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CYES 290 - Praxis Design Seminar
This seminar prepares students to conceive of their activist project both in theoretical and practical terms. Students develop drafts of portfolio pieces on the three theories of understanding that guide the CYES major: 1) a critical theory of social inequality; 2) a reflexive analysis of social and cultural identity; and 3) a theory of social change. The conclusion of this course guides students in the development of a theoretically grounded and methodologically sound praxis project proposal, and IRB approval for their planned research. This proposal will be read and approved by the student’s praxis project committee: the student’s major advisor (and teacher of the course), a second reader from the CYES faculty, and a community member of the committee, as the advancement to candidacy gateway.
Prerequisites: This course is only for students who have declared Community, Youth, and Education Studies (CYES) as their major and are in their junior year.
Anticipated Terms Offered: Every Spring
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CYES 292 - Praxis Project Seminar
This course supports students as they work independently or in small groups to enact their praxis projects which were designed in the Praxis Design Seminar. Students are supported in the implementation of their community-based praxis projects, including on-going collection of data, data reduction, data analysis, and theory development.
Prerequisites: This course is only for CYES majors in their senior year who have passed the Praxis Design Seminar, CYES 290 , and the Advancement to Candidacy Gateway.
Anticipated Terms Offered: Every Fall
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CYES 294 - Praxis Thesis Capstone
This seminar supports students in producing (and defending) original work of quality and consequence. The capstone thesis and digital portfolio demonstrate a CYES student’s capacity for integrating theory and practice; showing creativity, discipline, resilience, and intellectual excellence - needed to engage in original, self-directed work of consequence for the neighborhood or community at large. Towards the end of the Praxis Capstone Thesis course, CYES majors will submit their portfolio including their praxis project thesis to their committee for review. The student’s committee will be composed of the praxis project thesis chair who will be a CYES affiliated faculty, a second university faculty reader, and a community member (ideally someone involved with their project). A fourth non-voting member of the committee will include a junior level CYES major. The Capstone Project is presented in a CYES Colloquium on Engaged Scholarship. To complete, students must:
- Submit a first draft of their thesis by March 15;
- Present their work at Academic Spree Day and/or at a national conference;
- Complete an oral defense with first and second readers and community committee member(s).
Upon satisfactory completion of the course and the program, the CYES Program Praxis Committee may recommend graduation with departmental honors. For an Honors designation, the praxis project thesis should be of publishable quality, generate new knowledge or tools, and leave a legacy for the community, program, or institution that demonstrates the role of engaged activist scholarship.
Prerequisites: To be eligible to take the Capstone Thesis Course - students must have successfully completed CYES 290 and CYES 292 .
Anticipated Terms Offered: Every Spring
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CYES 298 - Internship
An Academic internship is a practical work experience with an academic component that enables a student to gain knowledge and skills within an organization, industry, or functional area that reflects the student’s academic and professional interests while earning credit. Maybe repeatable for credit.
Anticipated Terms Offered: Every Semester
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CYES 299 - Directed Study
Independent study for qualified students on a selected topic. Permission of instructor required. Offered for variable credit.
Anticipated Terms Offered: Each Semester
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DSCI 125 - Introduction to Data Science
The course introduces foundational statistical and computational concepts and skills in data-centered computing and applications. It provides hands-on opportunities for students to process and analyze real world datasets and extract information from the data. Social issues surrounding data science, such as data privacy, bias, fairness, and social impacts, will also be discussed.
Prerequisites: MATH 120 or MATH 124 & CSCI 120 or CSCI 124
Course Designation/Attribute: POP
Anticipated Terms Offered: Fall 2019
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DSCI 205 - Applied Data Analytics
An investigation into the fundamental techniques and practices of data analysis. The primary activities of the course will be a series of lectures and a corresponding series of lab sessions, programming projects, and written assignments. The course will focus on applying tools and techniques to practical problems of analysis, visualization, and discovery and will also introduce the student to a suite of modern tools for data analysis.
Prerequisites: (GEOG 110 or ECON 160 or SOC 202 or PSYC 105 or PSCI 107 or MGMT 110 ) and (CSCI 120 or IDCE 302 )
Course Designation/Attribute: POP
Anticipated Terms Offered: Spring 2021
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DSCI 225 - Applied Machine Learning
An investigation into the fundamental techniques and practices of machine learning. The primary activities of the course will be a series of lectures and a corresponding series of lab sessions, programming projects, and written assignments. The course will focus on applying machine learning to practical problems in Data Science and will also introduce the student to some of the fundamental theory of machine learning.
