- Summer, 2001
- Fall, 2001
- Spring, 2002
- Summer, 2002
- Advanced Fluency Target (Rebecca Rebholz)
- Fall, 2002
- Spring, 2003
- Spring, 2004
- Fall, 2004
- Spring, 2003
- Fall, 2003
Theory of Perfornace Modeling (Mor Harchol-Balter)
Algorithms (Avrim Blum
and Manuel Blum)
- (Good) comments from my students in 15-451:
- Friendly. Answer questions well.
- Good knowledge of the subject and the encouragement for interactions
in the class.
- Organized recitation plan. Friendly in recitation and encouraging
for class to participate. Very willing help during office hours. Clear in
explaining things in recitation.
- Active learning strategies with students are very good.
- He is good at getting to the point. He does a lot of work for
the students and it shows.
- Whether or not it was planned, the class seems to be directing
the content of the recitation, making it feel more personal and effective
in a way.
- Examples of proofs and class concepts were always helpful.
Interaction with students in oral homework was insightful and constructive.
Never used powerpoint!
(I hate powerpoint lectures/recitations.)
- Very relevant problems brought up and discussed. Made understanding
of abstract concepts easier by linking concepts taught in class.
- Very well prepared for lessons, able to explain concepts well.
- Very clear explanations. Clear and big handwriting. Bright
(i.e. no boring and monotonous) voice. Very interesting introduction (person
bubble sort on 1st class).
- He is very open and casual -- makes conversing and discussing
problems very easy and comfortable.
- Very enthusiastic, well prepared. Gives good, illustrative
examples, responds to questions in a helpful way.
- (answer to question, what specific suggestions do you have to
help your TA improve his teaching?) None. I was very pleased with
- He knows what he's talking about.
- Taka is really knowledgeable and does a good job of teaching.
He explains very well. He's always willing to help as well. He's really
good at grading things promptly.
Average overall rating: 3.71/4.00
Deparment of Computer Science
Carnegie Mellon University