Example syllabus only – exact content subject to change. Please see your instructor’s syllabus for the current term for your specific course’s guidelines
Fall 2025
Meeting Time: TuTh 4:00–5:15 p.m.
Location: Integrative Learning Center, Room S131
Contact Information
Course Email: @email
Instructor: Tihitina Andarge
she/her/hers, Ti (as in Tin) -hi (as in hint) -ti (as in Tin) -na (as in sonar) Ahn-dahr-gay, please feel free to call me Tina if you would like.
Email: @email
Office Hours: W 3:00-4:00 p.m. in my office and Zoom or by appointment.
Office: 306D Stockbridge Hall
Teaching Assistant: Aniket Ganvir
A (as in under) –ni (as in knee) –ket (as in kettle)
Email: @email
Office Hours: TuTh 12:00-1:00 p.m. in Stockbridge 410 and Zoom.
Communication
I will make class announcements using Canvas. Please make sure your account is activated. Please use the course email address (@email) to communicate with us. You must use your @umass.edu email address to send an email to the course email address. This is the best way to get a fast response. One of us will try to respond within one business day. Please feel free to contact us again if you have not received a response within this time frame. If you would like to discuss something sensitive, please email me directly (@email).
ECHO360 Lecture Recordings
Lectures will be video and audio recorded and distributed on Canvas through ECHO360. This will help you catch up if you are unable to attend class for any reason. The system is designed to capture the instructor and the front of the classroom and should avoid capturing students’ likeness. However, students’ participation may be recorded. The recordings will not be made available to anyone outside of the class. Do note that there is no guarantee that the recordings will be of a sufficiently good quality as to be audible, clear or useful. Technical malfunctions are likely to occur from time to time. I recommend that you attend our class meetings rather than rely on the availability of recordings.
Overview
Economics is a powerful tool for analyzing complex issues and is essential knowledge to have a better understanding of the world. It has broad applications in topics such as environmental policy, crime, social justice, development, labor policy, etc. The main objective of this course to teach you the principles of microeconomics and train you to think like an economist. In microeconomics, we study the formation of markets and determination of prices. We examine how consumers and producers make ecos. We seek to understand how economic markets work. What do they do well? What do they do poorly? What can be done to correct market failures?
In the first part of this course, we will study microeconomic theories and models, which describe and explain the behavior of consumers, producers, and markets under a strict set of assumptions about the world. In the second part of the course, we will examine some of the shortcomings and weaknesses of economic markets by relaxing our initial set of assumptions. This brings us to a discussion of economic policy in which we will use economic concepts to examine some of the problems facing today’s society; for example, how much government regulation of business is ”best” and how much should we spend on pollution control?
This course bears the Social and Behavioral Science designation of the General Education (Gen Ed) Program. It aims to help students to become proficient in the theories and methods of the social sciences, and to develop critical thinking skills as they apply theories and methods to concrete social situations, and to demonstrate these proficiencies and critical thinking skills in writing. More specifically, in the writing component of the course, students will demonstrate their ability to apply microeconomics concepts to current news and events and in the context of a song, to meet the Gen Ed learning objectives of Critical Thinking, Communication, and Connections.
Learning Objectives
Students will:
- Understand microeconomic concepts such as scarcity, opportunity, elasticity, marginal utility, marginal product, profit, supply, demand, market equilibrium, perfect/imperfect competition, monopoly, oligopoly, externality, public goods, deadweight loss, among others.
- Identify the assumptions underlying a given economic model and understand how the results of the model change under a different set of assumptions (e.g., perfect vs. monopolistic competition, externalities, etc.).
- Understand how the optimizing actions of individuals (utility maximization) and firms (profit maximization) underlie demand and supply in markets, which interact to determine price and quantity.
- Understand the “marginal concept” that individuals and firms can make optimal decisions by weighing incremental benefits and costs associated with slight changes in the relevant choice variable.
- Understand the difference between correlation and causation and how economists use data to answer policy questions.