Prerequisites: MATH 130 - Linear Algebra & CSCI 121 - Data Structures & DSCI 125 - Introduction to Data Science
Anticipated Terms Offered: Spring 2019
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ECON 005 - Europe at the Crossroads
Economics 005 explores both the foundationis of and the challenges to the European Union, which is the European experiment to create a unified goods, labor, and capital market across 27 countries of Europe. The course also examines the economic issues surronding the common currency, the Euro. Integrating lectures and discussions, the basic economics of the European Union are explained. Field trips provide the student with opportunities to discuss various aspects of the European Union with experts in Luxembourg, Germany, and Belgium.
Course Designation/Attribute: GP
Anticipated Terms Offered: May term
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ECON 010 - Economics and the World Economy
This course provides an introduction to international economic interactions and the macroeconomic analysis of economies. The course develops basic economic concepts including market analysis, trade, and demand and supply in the macroeconomy. Comparisons across countries provide a deeper understanding of business cycles, unemployment, monetary policy, economic growth, currencies and fiscal policy. These economic concepts provide tools to analyze current issues such as economic stability, debt crises and policies towards trade. Open to first-year students. Fulfills the global comparative perspective.
Course Designation/Attribute: GP
Anticipated Terms Offered: Offered every semester
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ECON 011 - Principles of Economics
This course offers an introduction to microeconomics: the analysis of firms, consumers and markets using economic models. The first part of the course explains how individual actors in the economy, both consumers and producers, make economic decisions and how global economic conditions can affect those decisions. The course then examines the implications of those decisions for both competitive markets and for markets where firms can influence prices or output (such as monopoly). The course also helps students analyze the trade-offs of government interventions in markets and situations in which the free market fails to ensure the best use of resources for a society and discusses possible solutions.
Prerequisites: ECON 010 or ECON 100 .
Course Designation/Attribute: FA
Anticipated Terms Offered: Offered every semester
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ECON 108 - International Economics: Trade and Finance
Reviews the basic principles of international economics. Examines policy issues in international trade and foreign investment, and explores policy alternatives. Not a prerequisite for ECON 207 or ECON 208 , but may be taken in preparation for them.
Prerequisites: ECON 010 .
Anticipated Terms Offered: Offered every other year
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ECON 128 - Intro to Economic Development
This course serves as an introduction to development economics. We will study the economic circumstances and problems of the poor in low income countries. The course considers the contributions economic analysis can make to understanding poverty at the household and national levels. It reviews alternative theories of economic growth and examines a number of issues central to the lives of the more than 5.5 billion people who live in the developing world. Offered in alternate years with ECON 228 . Students may not take both ECON 128 and ECON 228 .
Prerequisites: ECON 010 .
Anticipated Terms Offered: Offered every year
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ECON 160 - Introduction to Statistical Analysis
Examines basic concepts and techniques of statistical method in economic analysis: descriptive statistics, probability theory, sampling distributions, hypothesis testing and simple and multiple regression.
Prerequisites: ECON 010 or ECON 100 .
Course Designation/Attribute: FA
Anticipated Terms Offered: Offered every semester
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ECON 204 - Microeconomic Theory Using Calculus
This course introduces to students a set of analytical tools that economists developed to study the behavior of consumers and firms and different market mechanisms. It starts with the theories of the consumer and the producer, then examines competitive market equilibrium, and finally discusses the situations in which efficient resource allocations can not be achieved in competitive markets. Interspersed with theory, the course contains frequent examples that demonstrate the use of microeconomics in solving problems faced by decision makers in both the private and public sectors. Concepts, techniques, and results from Calculus are regularly used to facilitate theoretical analysis. The main distinction of this course from Econ 205 is the use of calculus.
Prerequisites: ECON 010 , ECON 011 and MATH 120 or MATH 124
Anticipated Terms Offered: every year
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ECON 205 - Microeconomic Theory
Describes and analyzes how a market-oriented economy functions in answering the five basic economic questions: (a) What commodities to produce? (b) How much of each to produce? (c) What productive techniques to use and how to provide incentives? (d) How to distribute the output among the various members of society? (e) What provision to make for the future? Interspersed with theory, the course contains frequent examples that demonstrate the use of microeconomics in solving problems faced by decision makers in both the private and public sectors.
