The best aspects of the course included the clear and concise lectures by the professor and the overal learning module of the class. Students felt like the professor genuinely wanted to help them understand the content and provided homework assignments that were equal to the level of difficulty on the exams. The worst aspect of the course was the exams, which some students found slightly difficult. The course would improve if the class were more challenging for students and if they got more reviews before the exams. Prospective students should know that this is an interesting economic foundation course and they will use some calculus in the beginning.

Students liked how concise, thorough, and easy to fol ow the lectures were. Students thought the instructor covered the material well and the course had real-life applications. Students thought that the homework and assessments were not always in line with what was discussed in class and suggested including more computer assignments, where it would be easier to use and test students’ knowledge of the concepts. Prospective students would benefit from a basic understanding of programming and optimization, and should be prepared to read outside of the course to support the concepts discussed during the lecture.

Students praised this course for having an engaging instructor who used a mixture of teaching styles in order to keep lectures interesting and engaging. Perceived issues with the course included a widespread belief that the instructor frequently missed lectures and left students in the hands of less than effective substitute teachers. Suggestions for improvement varied greatly. Some students thought the course would benefit from new technologies such as online lectures and assignments. Prospective students should know that students found the course covered a good deal of interesting material and that they felt a background in probability was helpful. 161