Department of Resource Economics Student Learning Objectives (SLOs)
This course contributes to the following student learning objectives for undergraduate students in the Department of Resource Economics:
| Student Learning Objective (SLO) | Component(s) of the Course that Meet the Objective |
|---|---|
| SLO 2: Understand and master microeconomics as a foundational theory. | Theories covered in this course. |
| SLO 5b: Communicate effectively in writing. | Musical Microeconomics, Microeconomics in the News. |
| SLO 8: Consistently foster safe, fair, open, and diverse professional and social environments. | Classroom environment. |
| SLO 9: Continually integrate new knowledge gained from a variety of sources, with ability to discern the quality of the source, in order to make well-informed decisions. | Microeconomics in the News. |
| Experiential Goals | Component(s) of the Course that Meet the Objective |
|---|---|
| EG 2: Experience active learning strategies: flipped classrooms, debate, field trips, economic experiments and games, presentations, student-response system (e.g., iClicker, Google Forms), etc. | iClickers |
Course Materials
Required
MindTap for Mankiw’s Principles of Microeconomics (9th edition) to access online homework, eBook, and study tools. To register for MindTap, you will need to purchase Cengage Unlimited – Full – Single-Term Access. Note, you may already have this subscription if you use a Cengage product in another course this semester – you only need to purchase it once. Once purchased, please follow the registration instructions on Canvas.
- You have two options: (1) puruchase directly from Cengage ($149.99) or (2) UMass’ online bookstore ($179.99).
- Registration instructions for MindTap will be posted on Canvas.
iClickers: I will use iClickers to make lectures more interactive and gauge understanding. I will begin asking clicker questions on September 11th. With the clicker questions, you may earn extra credit for up to 5% of your total grade. For each clicker question, you will receive half-credit for answering and half-credit for getting the correct answer. Then, regardless of the number of questions on a given day, I will take an average of the points to give you a grade for the day. Your average grade across classes will be used to determine the amount of extra credit. Please register your iClicker by following the instructions on Canvas.
- You have two options: (1) purchase iClicker2 remote (recommended by the University) or (2) download the iClicker app and purchase a subscription (not recommended by the University because of potential connectivity issues).
Optional
Only basic calculators with no graphing/text-storing capabilities will be allowed during exams. The use of any other electronics during exams will not be permitted.
Grading
Grading Breakdown
| Category | Percentage | Date(s) or Due Date |
|---|---|---|
| Online Homework | 25% | Due most Thursdays at 11:59 p.m. |
| Microeconomics in the News | 5% | October 21st at 11:59 p.m. |
| Musical Microeconomics | 5% | November 20th at 11:59 p.m. |
| Midterm 1 | 19% | October 2nd during class time |
| Midterm 2 | 19% | November 6th during class time |
| Final Exam | 19% | December 16th at 3:30 p.m. in ILC S131 |
| Reading summaries* | 8% | Due at 4:00 p.m. on the day the reading is assigned. Starting with Lecture 3, choose at least 8 of 17 classes with assigned readings to submit the summary. |
| Clicker Questions | Extra credit for up to 5% of your total grade | Every lecture class beginning on September 11th |
*The reading summaries should be one page in length and should summarize, in your own words, the major concepts covered in the assigned readings for that class day. These reading summaries are intended to help you engage with the readings and track your understanding of the material. In eight of the 18 classes in which we will cover material, you will be required to submit a reading summary on Canvas prior to the start of class. These summaries will primarily be graded for completion, but we will pay attention to whether it is written in your own words. Again, this assignment is intended to help you engage with the material, not to assess your understanding of the concepts. If you feel uncomfortable with your understanding of the material, I highly encourage you to attend office hours so that we can work through the concepts together. We are here to help you.
Grading Scale
| Course Grade | Letter Grade | Grade Points |
|---|---|---|
| < 60 | F | 0 |
| 60 | D | 1 |
| 63 | D+ | 1.3 |
| 67 | C- | 1.7 |
| 70 | C | 2 |
| 73 | C+ | 2.3 |
| 77 | B- | 2.7 |
| 80 | B | 3 |
| 83 | B+ | 3.3 |
| 87 | A- | 3.7 |
| 90 | A | 4 |
Any dispute over grading must be made to me in writing via e-mail within one week of the assigned grade. After one week, your grade will not be changed.
Late Submissions, Absences, and Free Passes
For the online homework and clicker questions, I will give you two free passes each. A free pass entitles you to drop a low score or miss an assignment for any reason. You do not need to inform me that you are using a free pass. If you have not used your free passes by the end of the semester, I will still drop your two lowest grades for the online homework and your two lowest daily grades for the clicker questions.
Because of the nature of clicker questions, there will be no make-up questions for missed clicker questions due to absence, technical difficulties, or any other reason. You will have to use your free-passes for missed clicker questions (remember, you have two free-passes).
There will be no make-up submissions for the reading summaries. However, if you submit more than eight summaries, we will take your highest eight scores.
For the online homework, Microeconomics in the News, and Musical Microeconomics, you will be penalized 20 percentage points for every day that it is late. For example, if you submit the online homework two days late, you will be penalized 40 percentage points. After 5 days, you will receive zero credit.