Prerequisites: ECON 011 and ECON 010
Anticipated Terms Offered: Offered every year
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ECON 206 - Macroeconomic Theory
Macroeconomics is one of the core elements of economics. The subject includes the study of the determinants and behavior of the aggregate economy, including income, employment and the price level. The economy is examined at a point in time (statics) as well as over time (dynamics).
Prerequisites: ECON 010 and ECON 011
Anticipated Terms Offered: Offered every year
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ECON 207 - International Trade Theory
Studies international trade theory and policy at the intermediate level. Examines the fundamentals of international trade theory: comparative advantage, gains from trade, neoclassical trade theory, trade and income distribution. Traditional and modern instruments of protectionism, arguments for and against free trade and the role of international institutions are discussed.
Prerequisites: ECON 010 and ECON 011 ; ECON 205 is recommended.
Corequisites:
Anticipated Terms Offered: Offered periodically
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ECON 213 - Money and Banking
This course provides an analysis of money, commercial banking and central banking with emphasis on monetary policy implementation by the Federal Reserve System and the resulting economic impact both nationally and internationally. In addition, the course will prepare students for participation in the Fed Challenge competition held annually at the Federal Reserve Bank of Boston.
Prerequisites: ECON 010 , ECON 011 and ECON 206
Anticipated Terms Offered: Fall annually
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ECON 222 - Labor
Applies the concepts of labor supply and labor demand in a basic model of labor markets. The model is used to analyze the results of the labor market: wages, employment and unemployment. The analysis is modified to allow for market imperfections and nonmarket forces, including trade unions and the government. Further topics include wage discrimination and income inequality.
Prerequisites: ECON 010 and ECON 011
Anticipated Terms Offered: Offered every other year
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ECON 224 - Applied Game Theory
Game theory is the formal study of situations in which individuals make decisions that will influence one another’s welfare. It provides a set of analytical tools that are useful for scholars in all branches of social sciences as well as for practical decision-makers. This course offers an introduction to game theory with an emphasis on its applications. It covers applications in economics, business, political science, sociology, international relations, psychology, biology, and recreation. No prior knowledge of game theory is presumed and the required mathematical background is minimal (high school algebra and one course in calculus will be sufficient).
Prerequisites: ECON 010 , ECON 011 , and MATH 120 or MATH 124 or instructor’s permission.
Anticipated Terms Offered: Offered periodically
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ECON 226 - Industrial Organization
Takes the concepts learned in Intermediate Microeconomic Theory to the next level. More complicated theories of firm behavior are examined. By allowing issues such as product differentiation and imperfect knowledge to enter the analysis, students gain access to more realistic views of industrial structure and performance. Practical applications of these theories can then be examined through the use of specific industry studies.
Prerequisites: ECON 010 and ECON 011 .
Anticipated Terms Offered: Offered periodically
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ECON 232 - Policy Evaluation and Education in Developing Countries
This course provides an introduction to the economics of education, discussing the basic theory of human capital and providing an overview of some of the main empirical research on education in developing countries. The focus of the class is on learning analytical and statistical tools for policy evaluation. We will use statistical software to analyze data and estimate causal effects with some of the main methodologies used in impact evaluation - randomization, matching, differences-in-differences, and regression-discontinuity. We will study how these techniques have been applied to the study of various education policies in the developing world, including cash transfers, information and health interventions, elimination of school fees, school quality improvements.
Prerequisites: ECON 010 , ECON 011 , and ECON 160 (or another statistics or quantitative methods course such as GEOG 110 or PSYC 105 )
Anticipated Terms Offered: Annually
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ECON 245 - The History of Global Economy
Provides students with a comprehensive introduction to the history of the global economy. Using straightforward tools of economic analysis, we study the debate over the origins of the global economy, the growth of it before World War I, its destruction during the Great Depression, and its re-emergence during the past 50 years. The course focuses on the potential impacts of globalization on economic growth, the distribution of benefits (and costs) and the role played by colonialism and imperialism. Fulfills the Historical Perspective.
Prerequisites: ECON 010 and ECON 011 ; ECON 108 or ECON 208 recommended.
