Manageable if you practice consistently
Students repeatedly say the class is fine when you actually read, do chapter or quiz practice, and keep pace instead of cramming all the graphs at the end.
01:220:102
ECONOMICS
AI-generated overview
Official topics cover multiple market models and policy applications, but Rutgers student discussion still frames the course as manageable with regular practice.
The sample syllabus expects weekly reading, practice problems, and weekend quizzes, which points to steady but not extreme outside work.
The sample syllabus explicitly says the class moves at a fast pace and adds new material every week.
The official syllabus emphasizes readings, quizzes, and exams rather than labs, papers, or build-style projects.
Student comments focus on quizzes and finals as meaningful checkpoints, but the course does not read as purely exam-driven.
Rutgers requires pre-calculus or placement and the course uses graphs and elasticity, but the official materials do not suggest heavy formal math.
Student-perspective sources repeatedly say understanding graph logic matters more than memorizing isolated rules.
The course mixes concrete market examples with conceptual models like strategic interaction, efficiency, and market failure.
There is a math readiness prerequisite, but the course is still described as an introductory class rather than one that assumes deep prior economics knowledge.
The sample syllabus requires assigned textbook reading before lecture and follow-up rereading during the week.
Rutgers Reddit discussion presents 102 as very doable when students keep up with readings, graphs, and practice problems, but not as a pure memorization elective. The most repeated theme is that instructor style matters a lot, especially for how clearly the class connects diagrams to real examples.
Students repeatedly say the class is fine when you actually read, do chapter or quiz practice, and keep pace instead of cramming all the graphs at the end.
Comments comparing Hohmann, Elgawly, and others emphasize lecture style, fairness of exams, and how much explanation you get beyond the slides.
The course is described as straightforward when you understand why curves move and what each model means, but much less friendly if you only memorize isolated rules.
A practical chapter-by-chapter view from foundations to applications.
Module 1
The course opens with the core economic habit of mind: choices are made under scarcity, so trade-offs and incentives matter. Early weeks define the language of opportunity cost and move quickly into supply, demand, and equilibrium.
A market price reflects scarcity, willingness to pay, and production conditions at the same time, which is why price changes can signal deeper shifts in incentives.
Two markets can face the same tax or shortage and respond very differently depending on how elastic buyers and sellers are.
Production and pricing decisions come from cost structures, expected demand, and the competitive environment, not from isolated formulas.
Many policy questions in microeconomics ask whether a market outcome is efficient, but that does not automatically settle whether it is equitable or desirable.
Always ask whether the change came from the good's own price or from an outside determinant such as income, cost, or technology.
Practice saying in words what each axis, curve, and shift represents before solving the problem numerically.
Link each market structure to its specific assumptions about entry, rivalry, and price-setting power.
Keep equity, distribution, and external costs separate from the narrower efficiency question.
5 open · College Avenue, C/D
| Section | Status | Instructor | Meeting | Campus |
|---|---|---|---|---|
| 0111718 | Open | JACKSON, EMILIE | Tuesday 10:20 AM-11:40 AM at ABW 2160; Friday 10:20 AM-11:40 AM at ABW 2160ABW 2160 | College Avenue |
| 0211719 | Open | HOHMANN, ALEX | Monday 8:30 AM-9:50 AM at SC 123; Thursday 8:30 AM-9:50 AM at SC 123SC 123 | College Avenue |
| 0311720 | Open | GOLDHAMMER | Wednesday 10:20 AM-11:40 AM at SC 135; Friday 3:50 PM-5:10 PM at SC 135SC 135 | College Avenue |
| 0411721 | Closed | ELGAWLY | Tuesday 12:10 PM-1:30 PM at HCK 138; Friday 12:10 PM-1:30 PM at HCK 138HCK 138 | C/D |
| 0511722 | Open | HOHMANN, ALEX | Tuesday 8:30 AM-9:50 AM at SC 135; Friday 8:30 AM-9:50 AM at SC 135SC 135 | College Avenue |
| 0629310 | Open | CATOVIC | Tuesday 5:40 PM-7:00 PM at ABE 2225; Thursday 5:40 PM-7:00 PM at ABE 2225ABE 2225 | College Avenue |
Historical student surveys
Teaching
4.07
Course quality
4.03
Response rate
44.0%
Coverage
126 offerings · 2014–2025
| Instructor | Offerings | Teaching | Quality |
|---|---|---|---|
| Elgawly, Michael | 22 | 4.41 | 4.29 |
| Hohmann, Alexandre | 10 | 4.11 | 4.00 |
| Hohmann, Alex | 9 | 3.98 | 3.91 |
| Skydel Jack | 9 | 3.32 | 3.49 |
| Elgawly Michael | 8 | 4.34 | 4.26 |
| Madariaga, Bruce | 7 | 4.20 | 4.16 |
Catalog and planning context
Credits
3
Current campuses
College Avenue, C/D
Current availability
5 open of 6
Catalog terms
Fall, Spring, Summer
Core codes
ECN, SCL, SOEHS
Loaded terms
5
Any Course EQUAL or GREATER Than: (01:640:111)
No direct degree-list membership appears in the checked-in requirement index.
