I just want to point out the other review sounds kind of AI-generated. I would say Professor Putterman mostly goes through derivations from the textbook (Griffith's) pretty slowly, which don't really help with solving the homeworks/doing well on the exams. I spent most of my time skimming the textbook/doing the homeworks, and the most helpful material was probably the review session/worksheets made by the TA.

You get a 3x5" notecard cheatsheet for the midterm and an 8.5x11" paper cheatsheet for the final. The exam questions were much easier than the homeworks' (some were 3 star problems from Griffith's), yet it was still pretty easy to mess up if you don't have your fundamentals down. The best way to study for exams was probably just reviewing the TA's worksheets and the easier homework problems

Exam Distributions:
Midterm: 60 +/- 20
Final: 45 +/- 20

Navigating this course under the guidance of this professor presents a complex blend of challenges and opportunities. On one hand, his commitment to student learning and his comprehensive grasp of the subject matter are evident, showcasing his dedication and expertise. However, the effectiveness of his teaching approach seems to be somewhat hampered by the disparity between his advanced understanding and the foundational level at which many students operate.

When the professor's lectures align with the textbook, it appears that the textbook often offers a clearer and more accessible explanation of the concepts. Conversely, when he diverges from the textbook, understanding the material becomes significantly more challenging, particularly when he omits steps in derivations or shifts abruptly between topics. This approach demands an exceptional amount of time and effort from students to stay abreast of the lecture content.

The reliance on the textbook becomes a critical strategy for navigating the course, as it not only supplements the lectures with clearer explanations but also serves as a guide to the essential chapters and concepts highlighted during the lectures.

The homework assignments, while difficult, are primarily drawn from the textbook, providing a somewhat familiar context for tackling these challenges. Engaging with the professor with well-structured questions can lead to insightful answers and clarity, though the constraints of time and the high demand for his attention during office hours may limit these opportunities for individual clarification.

Office hours reveal a more personal side of the professor, where his engaging storytelling and evident goodwill come to the forefront, underscoring his inherent kindness and interest in the subject matter. It suggests that the primary obstacle to more effective teaching may lie in the gap between his advanced cognitive framework and the more introductory level at which students engage with the material.

Overall, the professor is undoubtedly well-intentioned and deeply knowledgeable, but the effectiveness of his teaching is somewhat diminished by the cognitive disconnect between his high-level understanding and the foundational knowledge of his students. Bridging this gap could significantly enhance the learning experience, making the profound insights and enthusiasm he undoubtedly possesses more accessible and impactful for all students.