Managerial Economics (ECON 3125)

• Learn to add value to a business with economic tools

• Mon hybrid, Wed in-person, Fri for online exams

• Only 3 Friday sessions this semester

• Use Poll Everywhere in class

• Grading: Class Clicker Questions 5%, Textbook Quizzes

20%, Exams 75%

• Online textbook – quizzes in textbook

• Online exams taken via Canvas on Fridays

• Exams on:

➢ Fri, Feb 24th

➢ Fri, March 31st

➢ Fri, April 28th

➢ Final Exam May 8 (005) or May 10 (003/004)

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Economics 3125-003, 004, 005 Managerial Economics, Spring 2023

Section 003/004: Mon/Wed 1:25 pm – 2:15 pm in Rowe 130, Fri 1:25 pm - 2:40 pm ONLINE

Section 005: Mon/Wed 2:30 pm – 3:20 pm in Rowe 161, Fri 2:30 pm - 3:45 pm ONLINE

Instructor: Dr. Matt Metzgar

Office: 223B Friday Building
Phone: (704) 687-7188
Email: mmetzgar@uncc.edu

Office Hours: TBA

Teaching Assistants: TBA

Online Textbook: Managerial Economics by Matthew Metzgar. See Canvas page for more details.

Poll Everywhere (required): You will need a web-enabled device for each class. This is a free system
provided by the University.

Course Description: This course uses economic tools to analyze decisions managers make about their
business. We consider economic decisions of particular interest to businesses, e.g., demand and
estimation, cost analysis, and pricing policies. By further developing economic ideas introduced in your
Principles of Microeconomics class, we analyze questions of the optimal level of production, pricing, and
competitive positioning of the business.

Course Objectives: You will acquire a sophisticated knowledge of microeconomic tools and the ability
to explain these tools in words, using graphs, and using equations. You will be able to apply this
knowledge of microeconomics and the techniques acquired in this course and its prerequisite courses to
recommend efficient managerial decisions.

Prerequisites: ECON 2102, MATH 1120 or 1241, STAT 1220, and INFO 2130. It is assumed that you have
not only completed these courses but have also mastered the material. Students with deficient
backgrounds will need to commit extra time to this course.

Grading Basis: Grades will be based upon three categories:

• Clicker Questions
• Textbook Quizzes or Research Paper (choose one)
• Exams

Class Clicker Questions: During every class, questions will be presented overhead that are to be
answered via clickers. Some of these questions will be graded on participation, and some of these
questions will be graded as right/wrong. Right/wrong questions are typically scored as 95% for an
incorrect answer and 100% for a correct answer. In-class homework and practice questions may be
scored differently. The lowest 4 days will be dropped (by lowest percentage). If the clicker score for a

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certain day appears inaccurate, the instructor must be notified within 1 week, or else the instructor
reserves the right to leave the score unchanged.

The Poll Everywhere system may or may not be able to grade numeric response questions. This feature
is coming, but it is not known when it will be available.

On most Wednesdays, open-ended tasks may replace the Poll Everywhere questions. They will count as
that day’s Poll Everywhere points.

Textbook Quizzes: There will be one Graded Quiz for each Chapter in the online textbook. This course
will cover Chapters 1 – 8. Questions are scored 100% for a correct answer and 0% for an incorrect
answer. There are two attempts for each assignment.

Optional Research Paper: See Canvas for more information. For any late assignments, 20% will be
deducted if it is submitted within 24 hours after the deadline. 40% will be deducted if it is submitted
between 24 – 48 hours past the deadline. After 48 hours past due, the score will be zero.

Exam Format: All exams are taken online via Canvas. This makes them open-note, open-book exams,
though students should be working alone.

Exams: There will be three exams during the semester. These exams are cumulative. Exam 1 covers
the material from the first third of the course. Exam 2 covers the material from both the first third and
the second third, though it will be weighted more towards the second third. The same holds true with
Exam 3. This is done to promote long-term retention of the material

The lowest exam will be dropped out of the 3 exams and the final. Yes, the final can be dropped if a
student is satisfied with his or her grade after the first 3 exams.

