The best aspects of the course were the professor and the application of lessons to real world economics. The professor was very experienced and was able to synthesize previous economic knowledge into meaningful lessons for the students. The worst aspects of the course included the incessant presentations, the professor’s illegible handwriting, and the lack of feedback on assignments. The course would improve if the presentations could be limited and if the students had more feedback 98on their work and memos. Prospective students should have a previous macroeconomics background and be prepared to do lots of research.

The best aspect of this course was the availability of previous tests as study guides. The worst aspect was the weight that the exams carried toward the final grade. Many students also cited their TA as unhelpful. Some suggestions for improvement were better TA’s and class review sheets available on BlackBoard. Prospective students should know that this is a chal enging subject, but was more enjoyable than its counterpart, microeconomics.

By far students rated the instructor as the best aspect of this course. Additional y, many found the subject of interest and the instructor’s real world experience valuable. Many students thought the weight of the exams for the final grade and the textbook were the worst aspects of the course. More helpful review notes and shorter lectures were the most commonly suggested improvements. Prospective students should know that the course is chal enging, but if you stay on top of the material and attend office hours you will do well.

The best part of this class was the enthusiastic, upbeat Professor. Course material was easy to follow due to the assigned textbook and thorough lectures. Some students found the problem sets vague and chal enging. This class could be improved by offering students the entire class period to complete exams and working example practice problems in class. Prospective students should prepare for a chal enging course and enrol only if required by major. Students should have a background in calculus and a basic understanding of macroeconomics.