This is an important class in circuit design. Do not however take this class. When it comes time to final grades, he purposely does not post them till after New Year so he does not get regrade requests or questions about the grades. He also has very open ended final exam questions which when you point them out to him he gets mad and says "your job to study my job to grade." when you point out the ambiguities or that your answer is valid. He tells us one thing in class and then does what he wants and denies it. For the project, he said to us in class that passing the testbench should be fine, but later penalized us for something that his test bench was not set up to check at any time. He is not a good professor and shows disregard to the hard work that the students do with his ruthless grading mentality at the end. He has done this in multiple Fall quarters and after the GPA hit people get from it they dont want to take 216B with him.

This class is very useful till the midterm. After that, Markovic is gonna bombard you with 70 useless slides every session. Our last week was practically the ISSCC talk he never got to give! He spent an hour discussing his previous work, which by no means fits into the scope of the class.

All HWs are copied from previous years, and they always have different solution keys!!! In the final exam grading, I got access to a few graded papers, and oh boy! The guy with top marks was granted full marks for wrong answers, while others wrote the exact same thing and got penalized for it. He made sure he released the grades on the last day, so we cannot even request revisions.

Dejan Markovic practically gets the course out his way, like washing the dishes, for example! He has no interest in actually managing and teaching it.

Markovic is an extremely strict grader. Do NOT take this class if you are worried about your GPA.

The material of the course was interesting and relevant; a fundamental course for any student who wishes to pursue a career in digital circuit design. However, the lectures felt stale and were not engaging. It would be best if the slides were a bit more skeleton to leave the student more material to take notes on during lecture. The exams contained major curveballs as well, often asking questions about obscure facts from slides that were barely touched on during lecture.