EAEE E1100

4 or 5 hws that are super retarded... TA's don't know shit about them, sometimes they just don't make sense, and sometimes they are retardedly difficult. Everyone in the class worked together. 1 mid term and 1 final, supposedly they drop the lowest on, but i think that was bullshit

Practically zero work. One group project that can just be a 15 slide powerpoint divided amongst 5 people. I think there may have been one other HW assignment that took me 30 minutes.

5 homework assignments, none very hard, a midterm, and a non-cumulative final

Brah, shit sucks. Lall tried to teach, but the class was a piece of crap. Sometimes it went in "too deep," this class is supposed to be more "big picture," but seriously sometimes they went in too deep into really boring topics that im pretty sure around 80 percent of the people didn't understand. mid term and final were stupid, they pretty much were like the hw problems but with a thing in each problem that made everyone very confused. This class was really sad, you get something out of a few lectures, but many people were absent and a lot fell asleep, especially during Park's presentations, which were very dry. Many of Lall's were dry too. The TAs are useless, VERY BADLY DESIGNED HW sets, which they don't even know how to solve, it was ridiculous... you'd think they'd care a bit more, but literally it was saddening for me to see how much they didn't care. In the end, the projects you get lucky r you don't. There were some people who did really astounding projects but that really didn't even have anything to do with the class, like some guy whodid some economic analysis... and then reaised the standard. I was sure I'd get an A in this class, I did way above the mean on the mid term which would then be replaced for the final... ended up getting a B, it makes no sense... We worked very hard on our final project... It just shows you some shits are just very mean shits... I reall…

This may be the easiest course at Columbia. Thanos is incredibly kind, incredibly helpful, and always willing to go to bat for you. As a lecturer, Thanos speaks very quickly and can therefore be difficult to understand at times. This makes it difficult to take a lot away from his class, especially since there is no incentive to pay attention. There are no HWs, no exams, and no attendance, just a final group project that you have to turn in at the end of the semester that is basically an automatic A. If you want a rigorous, in depth sustainability course, this is not the class for you. If you want to chill for an easy 3 credits with an absolute cinnamon bun of a man, I'd highly recommend this course. This applies to basically all classes Thanos teaches by the way, not just ABPBD.

This was a frustrating class. Each week, you'll have either a guest lecture, or a lecture from Professor Park. The class has five homework assignments, a midterm, a non-cumulative final, and a group project. The workload is fairly light and the grading quite lenient, but that said, if it weren't required, I would have bailed. The material is interesting, but there's very little you couldn't have found out by reading Wikipedia. Most lectures are given by guest speakers, so they often overlap in their introductions, or in their actual content. (How many times can I learn the water cycle in one class? About four.) In addition, Professor Park introduces the speakers, and then peaces out to go do something more important than educate undergrads. As a result, there really isn't any common thread to link the lectures together aside from THE ENVIRONMENT. The project as well was frustrating. It's extremely vague and my group had to change our project four times before Professor Park was satisfied with the topic, let alone the content. This process was slowed down by the fact that she is impossible to meet with. She's often busy during her office hours and if you do get to sit down with her, there's a strong chance she'll answer a phone call and then have to leave before you're halfway done. Upsides: you really don't have to attend class. Grading is lenient. Topics are somewhat interest…

Homeworks (6) = 30%. Term Project = 30%. Exam I = 20%. Exam II = 20%.

The saddest thing about this class for me was that it was clear that Prof. Lall actually cared about it and wanted us to learn about the topics presented. This is because he utterly failed in this regard. The lectures were dry, vague, convoluted, contradictory, and utterly useless if you wanted to download them from courseworks and study them. The latter characteristic has no real significance, however, as none of the homeworks or exams have any connection to the lectures. The graded assignments are all math and equation based, and if you can plug in numbers, you can get an A. The term project consists of a lot of research, a presentation, and a paper as a group of 3-6 and is not really that big of a deal; it is very open-ended and can be as everyday or as outrageous as you want.

Not much, really: 4 problem sets, midterm (retake as many times as you want, but don't expect to do any better), 1 quiz, 1 group project. The only problem was figuring out what the questions were about in the first place -- all else was number crunching following formulas copied straight from book chapters.

I would have really liked to write a good review for this class as I have taken away much from the lectures -- which were delivered with passion, enthusiasm, conviction, and scholarly knowledge. Unfortunately, however, the class ended up being a disaster -- in any other way imaginable. First and foremost, we were not tested on anything even remotely related to the lectures. The discrepancy was so absurd, that I thought of the two -- assignments and lectures -- as two different classes. The problem sets and the midterm were absurd not only in that they were overly and unnecessarily complicated, time-consuming yet without any educational value, and designed for various and different engineering classes, but also because they represented, basically, everything that you needed to know for a grade in this class. On one problem set, for example, I spent 5 hours trying to figure out how to use excel to crunch numbers. I got 5/10 on that particular problem because I did not get the exact numerical answer they had. Imagine a 7-page (no kidding!) prompt trying to convey to you without ever stating it that you need to add 2 plus 2. On one hand, if it is an "engineering class," why go around in circles? State the problem concisely, and students will do the number crunching. On the other hand, if the idea is to make students think and learn how to approach a problem, why is the grade based…