If you are unable to submit an assignment or take an exam at the scheduled time, please inform me and the TAs as soon as possible. Your physical and mental health are important to me and we will work together to reach a fair resolution. If you are struggling, I highly encourage you to use the resources available to you on campus.
Personal Wellness Statement
I want to emphasize that your physical and mental health are important to me. Family emergencies, physical or mental illness, personal crises, or childcare issues can significantly affect your academic performance. If you encounter any issues that severely affect your ability to engage in this course, please contact me and we will work together to reach a fair resolution. You do not need to tell me all the details of your situation. You may also speak with someone from student services who can help me determine adequate accommodations without revealing sensitive information to me. There are also a host of resources available to you on campus that may be helpful for your physical and mental health: Student Life Single Stop Resources, Center for Counselling and Psychological Health (CCPH), and the Office of Equity and Inclusion.
Diversity and Inclusion Statement
I am committed to fostering a safe and inclusive learning environment in which everyone feels valued, respected, and comfortable sharing their thoughts and experiences, regardless of their sex, gender, race, ethnicity, socioeconomic status, sexual orientation, political beliefs, physical ability, mental ability, and/or religious/non-religious background. Creating such an environment is a team effort; I expect you to treat all members of our community with the utmost respect. Please see the Guidelines for Classroom Civility and Respect.
Academic Alerts
I have partnered with Student Success and your academic advisors to assist you on your path to success. Throughout the semester, I will communicate with Student Success and academic advisors regarding your progress in the course. If you are contacted, please consider scheduling appointments such as tutoring or academic advising and with me. Referrals are not punitive and are meant to assist you in connecting with resources at UMass. Please email @email if you have any questions or need assistance connecting with resources.
Accommodation Statement
Your success in this course is important to me. We all learn differently and bring different strengths and needs to the class. If there are aspects of the course that prevent you from learning or make you feel excluded, please let me know as soon as possible. Together we will develop strategies to meet both your needs and the requirements of the course.
The University of Massachusetts Amherst is committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services (DS), you may be eligible for reasonable academic accommodations to help you succeed in this course. If you have a documented disability that requires an accommodation, please notify me within the first two weeks of the semester so that we may make appropriate arrangements. For further information, please visit Disability Services.
There are also a range of resource on campus, including:
- Learning Resource Center
- Writing Center
- Student Success
- Center for Counseling and Pyschological Health (CCPH)
- English as a Second Language (ESL) Program
Academic Honesty Statement
UMass Amherst is strongly committed to academic integrity, which is defined as completing all academic work without cheating, lying, stealing, or receiving unauthorized assistance from any other person, or using any source of information not appropriately authorized or attributed. As a community, we hold each other accountable and support each other’s knowledge and understanding of academic integrity. Academic dishonesty is prohibited in all programs of the University and includes but is not limited to: Cheating, fabrication, plagiarism, lying, and facilitating dishonesty, via analogue and digital means. Sanctions may be imposed on any student who has committed or participated in an academic integrity infraction. Any person who has reason to believe that a student has committed an academic integrity infraction should bring such information to the attention of the appropriate course instructor as soon as possible. All students at the University of Massachusetts Amherst have read and acknowledged the Commitment to Academic Integrity and are knowingly responsible for completing all work with integrity and in accordance with the policy.
You may not use ChatGPT or similar generative AI in this course. I do encourage you to work with other students in the course on the weekly problem sets and in preparing for the exams. However, all submitted work must be your own.
Title IX Statement
In accordance with Title IX of the Education Amendments of 1972 that prohibits gender-based discrimination in educational settings that receive federal funds, the University of Massachusetts Amherst is committed to providing a safe learning environment for all students, free from all forms of discrimination, including sexual assault, sexual harassment, domestic violence, dating violence, stalking, and retaliation. This includes interactions in person or online through digital platforms and social media. Title IX also protects against discrimination on the basis of pregnancy, childbirth, false pregnancy, miscarriage, abortion, or related conditions, including recovery. There are resources here on campus to support you. A summary of the available Title IX resources (confidential and non-confidential) can be found here. You do not need to make a formal report to access them. If you need immediate support, you are not alone. Free and confidential support is available 24 hours a day / 7 days a week / 365 days a year at the SASA Hotline 413-545-0800.
Copyright and Sharing of Material
As a student in this course, you will have access to relevant materials, including but not limited to, videos, all course recordings, exam questions and solutions, lecture slides, and assignments. These materials are protected by U.S. copyright laws and by university policy. You may take notes and make copies of course materials for your own use in this class. You may also share those materials with another student who is registered and enrolled in this course.