A student who begins a test late will not be given extra time at the end of the examination period.

Final Examination: The final exam will be taken online via Canvas. The final exam is cumulative.

Makeup Exams: If traveling on official University business, a similar multiple-choice makeup exam will
be available. For all other absences, no makeup exams will be given.

Grading:

Class Clicker Questions 5% (drop lowest 4 days, capped at 100%)

Textbook Quizzes or Research Paper 20% (lowest textbook quiz is dropped)
Exam 25% (best 3 of 4)
Exam 25%
Exam 25%

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Grading Scale:

A 90-100%
B 80-89%
C 70-79%
D 60- 69%
F Below 60%

Grades are rounded to the nearest whole percentage. Example: 89.5% will round to an A, while
89.49999% will not.

Attendance: Attendance is not taken though students who miss class will obviously lose exam points
and/or in-class clicker points. There may be a multi-point clicker question at the beginning of class to
make sure students arrive on time.

Lateness and Leaving Early: If a student arrives late more than 5 times, their course grade will be
dropped by one letter grade and they will also be reported to the Dean of Students. Leaving class early
without prior notification to the instructor also counts as a lateness incident.

Professionalism: If a student acts in an unprofessional manner during class, the student will be warned
first via email. For a second offense, the instructor reserves the right to drop the student’s course grade
by one letter grade.

Academic Integrity: Students have the responsibility to know and observe the requirements of The UNC
Charlotte Code of Student Academic Integrity. This code forbids cheating, fabrication or falsification of
information, multiple submissions of academic work, plagiarism, abuse of academic materials, and
complicity in academic dishonesty. Any special requirements or permission regarding academic integrity
in this course will be stated by the instructor and are binding on the students. Academic evaluations in
this course include a judgment that the student’s work is free from academic dishonesty of any type;
and grades in this course therefore should be and will be adversely affected by academic dishonesty.
Students who violate the code can be expelled from UNC Charlotte. The normal penalty for a first
offense is a lowering of the course grade by one letter grade. For second offenses, in almost all cases,
the course grade is reduced to an F. Copies of the code can be obtained from the Dean of Students
Office. Standards of academic integrity will be enforced in this course. Students are expected to report
cases of academic dishonesty to the course instructor.

Using another student’s clicker to enter responses in their absence is a violation of the academic
integrity code. To that end, there is no plausible motive for possessing another student’s clicker other
than to obtain points for an absent student. Consequently, possession of another student’s clicker will
be taken as evidence of intent to violate the academic integrity code and will be prosecuted to the
fullest extent allowed under the UNC-Charlotte Academic Integrity Code.

If you are caught using someone else’s clicker, both students will have their course grades dropped by
one letter grade.

In addition, responding to Poll Everywhere questions while not physically present in class is also a
violation of the Academic Integrity Code.

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Cell Phones: Cellular Telephones and pagers are to be turned off and stowed out of sight for all classes
and exams. Under very extraordinary circumstances (such as someone providing emergency care for a
family member), students will be permitted to leave their cell phone or pager (using silent ring options)
on during class, but never during a test or exam. Students who confront such emergencies must obtain
prior approval from the professor.

Exam Schedule: The University has very specific guidelines regarding the circumstances under which
students are permitted to reschedule final examinations. These guidelines will be followed to the letter.
Students who do not meet the specific guidelines set forth by the university will not be permitted to
take the final examination at a time other than the officially proscribed period for any reason. The
semester ends with the final examination. There will be no accommodation for students who want to
take an early exam for any reason other than representing the university. Students representing the
university must provide written documentation from appropriate university personnel.

Diversity: The Belk College of Business strives to create an inclusive academic climate in which the
dignity of all individuals is respected and maintained. Therefore, we celebrate diversity that includes,
but is not limited to ability/disability, age, culture, ethnicity, gender, language, race, religion, sexual
orientation, and socio-economic status.

