Independent work under the guidance of an advisor assigned by the Department.
Requisite: ECON 498. Spring semester. The Department.
How to handle overenrollment: null
Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: TBD based on student plan with faculty advisor(s).
Independent reading course. Half course.
Admission with consent of the instructor. Fall and spring semesters.The Department.
How to handle overenrollment: null
Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: TBD based on student plan with faculty advisor(s).
Independent reading course. Full course.
Admission with consent of the instructor. Fall and spring semesters. The Department.
How to handle overenrollment: null
Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: TBD based on student plan with faculty advisor(s).
In this course, we will explore a long-standing question in economics: Why do some countries thrive economically while others lag behind? We will explore frontier research on economic growth and the macroeconomic aspects of development. Lectures will introduce key theoretical frameworks and empirical findings, covering topics such as the neoclassical growth model, structural transformation, resource misallocation, and innovation. Our focus will be on understanding and applying economic theory to interpret real-world patterns in growth and development.
Education is one of the most promising ways to fight inequality, yet inequality in educational attainment is rising in the United States. This course focuses on understanding inequality in education in the U.S., and whether and how education reform can reduce it. The course begins with a brief overview of the historical and current relationship between educational attainment and inequality in the U.S. We then study the empirical economics literature examining whether prominent education policies and reforms reduce inequality in educational attainment.
Much of urban economics focuses on the origin and development of cities. But, more generally, urban economics is the study of the role of location/space in the decision-making of households and firms.
Behavioral economics is a young field which attempts to improve upon existing economic models and their attendant welfare implications by expanding the economists' toolkit to include insights from psychologists, sociologists, and other social scientists. This course offers an advanced overview of behavioral economics with special attention to the role of social preferences. At the core of the course is a focus on the theory and research methods underlying cornerstone findings in behavioral economics (e.g. loss aversion, the endowment effect, time inconsistency).
A special topics course focused on core economic theory. Intended for students who have, in the past, received a D in a core theory course in economics and who therefore need to take a special topics course focused on that area of core theory to satisfy the major requirements.
Fall and spring semesters. The Department.
How to handle overenrollment: null
A study of the analysis of quantitative data, with special emphasis on the application of statistical methods to economic problems. A student may not receive credit for both ECON 360 and ECON 361.
Requisite: MATH 111, or equivalent and at least a "B" grade in ECON 111/111E or a "B-" in ECON 200–290, or equivalent.
Fall semester: Limited to 30 students each section. Professor Gebresilasse.
Spring semester: Limited to 30 students. Professor Theoharides.
This course develops macroeconomic models of the determinants of economic activity, inflation, unemployment, and economic growth. The models are used to analyze recent monetary and fiscal policy issues in the United States, and also to analyze the controversies separating schools of macroeconomic thought such as the New Keynesians, Monetarists and New Classicals. A student may not receive credit for both ECON 330 and ECON 331.
Requisite: Math 111 or equivalent and at least a "B" grade in ECON 111/111E or a "B-" in ECON 200–290, or equivalent.
