Fall 2006 Student Evaluations
Mean Student Evaluation Scores
Econ102-05 Econ102-09 Econ102-11
and relevance 1. 2.14 1.71 1.68
of the subject
critical thinking 2. 1.86 1.60 1.68
are well planned
and class time 3. 2.32 1.84 1.89
and expertise in 4. 2.07 1.40 1.53
and clarifies 5. 3.07 3.29 3.00
express 6. 2.44 2.43 2.21
The professor is
encourages 7. 2.25 2.65 2.32
students to seek
outside of class.
appropriate for 8. 2.57 2.65 2.05
professor to a 9. 2.93 3.20 3.00
course with the
level of 10. 2.54 2.40 2.00
should expect at
our School of
Mean 2.42 2.32 2.14
Econ 102-05, 10 comments
11. What are the strengths of this course?
We have discussed issues that are relevant to my major. Algebra is highly needed to pass this course.
It is hard to find strengths because the class is very difficult. Being able to do assignments in groups
Well prepared - parallelled histgory of economics today - good group exercises weekly.
Learning how to mathematically solve problems on economics. I feel Dr. LeBel gives a lot of help in class
and cares for his students. He's a nice teacher who challenges us and he always offers extra help.
I'm not sure. It makes you try harder in order to understand the material. The professor is well educated in
the subject matter of economics; he shows enthusiasm in the topic; delegates class time efficiently to give
time for us to complete assignments. Detailed review of class case studies and exams.
Well prepared professor; always ready for a new topic. All the information is locatged on the internet.
Quality of understanding; presentation of the materials. Presentation of class materials. The instructor
was very knowledgeable in the course. The website is easily accessible and informative. Excellent
speaker and explains concepts well. The professor has hiw own website, where you can go and check the material given
in class. He is a brilliant man and knows probably everything about economics right off the top of his head.
Professor's expertise in the field of microeconomics. Clear explanation of materials. Knowledgeable - knows the topic.
Very time efficient. The professor really challenges student and he is very nice and a fair grader on papers and essays.
Improving critical thinking. Professor clearly is highly knowledgeable on subject. A lot of case studies to interpret
current course topics and discussions.Professor is extremely knowledgeable. He is very well organized and has
great knowledge of the subject matter at hand. It keeps the need for understanding formulas relevant. Demonstrates
a lot of critical thinking skills; course demonstrates a lot of group activities to help solve case studies.
Professor is very knowledgeable in his field and his case studies are useful tools in the class. Informative, well
organized. Graphs, equations, etc. are applied well to real world situations to help understand the materials.
The class strongly demosntrates the significance and importance of ecvonomics to the business world; it also allows us
to incorporate learning into everyday life. Not only is the material on the subject taught but outside material to
deal with real life are introduced. Clear and relevant lectures. Information was accessible on Dr. LeBel's website so it
was easier to follow. Case studies worked as a group is very helpful. The professor masimizes the time alloted and
presents real, modern examples of the concepts. The professor seems to know the subject well. Case studies give a
real life approach to problem sets. The course was very professional; Dr. LeBel really made us think and work
hard in order to succeed. Professor is very smart and knows a lot about the class.
12. What changes do you suggest?
Speak more on the essay part of an exam. Emphasize the types of questions that are going to be given on an exam and to
practice them before tests. Possibly explaining the material in terms that everyone will understand. Easier problems,
going more over the testbook, writing more on the board. None. Talk slower as some topics are quite difficult to understand
Teach a little more slowly. Slow down and write problems on the board instead of showing complicated models and expect us to correctl
follow them. Lecture more instead of doing so many data sets; Make tests less aobut math. More use of material from the textbook
and less use of charts and case studies which many students find difficult to understand. None. More time spent on case studies.
