211.  slow down the lecture 212.  Maybe recording the lectures like you did for the project. That way we can get commentary as the code is being written. 213.  Better instruction and examples to help students understand the jump from simple Matlab command to complex function. 214.  The class likely could have benefited from the inclusion of applied examples; I admit there were several times I couldn't maintain much interest in just listening to the GTAs speak about pure coding issues, which isn't terribly interesting to me. This, of course, isn't bashing the GTAs, as they were quite proficient at presenting the material as given. 215.  You could maybe have more challenging examples presented in class for us to try and then you show us to do them. 216.  The one thing that can help this class, is that the projects be more constructive to real world examples. The first project we did this semester felt very tedious because i had trouble relating it to anything/anywhere i could use that technique in the future. 217.  Cover less material in labs, and use that time to recap the homework to make sure everyone is on the same page. 218.  More practice problems for the exams. 219.  I think slow the pace down and have more time for questions as we go along. 220.  More in class examples that students work alone. Maybe multiple versions of the practice exams, that way we could get a feel for different types of problems. 221.  I think help sessions should be offered on weekends. 222.  Having classes where the TA's go over things relevant to the projects. The coding is terrible for anyone who has had no other exposure to coding other than 105 and 230. 223.  Multiple TA's at help sessions. One TA trying to teach 20 kids individually did not work well. 224.  Final project seems to be a little too large for an end of the semester project. If we were supposed to create one engineering application and one fun project, it would be better than 2 engr and 1 fun. 225.  I think having more TAs would be helpful. Morgan, Everett, and Taylor were great but they seemed stretched. Especially when many questions arose in class or in help sessions when there was only one TA. 226.  More neat or interesting demonstrations of commands/programs, like how to crop out someone's head from a picture and make it spin around in a bunch of stars. 227.  Have a project where you make a program or some line of code in another coding software. 228.  extra credit could be set up for completing the homework within two or three days of completing lab like it was set up for ef 151 and ef 152 229.  Extra credit when homework is finished on the day it is assigned. 230.  more group work i.e. projects 231.  Optimize the time needed for certain labs. 232.  Less forceful use of the help file. I understand it is a very powerful tool at our disposal that will help us out along the way, but we were frequently required to use commands and options that we were never shown and expected it to go and find them. This process was very stressful during exams that were already a task by themselves; slow readers and cautious users were punished by this concept.(i.e. cubic interpolation, spline interpolation, loglog, etc) 233.  Relax the attendance restriction and keep the exams code-only. Multiple choice does not seem like a good way to test coding abilities. 234.  clearer instructions on the projects (at least on the first two, not sure about the last yet) 235.  slow down in lecture 236.  As above, make the extra example files less "showy" or make the in-class ones harder so students don't get confused looking at the site's examples while attempting homework. 237.  after the exam, i wish teacher could post the answer on the web too 238.  I think having a few more problems worked completely through like example test problems 239.  As already suggested, a little more guidance on the last few topics, especially differential equations and what the functions are actually doing. It's nice when a function such as ode45 or ezplot are there, but I like to know how they actually work 240.  make the projects a little simpler or just include more help to get you started. Try to be a little more lenient on commenting for tests because there is not much time to complete them. Maybe give and extra 10 mins just for commenting on tests. also read some observations from above. 241.  Make sure the homework is ready to go when it is opened. 242.  Having extra TA's at help sessions projected to be busy. This is pretty easy to predict... around projects and test time. Or you could have students sign up to go to help sessions ahead of time... cost them a point of their grade for no show... and provide adequate TA's. I never wait until the last minute and it's not fair when people do and swamp the help sessions. 243.  I strongly feel like this class (or another course) should teach students how to use AutoCAD. 244.  if homework was viewable and workable before class 245.  Maybe give more heads up on when the projects are due. I did not have a problem completing them on time but do know of a few people who did. 246.  I think it's pretty good the way it is. There are opportunities to bring your grade up, and you deserve the grade you get. Maybe an additional help session during the week would be nice. 247.  Maybe make it a three hour class and go a little slower. 248.  Group work such as group projects could help. 249.  Try to be more clear on project instructions. I know on the first project for sure that a big problem with most people I talked to was where/how to start and approach the project overall because the instructions where not very clear. 250.  Make the HW staggered more, ie 100 80 50 0 instead of 100 50 0 251.  More one on one time during class 252.  Allowing at least one of the projects to be a group project. 253.  I'd consider making the class 3 days a week at 50 minutes, instead of 2 days a week for 1.5 hours. For some reason, I have trouble concentrating after the first 10 minutes of the lecture. 254.  Maybe an introduction to a programing language other than matlab. 255.  Go into more detail on the important labs like the image processing one and a few others 256.  More examples similar to those done in class to help with homework. 257.  I think that the exams should be more like examples or homework problems. It is ridiculous that we are even given exam problems that we have never seen before. 258.  It is just a weird subject! 259.  Either make it a three hour class or assign less. But I liked that it challenged. Maybe explain the 3D matrix for images a bit more because the indexing on those was very hard on the test. 260.  I thought that exams should be after the projects are turned in. I learned most of the material from doing the projects. 261.  I think I summed it up earlier. I did somewhat poorly in this class so maybe I am bitter about that, but my opinions stand. Possibly make the projects easier as well. I spent many hours on those trying to figure them out, and again this is supposed to be a 2 hour course, so it was frustrating. 262.  make the homework more useful .. or provide supplemental examples when instructing that allow us to apply the definitions and functions learned in other ways than just the exam and project. and free food wouldn't hurt either haha :) 263.  cover less material more indepth and focus on the broader idea of programming. 264.  