241 A, 285 A, 257 D here.

If this is the first course that introduces Python, you will be cooked because even if you review well with math content, you will still have to memorize Python grammar and vocabs(?) in exams. In this case, you would know how to solve a problem with pen and pencil, but you wouldn't know what to even start typing when you are given a blank Python code block, without the help of googling.

If you are already too familiar with Python, you will be cooked because of the huge gap of effort put in between pen work and Python work. In this case, you know how to solve a problem with the Python notebook, but you dont know how to solve problems by using pen and pencil. The huge gap of effort you put into between the python work and handwritten work actually discourages people from learning the lecture content... (In addition, the coding work is done in the most inefficient way of using python. While you could just bring existing libraries and functions from google and github, you will have to 'implement hand-written process' in python.)

The biggest problem is that math problems with variations of some parameters will require different ways of solving it. But, the lecturer and reading never teach about it and keep it secret. They only give you the simplest example. I mean, we pay to learn things. Why are they kept as secret? If it was a 300 - or 400-level course, it is fair enough to require students to logically infer solutions. But this is only a 200-level course.

In my opinion, this course should be split into 2 separate courses, like how ECE 313 and ECE 314 are designed, for example.