Disability: UNC Charlotte is committed to access to education. If you have a disability and need
academic accommodations, please provide a letter of accommodation from Disability Services early in
the semester. For more information on accommodations, contact the Office of Disability Services at 704-
687-0040 or visit their office in Fretwell 230.

Mask Wearing: The current University policy is that masks are optional for faculty and students.

FAQ:

Do you give partial credit on exams? No. I teach large classes so this is not feasible.

What if I enter a different answer on my online exam than what I intended? Whatever is entered via the
online Canvas exam is what is scored.

Can I come to a different section on from the one I registered for? Yes, but you will not receive any
clicker or exam points when you do.
Outline: Chapters 1, 2, 3, 4, 5, 6, 7, 8

Schedule:

Mon, Jan 9
Welcome, Hand out Syllabus, Discussion of Teaching Methods, Chap 1

Wed, Jan 11
Chap 2

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Mon, Jan 16 – MLK Day
No Class

Wed, Jan 18
Chap 2, Chap 3

Mon, Jan 23
Chap 2, Chap 3

Wed, Jan 25
Chap 3

Mon, Jan 30
Chap 3

Wed, Feb 1
Chap 3

Mon, Feb 6
Chap 3, Chap 4

Wed, Feb 8
Chap 4

Mon, Feb 13
Chap 4

Wed, Feb 15
Chap 4

Mon, Feb 20
Chap 4

Wed, Feb 22
Homework #1 due in-class

Fri, Feb 24 – Cumulative Exam #1

First Exam

Mon, Feb 27 – Spring Break/No classes

Wed, March 1 – Spring Break/No classes

Mon, March 6
Pass Back First Exam/Chap 5

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Wed, March 8
Chap 5

Mon, March 13
Chap 5

Wed, March 15
Chap 5

Mon, March 20
Chap 6

Wed, March 22
Chap 6

Mon, March 27
Chap 6

Wed, March 29
Homework #2 due in-class

Fri, March 31 – Cumulative Exam #2

Second Exam

Mon, April 3
Chap 7

Wed, April 5
Chap 7

Mon, April 10
Chap 7

Wed, April 12
Chap 7

Mon, April 17
Chap 8

Wed, April 19
Chap 8

Mon, April 24
Chap 8

Wed, April 26
Homework #3 due in-class

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Fri, April 28 – Cumulative Exam #3

Mon, May 1
Review Exam #3/Final Exam Review

Final Exam Time:

Section 003-004 (1:25 pm section): Wed, May 10 - Final Exam, at 2 pm – 3:30 pm online (Note the
start time and the total time of 90 minutes)

Section 005 (2:30 pm section): Mon, May 8 - Final Exam, at 2 pm – 3:30 pm online (Note the start time
and the total time of 90 minutes)

References:

1. Learn before lecture: A strategy that improves learning outcomes in a large introductory biology
class. Moravec M, Williams A, Aguilar-Roca N, O'Dowd DK. CBE Life Sci Educ. 2010 Winter;9(4):473-81.

2. Constructing Knowledge in the Lecture Hall: A Quiz-Based, Group-Learning Approach to Introductory

Biology. Daniel J. Klionsky 2002 Journal of College Science Teaching v. 31, n. 4, p. 246-251.

3. The Exam-A-Day Procedure Improves Performance in Psychology Classes. 2002. Leeming, F.

Teaching of Psychology, v29 n3 p210-212.

4. Increased course structure improves performance in introductory biology. Freeman S, Haak D,

Wenderoth MP. CBE Life Sci Educ. 2011 Summer; 10(2):175-86.

5. Learning concepts and categories: is spacing the "enemy of induction"? Kornell N, Bjork RA. Psychol
Sci. 2008 Jun;19(6):585-92.

6. Rogoff, B., & Mejía-Arauz, R. (2022). The key role of community in Learning by Observing and Pitching
In to family and community endeavours (El papel clave de la comunidad en Aprender por medio de
Observar y Acomedirse en las actividades de la familia y la comunidad). Journal for the Study of
Education and Development, 45(3), 494-548.