01:220:102
ECONOMICS
AI-generated overview
Official topics cover multiple market models and policy applications, but Rutgers student discussion still frames the course as manageable with regular practice.
The sample syllabus expects weekly reading, practice problems, and weekend quizzes, which points to steady but not extreme outside work.
The sample syllabus explicitly says the class moves at a fast pace and adds new material every week.
The official syllabus emphasizes readings, quizzes, and exams rather than labs, papers, or build-style projects.
Student comments focus on quizzes and finals as meaningful checkpoints, but the course does not read as purely exam-driven.
Rutgers requires pre-calculus or placement and the course uses graphs and elasticity, but the official materials do not suggest heavy formal math.
Student-perspective sources repeatedly say understanding graph logic matters more than memorizing isolated rules.
The course mixes concrete market examples with conceptual models like strategic interaction, efficiency, and market failure.
There is a math readiness prerequisite, but the course is still described as an introductory class rather than one that assumes deep prior economics knowledge.
The sample syllabus requires assigned textbook reading before lecture and follow-up rereading during the week.
Rutgers Reddit discussion presents 102 as very doable when students keep up with readings, graphs, and practice problems, but not as a pure memorization elective. The most repeated theme is that instructor style matters a lot, especially for how clearly the class connects diagrams to real examples.
Students repeatedly say the class is fine when you actually read, do chapter or quiz practice, and keep pace instead of cramming all the graphs at the end.
Comments comparing Hohmann, Elgawly, and others emphasize lecture style, fairness of exams, and how much explanation you get beyond the slides.
The course is described as straightforward when you understand why curves move and what each model means, but much less friendly if you only memorize isolated rules.
A practical chapter-by-chapter view from foundations to applications.
Module 1
The course opens with the core economic habit of mind: choices are made under scarcity, so trade-offs and incentives matter. Early weeks define the language of opportunity cost and move quickly into supply, demand, and equilibrium.
A market price reflects scarcity, willingness to pay, and production conditions at the same time, which is why price changes can signal deeper shifts in incentives.
Two markets can face the same tax or shortage and respond very differently depending on how elastic buyers and sellers are.
Production and pricing decisions come from cost structures, expected demand, and the competitive environment, not from isolated formulas.
Many policy questions in microeconomics ask whether a market outcome is efficient, but that does not automatically settle whether it is equitable or desirable.
Always ask whether the change came from the good's own price or from an outside determinant such as income, cost, or technology.
Practice saying in words what each axis, curve, and shift represents before solving the problem numerically.
Link each market structure to its specific assumptions about entry, rivalry, and price-setting power.
Keep equity, distribution, and external costs separate from the narrower efficiency question.
5 open · College Avenue, C/D
| Section | Status | Instructor | Meeting | Campus |
|---|---|---|---|---|
| 0111718 | Open | JACKSON, EMILIE | Tuesday 10:20 AM-11:40 AM at ABW 2160; Friday 10:20 AM-11:40 AM at ABW 2160ABW 2160 | College Avenue |
| 0211719 | Open | HOHMANN, ALEX | Monday 8:30 AM-9:50 AM at SC 123; Thursday 8:30 AM-9:50 AM at SC 123SC 123 | College Avenue |
| 0311720 | Open | GOLDHAMMER | Wednesday 10:20 AM-11:40 AM at SC 135; Friday 3:50 PM-5:10 PM at SC 135SC 135 | College Avenue |
| 0411721 | Closed | ELGAWLY | Tuesday 12:10 PM-1:30 PM at HCK 138; Friday 12:10 PM-1:30 PM at HCK 138HCK 138 | C/D |
| 0511722 | Open | HOHMANN, ALEX | Tuesday 8:30 AM-9:50 AM at SC 135; Friday 8:30 AM-9:50 AM at SC 135SC 135 | College Avenue |
| 0629310 | Open | CATOVIC | Tuesday 5:40 PM-7:00 PM at ABE 2225; Thursday 5:40 PM-7:00 PM at ABE 2225ABE 2225 | College Avenue |
Historical student surveys
Teaching
4.07
Course quality
4.03
Response rate
44.0%
Coverage
126 offerings · 2014–2025
| Instructor | Offerings | Teaching | Quality |
|---|---|---|---|
| Elgawly, Michael | 22 | 4.41 | 4.29 |
| Hohmann, Alexandre | 10 | 4.11 | 4.00 |
| Hohmann, Alex | 9 | 3.98 | 3.91 |
| Skydel Jack | 9 | 3.32 | 3.49 |
| Elgawly Michael | 8 | 4.34 | 4.26 |
| Madariaga, Bruce | 7 | 4.20 | 4.16 |
Catalog and planning context
Credits
3
Current campuses
College Avenue, C/D
Current availability
5 open of 6
Catalog terms
Fall, Spring, Summer
Core codes
ECN, SCL, SOEHS
Loaded terms
5
Any Course EQUAL or GREATER Than: (01:640:111)
No direct degree-list membership appears in the checked-in requirement index.