ECE-485
DIGITAL AUDIO PROCESSING
Not in Fall 2026
Term
Overview
Feedback leans negative. The main complaint is that the ratings are soft even if the comments do not converge on one neat complaint. The clearest upside is that teaching clarity stands out. Best for students who want a structured class rather than chaos. The sample is still thin, so treat this as directional rather than definitive.
DepartmentELEC&CMP
Terms offeredSpring
Typical enrollment21–21
Semesters of data1
4.8
Hrs / week
8
Responses
21
Enrollment
38%
Response Rate
Evaluation Scores
Overall quality
Teaching, content, and experience combined.
2.6
Intellectually stimulating
Challenges students to think deeply.
3.1
Instructor effectiveness
Explains concepts and facilitates learning.
2.4
Difficulty
Higher means harder.
3.6
Feedback Analysis
Feedback Analysislow
Analysis based on student evaluations
Based on 23 comments across 1 sections
Feedback leans negative. The main complaint is that the ratings are soft even if the comments do not converge on one neat complaint. The clearest upside is that teaching clarity stands out. Best for students who want a structured class rather than chaos. The sample is still thin, so treat this as directional rather than definitive.
Student Reports
How hard is the A?
A is doable but not automatic
The signal here is more do-the-work-and-you-should-be-fine than easy-A chatter. Students do not describe the A as automatic, but the evidence also does not paint grading as punishing.
Homework Load
Moderate homework load
Homework load looks moderate. The recurring signal is steady weekly work, but not a course that turns every assignment into a grind.
Lecture Load
Regular lecture load
Lectures matter here, but the evidence points to a fairly standard lecture burden rather than a course dominated by long or exceptionally dense lectures.
Strengths
• Teaching clarity stands out; students repeatedly say the material is explained clearly and effectively.
Tradeoffs
• The numeric ratings are soft even if the comments do not converge on one dominant complaint.
Best fit for
Best for students who want a structured class rather than chaos.
Watch out for
• Most of the signal comes from a limited sample, so be careful about over-generalizing.
• A large share of the evidence comes from one instructor's version of the course, so this may not generalize cleanly.
Student Responses
Relationship between continuous and discrete Fourier Transforms and how to use both to analyze data. Sampling and the resulting quantization noise; where it comes from, how to calculate it, and how to mitigate it. Filtering with both IIR and FIR filters and the trade spaces therein.
Spring 2024 · Krolik, Jeffrey
I learned what white noise is I learned how to apply reverb, wah, and flanger I learned what autocorrelation is
Spring 2024 · Krolik, Jeffrey
Learned some about signal processing and how it is done in practice digitally
Spring 2024 · Krolik, Jeffrey
Thinking about digital signals, using MATLAB to implement systems, difference between DTFT and DFT, practical applications of the FFT and mathematical realizations
Spring 2024 · Krolik, Jeffrey
learned about digital audio procesing, methods for filtering audio, and sperating audio sources based on direction
Spring 2024 · Krolik, Jeffrey
Rating History
Rating history
Error bars show \u00B11 std dev
| Term | Instructor | Overall | Difficulty | Hrs/wk | Enrolled |
|---|---|---|---|---|---|
| Spring 2024 | Krolik, Jeffrey | 2.6 | 3.6 | 4.8 | 21 |
Instructor
Krolik, JeffreyELEC&CMP
Also teaches
ECE-688 ARRAY PROCESSING3.7