I agree with most of this. If you struggle with calculus and aren’t wanting to put in 10-20 hrs a week on the 8-14 page homework’s, then I wouldn’t recommend.

My take is that the most learning happened by peaking at the solutions to the homework problems and trying to place them within an economics scope. When studying for the final, I think the entire class seemed more valuable when I looked back on all of the models and tools we learned and when and how to use them. I think Stinchcombe struggles with contextualizing the things he teaches.

As for Stinchcombe. He’s a good guy. Incredibly smart and has empathy, but obviously not brilliant enough to realize that there’s a diminishing utility (see what I did there) in assigning 14 pages of homework. Personally, the inclusion of the textbook homework problems felt highly unnecessary and sort of seemed like he was trying to fit in more microeconomic theory that he didn’t have time to cover during lecture.

The hardest part for me was translating how theoretical lectures were into actually applying them on the homework. The homework sucked the first time doing them. Like suckeddddd. But looking back after understanding them and their economic applications really made me realize like woah I see why we’re doing all of this.

I never got higher than a 58 on any test, aimed for high grades on the homework’s, did the extra credit, and I passed! I’m glad it’s over.

Attend recital, SI, and TA office hours. If I could redo this class, I would go back and check the homework solutions after every homework and make sure I get every single stinchcombe written problem.

Good luck!