They should post the exact examples that we work on in class. Some of the examples are too complicated that are posted on the website and I have to read through a ton of coding to find one thing. 265.  Possibly more explanation of concepts that are not-prerequisite such as Differential Equations. 266.  Maybe keeping people from playing games during class because it is kind of distracting 267.  I suggest making the progress reports for projects due during the entire semester, not just the last project. That really helped me set up and think about my project and not wait the last 2-3 days to do it. Also, I think it would be beneficial for the exam grading rubric to be gone over and explained how exactly they will be graded so it gives the class a better approach to them. 268.  offer practice that provides solutions to allow for self practice 269.  Less work load. 270.  Maybe provide tests from years prior to help study for the test. 271.  Announce the final project a little sooner just so the students can start kicking ideas around for what to do (being as the final project is much more freestyle than the others). 272.  more help sessions, just because my class schedule usually prevented me from being able to go to them. a weekend one would have been great 273.  More opportunity for input on the final two labs. 274.  Require notes to be taken during class and take them up as part of the attendance grade. Make the attendace grade slightly higher and take a little bit away from the homework grade. Make the actual attendance part 100 if the student shows up, but actually grade his/her notes. This encourages active participation and helps incorporate it into the grading system. 275.  If the time can be found, more of those short example and explanation videos would be immensely helpful. Reading the inline comments on the examples usually answered my questions, but at times I'd have questions and not understand parts. Granted, I'd imagine they tike quite a lot of time, and usually the examples were enough. A few for the more confusing topics, however, would be helpful. That, or potentially recording a short video answer to questions on the discussion board that hit difficult topics, potentially. That might be a good way to decide which to make, then re-use them the next year. 276.  Having the final project and final exam all due in the last week is pretty tough on engineers because we have multiple other final projects that we are doing. Maybe if possible have the final project due a week or two earlier that way we can focus our time on our other class projects. 277.  tutorial videos for each lab topic 278.  when a test is coming up i would recommend putting more ta's in the help session in order to get to all the questions. 279.  As said before, I would spend a little less time on the 1st and 2nd module material and allot a tad bit more time for the harder stuff in module 3. 280.  Don't make a project due on Spring Break 281.  Instead of having a bunch of smaller projects, make one big project that they have to work on throughout the year. This way as they learn the new material they can add on to the project. Make everything count towards the project. 282.  Better detail on the projects, they were a bit vague. 283.  Maybe add in some CAD or something 284.  Go slightly slower during class. 285.  easier tests 286.  Make the tests a lot easier and not open notes. Open notes just adds confusion. The students who have truly practiced will remember what they did on the homework or in class. Versus the method of assuming if you make the examples harder then the students will learn how to adjust if they have practiced. 287.  Some of the tests were a bit long. On the HW, when doing the multiple choice, I have accidentally clicked on an answer. If there were a confirm box or instead we just input A,B,C,or D in the answer box, that would fix the problem. 288.  more help sessions can always help 289.  REFINE the topics. Spend more time on the more important topics. Overhaul the first lecture to provide students with more knowledge of what MATLAB is useful for, WHY and HOW engineers use it and provide a thorough overview of syntax. 290.  more help session hours. have one on tuesdays 291.  i think that more time could be made for students to try examples of material covered 292.  C++ 293.  Have more class time because the material was hard and speeding through them doesn't help 294.  I think if all the projects were like the last one, it would be more beneficial. If the first two projects were just general guidelines, instead of set in stone steps, I think I would have learned more, and found it more enjoyable. 295.  Had help sessions taken place immediately after class I'd have attended a lot more but that really isn't that feasible. 296.  Allow the homework to be viewable before class. 297.  I don't really have any good suggestions 298.  Put out a final review encompassing everything we learned. 299.  Stopping periodically during the lab to check if the class is keeping up. Sometimes the TA's goes through the code without pausing and students fall behind. 300.  Throw out the last problem on test three, nobody will ever get that question right. Besides, who wants to wear pants with no orange on them 301.  If the class was taught more towards the test 302.  ending class 10 minutes early, so TA's could help on homework functions 303.  Give more examples in class that will help better in doing homework. 304.  Having more in-class examples of putting together complex functions may help. 305.  More help with projects and exam function submiting 306.  More discrete ways of setting up structures and steps to doing things in MATLAB compared to just saying well we could do this and this will do this and we put this in this way. Sorta like the general help files are after class. 307.  more of schleter's project videos 308.  Do one cooperative project 309.  N/A 310.  There should be more extra credit. Considering that much of the work in the class is coding, and a small error in coding could error your entire program, it is very easy to make a simple mistake on tests or project and then not earn enough points that maybe students deserved. An extra credit assignment would benefit students more in this class I think. 311.  homework review in lecture 312.  Either focus more on the useful aspects of the class, creating functions and things of that sort and not the "fun" things at the end, or make the class worth more credit hours and split it up into two or something. 313.  Could be more examples both in class and online 314.  I feel like the TA's needed to ask us if we were lost or if we had any questions because a lot of time i would type exactly what they had and then my matlab would not run correctly so then i would be lost for the rest of the class. 315.  I think i would actually enjoy the class if it was slowed down and focused in on certain topics and we could explore things we could use each function to do. seeing what I can do with the material always makes it more enjoyable. Maybe even try to build the topics off of each other. 316.  I'd say maybe work on how some of the earlier, basic stuff is presented, because I think a number of people were confused. It seems like they got it better with more experience, so I'm not entirely sure how to improve it specifically (sorry). 317.  Like I mentioned before, just going over EF 105's material a little bit more would go a long way! Having a solid foundation for the class will make every lecture add on to that foundation.