Explaining the material better for students to understand. Less complex equations and more by the book. The professor
refuses to teach from the book. Fewer case studies. I would sugges for all classes is a special 2 hour class where the professor
reviews with the students for the final exam. More explanations with the case studies. More time spent on explaining case
studies. More clarity when teaching. He expects us to already know the material well. None. More useful problems and
clear explanations. Focus more on the material directly from the book. Stop teaching a math class and start using the book
We do all case studies in class; it might help if a similar one is on the tests. Goes too fast when explaining math concepts and formulas
used in case studies. Slow down when lectures are given. He speaks very fast and in terms that we don't necessarily understand; this
is only a 100 level class and most of us are not buseiness majors so the material shouldn't be so involved. In depth explanation
of case studies. More slower paced lectures. None. Simplify some terms; speak slower; maybe have group discussions. Explain
the datasets more deeply and slowly. Less information crammed in a class. Go slowly and more textbook lectgures, more midterm
and final review; show more clearly the formulas and how to do them. Slower explanation of subjet matter. Often time I felt as though
I was attending an Apple computer tutorial exhibition instead of an intro to micreocnomics class. Stronger emphasis on economic
terminology. The class is taught at a higher level than it should be. A clear understanding in key factors of this class are not clearly
portrayed. Professor needs to take time to explain things - this is a 100 level course. I recommend that the course have
much much easier exams. I recommend that there should be a change in the way case studies are presented . Put noted on
blackb oard or explain more how to do the case studies. What equations to use to solve the math problems. Dumb down for
audiences to understand. Longer time for tests; I like to double check my work and find that difficult at times to review all the
questions before the test ends. Case studies have to be broken down slower and with more stpes. I was lost with the cases because
it involved math I never learned. There should be a more thorough explanation on harder subject matter; there also shouldn't be so
much material covered on one test. pace of lectures coulde be a bit slower. I would like Professor LeBel to emphhasize more on
teaching than showing off his knowledge. AT times it seemed like he wanted us to know how much he knows than making sure we
understand. The material requires extra time to be able to fully complete each case study and allow time for questions. Professor
goes too fast over the material. A different instructor. I would have appreciated more step by step explanations written on the board; he w
rush verbally through the material and it was difficult to follow. Perhaps going a little slower and not squeeze so much in. None.
In some cases Dr. LeBel made the material really difficult ot underswtand when he could have made it more simple.
13. Did you find this course more, less, or about as challenging and/or productive as the average
courses you have taken at the University? In what way?
Challenging, but in a good way. More challenging but I think that this is very good to learn through making an effort. I found it
more challenging but productive; it was harder than I expected. I found this course very challenging and in order to do good (sic) in this
class I used to study on my own a lot; Some of the problems were very difficult; This was problably the most difficult of I that I have
taken already. About as challenging and more productive as an average course that I have taken here at MSU. About as challenging.
More challenging because of all the math concepts used. More challenging that other classes I have taken. Way more difficult - I
expected to learn microeconomics, not expert mathematics. More challenging because I fgound it extremely difficult to understand the ca
studies and material from the book. More challenging because it is one of my major courses. The same but doable. This course was rea
hard. More challenging because we were forced to apply what we learned whereas in other classes, we could pay attention when we
got to exam time and we would do fine. So this class is about as challenging as a college course should but much more so compared to
other MSU courses. More challenging. More challenging. Productively challenging b ecause we looked at the actual aspects of economi
in the fullest. This wasn't a washed down course. Teacher is fully educated in the topic of economics. More challenging; Economics is
not a simple subject. More challenging; a lot of material and a lot of math. More challenging because the testa re difficult and he doesn'
teach us out of the book. Much more challenging; it feels as if we had to each ourselves in order to understand; More challenging, with e
problem sets; Challenging - harder than I thought. More challenging and tests were hard. More challenging because of the case studies.
Very challenging. Average, only because in a math mator and th'st what this class involves. Very difficult. My most challenging course;
it is difficult and so are the tests, even with a lot of studying. Challenging, but that motivated me to work harder. Challenging; the materia
very difficult for me to understand. Very challenging and productive. More; there is a lot of material; it is hard to remember everything at
are a lot harder. Quite challenging with all the applications to the real world. Much harder - a lot of information. More challenging. More
challenging because of the broad knowledge of the professor in this course will urge my students to want to know more.
More because most of tests are not on book but on mathematial equations and graph interpretiaons, often going beyond text.
Very challenging as well as productive and more rewarding. This course is the only one that I am struggling over this semester.
More challenging than any class I've taken here at MSU - hard to keep up with. About the same because he shows and teaches in a wa
he wants to help students succeed. Very challenging; the way the formulas were taught and the course itself was very difficult.
Most productive/challenging course I have taken so far at the University - it requires a lot of critical thinking and paying attention.
More challenging because the material was harder and I did not understand it well because it was not explained thoroughly.
More challenging; the language Dr. LeBel uses is as if the class was a board of economists. Very productive. More challenging - Dr. LeB
allowed us to try and solve equations on concepts to the course material without extensive aid, which allowed me to better learn and und
the materials. The most challenging and the most productive course I've taken at Montclair. This course required about four hours daily
to be equipped for the exams. More challenging than any of my other classes taken so far. More challenging; some of the material
taken from outside the textbooki. Very challenging but not too difficult. Very challenging due to the complex materials. One of the
most challenging to me. More challenging - examples were explained more complex than what they really are. More challenging
than other courses; Professor required not only material from the book but also from his sources, which was double work. Very difficult
because I had difficulty with his teaching style and he rushed through the material. Challenging - it was a lot of info and the pace was qu
More challenging because it isn't information everybody knows; he have to really focus to understand it. Yes. The more challenging
course I've had so far. The most challenging I've taken.
