professor
Evgeni Dimitrov

May 2021

Prof Dimitrov made Calculus II extremely survivable. This man deserves the gold nugget. I had a hard time in Calc 1 and was pretty scared of Calc 2, but Prof Dimitrov's level of organization and his clear/concise teaching made Calc 2 easier (in some ways) than Calc 1. For each class, there were 2 15-30min pre-recorded lectures with super neat hand-written notes to watch before class. The actual class time was designated more as a time to ask specific questions and clarify things. I had a 12+ hour time difference, so I didn't attend any of the classes and I found that the pre-class lectures alone were good enough to understand the material well. There were weekly problem sets (except the weeks with midterms) and I'd say they contained a good balance of easy and challenging problems. The midterms were quite nice, no surprises, followed the same format as all the practice tests that he provides. The final was painful, though. Still, the man got TO HIS OFFICE AT 5AM to proctor the international students. If that's not accommodating, idk what is. Also, his accent and voice were nice

May 2021

I have personally heard some Calc 2 horror stories, so I feel pretty lucky to have landed in Dimitrov's class. There were both prerecorded and live lectures for each topic, so you could either just watch a 40-minute video and not attend class or attend live class to ask questions and watch him do some examples more slowly as well (in the online/covid year format). He would go over any homework problem step-by-step in OH if you had a question, and was overall very receptive to student feedback and understanding and willing to help. He posted four practice exams before each exam that followed the format exactly of each exam, which I found to be very fair. I don't think any of the exams were unreasonable, and he was also very reasonable and timely with grading. Idk what he would be like in a normal year, but given my experience, I would recommend it!

Apr 2021

Professor Dimitrov is impressively organized. All lectures, homework, and practice exams were posted to Courseworks in the first few weeks of the course. His teaching is great and the fundamentals are taught rather neatly. He's open to feedback and actually accepts many suggestions students give him. For instance, midway through the semester, he accepted a request to offer a second, alternative grading scheme dropping one midterm. I only have positive things to say about Calculus II with Dimitrov. I hope to have him again for other courses.

Dec 2019

General appeal to CU math professors: Please, please, please, please, *please* stop teaching analysis as simply Rudin, expanded. Please. I believe that there are good ways to use Rudin, but they are not to plunge us into Rudin and hold our heads down. There is very little of the beauty of math in this process; it retains its purity in the sense that it is true and very little is assumed, but not its elegance, as it has no meaning; it is just words (prove [this statement]) that expand into more words (ok, so [this statement] means [this expansion of this statement] which means [stuff with epsilons and deltas] then we can apply a theorem which means very little to us although we vaguely remember proving it so we suppose it's true and which seemingly came out of nowhere to get more different epsilons and deltas, and then TA-DA! QED) as a logical or memorization game. If you _do_ assign Rudin (please don't!!!), please explain what these things mean--- as pictures, or intuitions, or explanations of the desires mathematicians have for their definitions--- in class instead of simply following the damn book. Also, please give us a reference text, as I have not been able to find one that isn't just completely different. The homeworks were fine. (A little long, but that's to be expected in this sort of math class.) I wish the tests were not repeats of the practice tests, as this means it is not at all valuable to try to actually understand the concepts and methods of analysis and instead is important to train ourselves on the practice exams and more or less memorize the answers given by the professor. As a result, people for whom rote memorization or test-training is incredibly hard (yes, this includes myself) do poorly. What are we testing, here? Speed? Memorization? I may be biased, but am I not right? Sometimes I close my eyes and dream of a world where analysis is taught as a subject to love, understand, and admire--- perhaps in a project-based class (as apparently they have in UChicago). Where my effort in the course is driven by honest desire to learn and absorb the material instead of guilt and fear of the exams. Where I exit lectures with a fuller understanding of math instead of a vague sense dread (oh God, what will it be like next semester) and horror at my own incomprehension and inability to follow the class. Due to no fault of the professor, I honestly believe that if it were not for my other math class this semester, I would drop out of the math major entirely because of Modern Analysis I. The professor: Professor Dimitrov was quite a good instructor. He was very calm and friendly, which I really appreciate, and his lectures made sense (he was always well prepared and answered any questions that came up fully). He had us ask questions on Piazza as well, and was always really prompt in responding. I think Professor Dimitrov tried to make Rudin more palatable, and indeed, some proofs which I could not follow in Rudin (who is, to put it lightly, terse) made sense in lecture. But I wish he just ditched Rudin and taught us. If it weren't for Professor Dimitrov, though, I don't think I'd've made it through the course.