You may not reproduce, distribute, upload, or display any lecture notes or recordings or course materials in any other way — whether or not a fee is charged — without the express written consent of the owner(s). If you do so, you may be subject to disciplinary action under the UMass Code of Student Conduct.
Data that you enter when using generative AI to produce text, images, code, or video will become part of the model used to train that tool in the future. As the content of this course is copyrighted, you may not feed any of the materials to AI without my explicit, written consent.
Similarly, you own the copyright to your original papers and exam essays. If I am interested in posting your answers or papers on the course web site, I will ask for your written permission.
Acknowledgements
This course design draws from previous courses taught by Professor Nathalie Lavoie, Professor Dave Keiser, and Professor Youngmin Yi. I extend a big thank you to them!
Tentative Course Schedule*
| Week | Lecture | Date | Topics | Reading | Due* |
|---|---|---|---|---|---|
| 1 | 1 | Sept. 2 | Syllabus, What is Economics? | Chapter 1.1, 1.2 | |
| 1 | 2 | Sept. 4 | Thinking Like an Economist, Data and Econometrics | Chapter 2.1–2.3b; Coy, Peter (2021). “Here Are the Cool Economics Tools That Just Got a Nobel.” NY Times | |
| 2 | 3 | Sept. 9 | Market Forces of Supply and Demand | Chapter 4.1–4.2 | |
| 2 | 4 | Sept. 11 | Market Forces of Supply and Demand | Chapter 4.3–4.4 | Class survey, HW 1 |
| 3 | 5 | Sept. 16 | Market Forces of Supply and Demand, Elasticity | Chapter 4.4, 5.1 | |
| 3 | 6 | Sept. 18 | Elasticity | Chapter 5.1–5.2 | HW 2 (Ch 1, 2, 4) |
| 4 | 7 | Sept. 23 | Supply, Demand, and Government Policies | Chapter 6.1–6.2 | |
| 4 | 8 | Sept. 25 | Review for Midterm Exam 1 (covers chapters 1, 2, 4, 5, 6) | HW 3 (Ch 5) | |
| 5 | 9 | Sept. 30 | Consumers, Producers, and the Efficiency of Markets | Chapter 7.1–7.3 | |
| 5 | — | Oct. 2 | Midterm Exam 1 (covers chapters 1, 2, 4, 5, 6) | HW 4 (Ch 6.1–6.2) | |
| 6 | 10 | Oct. 7 | The Costs of Taxation | Chapter 8.1–8.2 | |
| 6 | 11 | Oct. 9 | Externalities | Chapter 10.1–10.2a | HW 5 (Ch 7) |
| 7 | 12 | Oct. 14 | Externalities | Chapter 10.2–10.3 | |
| 7 | 13 | Oct. 16 | Public Goods and Common Resources | Chapter 11 | HW 6 (Ch 8, 10.1) |
| 8 | 14 | Oct. 21 | The Costs of Production | Chapter 13.1–13.3 | Micro in the News |
| 8 | 15 | Oct. 23 | The Costs of Production, Firms in Competitive Markets | Chapter 13.3–13.4 | HW 7 (Ch 10.2–10.3, 11) |
| 9 | 16 | Oct. 28 | Firms in Competitive Markets | Chapter 14.1–14.2 | |
| 9 | 17 | Oct. 30 | Review for Midterm Exam 2 (covers chapters 7, 8, 10, 11, 13) | HW 8 (Ch 13) | |
| 10 | — | Nov. 4 | No Class – Election Day | ||
| 10 | — | Nov. 6 | Midterm Exam 2 (covers chapters 7, 8, 10, 11, 13) | ||
| 11 | — | Nov. 11 | No Class – Veterans Day | ||
| 11 | — | Nov. 13 | No Class! | ||
| 12 | 18 | Nov. 18 | Firms in Competitive Markets | Chapter 14.3 | |
| 12 | 19 | Nov. 20 | Monopoly | Chapter 15.1–15.2 | HW 9 (Ch 14), Musical Microeconomics |
| 13 | — | Nov. 25 | Thanksgiving Break | ||
| 13 | — | Nov. 27 | Thanksgiving Break | ||
| 14 | 20 | Dec. 2 | Oligopoly | Ch 17 | |
| 14 | 21 | Dec. 4 | How Economists Use Data | Digital Chapter | HW 10 (Ch 15) |
| 15 | 22 | Dec. 9 | Review for Final Exam (covers chapters 13, 14, 15, 17, Data) | HW 11 (Ch 17, Data); Course Evaluations |
Reading summaries are due at the start of class (4:00 p.m.) on the day in which the reading being summarized is assigned. You must submit at least 8 reading summaries throughout the course of the semester.