14. In what ways does the professor encourage students to think about ethical and moral issues in business?
We have had realistic stories talking about a particular historical event. He gives a lot of class work on the material to make sure you
understand the class for the day. Case studies help students to think critically. He always gives good advice and other suggestions.
The course materials constantly bring up those issues. He was always encouraging us to think. Many examples given. By applying
to everyday occurrences. Refuses to show examles. Real life situations. Asks important questions relative to economics and business b
understanding the functions of firms and how they make decisions - it instills in us the ethical and unethical issues in business.
He talks about markets and ethical and unethical things, businesses do or can do for money. Not sure.
Use of spreadsheets. Applying them in a business sense. Giving students problems. Relates material to past occurrences on the
subject. Through the letures. He always asks us how certain things would affet others. The history of eocnomics. By explaining it word
for word. By doing application modules. Current issues and lectures about them. Compares issues with real life situations. Using examp
from everyday situations. On essays and in exams. The theory aspect of the exams says it all. Examples from history. Encourages us to
think through his examples. By using real world examples. Letting us know to trust ourown judgments and to use better discretion.
Definitions and examples all used to express the importance of ethics and morals in business. By talking about the history behind econo
Makes us think through his lectures, essays, paper, and case studies. How government imposes laws to protect ethical and moral issue
such as the environment. Examples from personal experience. Made us think on and voice our opinions about business decisions and w
we would be morally or objectively driven. Discussing how the professor felt about certain moral issues. Outside readings and sources
poses critical thinking questions as part of the examination that deals with ethical and moral issues in business. Some lectures. Global
warming, unemployment, and other topics covered in class. During case studies. He presents the history of concepts and will also
talk about modern examples and ask us to consider what we would do.
15. Please evaluate how well this professor has helped you further any or all of the following five educational goas
To a degree all of the above. Some Excellent Any Analysis Somewhat
Very well done through material is more difficult to some, I.e., me. Cites several examples every day in class.
Case studies Some Very
Case studies. good. Should help students more in class.
Makes me think harder but I have a better udnerstanding of supply and demand in the business world.
Through case studies. It was good for him to force us to give in an outline and look up the bibliography
because it made us do the work and think. He has improved my thinking skills. Logic.
Has improved my thinking skills. Creative and non-traditional problem-solving - logical, critical, and integrated analysis.
Helped me look more into depth into economic information. ery well. Stronger non-bias judgments.
Helped logical analysis. Capacity to exercise good judgment, ethical reasoning.
Critical thinking at its best.
Explains how to solve real-world problems. Good Has kept me thinking and working hard.
My non-traditional problem solving skils have been improved. did help me more with critical and ethical reasoning.
Discipline-specific knowledge and competencies
Some High level All All Need to incorporate more real world stuff.
Not really. Case studies. Some Case studies Good Improved my information technology.
Opened my mind. Tools required in analyzing risk and minimizing capital Uncertain. Used real world situations.
Information technology. Good Has taught me to work hard for my grades very well.
Very much. Well organized on-line materials.
Some Excellent All All Somewhat Class groups and participation.
Some Good Very good.He does all the talking. Good structure for handling the paper.
Good presentation - and oral - he can talk for hours. the research paper. Good. Fairly. Well
Essays on exams. All of the above. Average, not much change. Good Has helped me
Group work case studies.
Learned all above from Prof. LeBel.Excellent All All Yes
Understanding the business world on our level. All True Understand the economic changes.
Taught me economics. Very well. All of the above. Explains globalization. Good
Very well. Writing skills have been improved.
Excellent Any Sure. Yes Yes. A lot of explanations in case studies.
Some. False. Making us think about current situations in the world. Helped me manage time.
Well. All of the above. Let's us work together to help us develop communication skills with our peers.
Very well. Very much. Independent work (research paper).
ect us to correctly
ts and formulas when
felt as though
e not clearly
uldn't be so
e more on
ing sure we
n the board; he would
ood (sic) in this
that I have
difficult - I
nderstand the case
s course was really
tion when we
e so compared to
ects of economics
g; Economics is
lt and he doesn't
hallenging, with evaluating
he case studies.
ging; the materials were
er everything at once; exams
teaches in a way tha
enging - Dr. LeBel
ter learn and understand
four hours daily
ne of the
k. Very difficult
the pace was quick.
make sure you
and business by
es on the
laining it word
ns. Using examples
ncourages us to
ry behind economics.
and moral issues
decisions and why
s and sources
nd will also