EAEE E2100

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

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…

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…

four homework assignments, heavily quantitative. One term project for which you will face little restrictions and equally little guidance. One midterm which sucked balls. One quiz. No final.

Agree with the last reviewer, except that physics/chem/bio isn't actually necessary for the homework and exams. What is necessary is a lot of quantitative experience up to and including calculus. I survived the ambiguously worded (half because they were trying to get us to think critically about the problem, but ONLY half) homework only because I obtained regular help from a quantitatively inclined friend who was WAY more accessible than the professor or TAs. I got a D on the midterm. Well, actually I don't know that for sure because we were only told what letter grade our score was "around." The General Studies website lists this class as suitable for non-science majors and says nothing about any prerequisites or required knowledge. It was only on the first day of class that the requirements were made clear to us. I sincerely hope that somebody gets smashed for that little oversight. The class was very poorly administered. It was clear that there was very little communication between the TAs and professors, which sure sucks for a class of 100+ students which has the aforementioned complications. The professors would come in and not know when the homework was due even though we'd all received an email from the TAs a day or two prior. Then they'd give us a different due date than the TAs had. Assignments were frequently pushed back, which illustrated flexibility on their part,…