See here for a list of problems from this exact course: https://www.math.princeton.edu/sites/default/files/2018-04/MAT202Sample%20Problems.pdf https://www.math

See here for a list of problems from this exact course: https://www.math.princeton.edu/sites/default/files/2018-04/MAT202Sample%20Problems.pdf https://www.math.princeton.edu/sites/default/files/2018-04/M... These come with answers. It makes me wonder if "solutions" in the original article has been misinterpreted to mean "answers" in which case the complaints are much less warranted as you say. Regardless, from my experience, people who studied solutions often failed to learn the requisite verification skills necessary and ended up doing poorly on the exam. I believe the student from the original article would have performed the same relative to her peers if they were all given solutions. The only difference is that the exam would have decided everything. No additional learning would have occurred with the solutions. Unfortunately, students expect attendance to warrant an automatic A in the course. From my experience, the #1 predictor for a student's rating of a course was their perceived standing in the course and how much they perceived the instructor cared about their success. If you are an instructor today, put an additional 2 homeworks in the syllabus and then drop two of them over the course of the semester to accommodate you students' busy schedules and that should boost your ratings. Extra points for the theatrical democratic process during class.