Course Designation/Attribute: HP
Anticipated Terms Offered: Offered every other year
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ECON 248 - Living on the Edge? Latin America, Asia and the Global Economy since 1600
This course explores the role of the world economy in the economic development of what was once known as the periphery - Asia and Latin America - over the period 1600-1990. The course uses the tools of basic trade theory and international macroeconomics to understand the impact of two signal events on Latin American and Asian economic development. The “Great Divergence” was when the Asian periphery first fell behind northwest Europe and the United States during the 18th and 19th centuries. Parallel events saw Latin American economies fall behind the United States. The First Globalization of the second half of the 19th century through the 1920s marked the emergence of trade and financial integration between the developed North and developing South. The break-up of the global economy during the Great Depression and decolonization prompted national experiments that emphasized decoupling from the world economy. Why countries turned away from those experiments ca. 1990 to pursue today’s integration with the global economy is a key question for the course. The historical perspective informs our understanding of current debates about de-industrialization, the existence of a resource curse and the suitability of various models - the east Asian model, export-led growth, labor-intensive growth or import substitution industrialization - for achieving consistent economic performance.
Prerequisites: ECON 010 and ECON 011
Course Designation/Attribute: HP
Anticipated Terms Offered: every other year
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ECON 250 - Economics of Sport
Applies economic analysis to the sports industry. While the primary focus is on professional team sports, individual and amateur sports are covered as well. Labor relations, antitrust law, public subsidization of sports facilities, discrimination and sports broadcasting are among the topics that are covered from an economics perspective.
Prerequisites: ECON 010 and ECON 011 .
Anticipated Terms Offered: Offered periodically
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ECON 253 - Natural Resource Economics
This course examines the economic models used for analyzing problems regarding the sustainable use and management of natural resources. The focus of the course is on developing the analytical skills needed to access the economic and environmental implications of natural resource policies from both public and private perspectives. Students will examine optimal management strategies that address the spatial and temporal aspects of natural resource stocks and flows. Specific attention is given to the economically efficient consumption and conservation of land, minerals, oil & gas, fisheries, forests, and water resources.
Prerequisites: ECON 010 ECON 011 ECON 160
Anticipated Terms Offered: every other year
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ECON 254 - Environmental Economics
This course examines the economic tools used for analyzing and solving problems related to environmental quality. Students will learn about cost-benefit analysis, a framework for examining the economic efficiency of environmental programs or projects, explore alternative methods for determining the economic values of non-marketed goods and services, and gain an understanding of the policy mechanisms that can be used to control pollution. Specific attention is given to air and water pollution, hazardous waste management, and global climate change.
Prerequisites: ECON 010 and ECON 011 are required. ECON 160 is recommended.
Anticipated Terms Offered: bi-annually
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ECON 256 - Modeling Ecological-Economic Systems
Models are simplified representations of the real world which can be used to convey information, generate and test hypotheses, and make predictions about what will happen in the future. This course introduces students to the art and science of simulation modeling with a focus on coupled natural-human systems. Lectures help students learn how to translate “word problems” into integrated systems of model components using mathematical equations. Labs provide students with hands-on experience in the design and construction of simulation models using computerized spreadsheets (Microsoft Excel). Applications will be drawn from a range of environmental and natural resource economics issues including multiple-use forestry, fish and wildlife harvesting, and water resource management. Math 120 or equivalent recommended.
Prerequisites: ECON 010 ECON 011 ECON 160 (or equivalent required) MATH 120 or equivalent recommended.
Anticipated Terms Offered: spring bi-annually
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ECON 258 - The Economics and Policy of Food
This course covers the U.S. food system from an applied economic perspective. The social, environmental, and economic costs and benefits of food production, distribution, and consumption will be examined and policy implications developed. By doing so, a greater understanding of the positive and negative aspects of the food systems will be developed. The course will be an eclectic mixture of lectures, guest speakers, documentary screenings, and discussions.
Prerequisites: ECON 010 , ECON 011 and ECON 160
Anticipated Terms Offered: Offered every other year
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ECON 265 - Econometrics
This course deals with the application of statistical methods to economics. The objective is to expose students to economic model building, testing the model statistically, and applying the model to practical problems in forecasting and analysis. By understanding the theoretical and econometric basis of equations, students gain proficiency in formulating, estimating and interpreting testable relationships on their own.
Prerequisites: ECON 010 , ECON 011 and ECON 160 (minimum grade of C- needed for ECON 160)
Anticipated Terms Offered: Offered every year
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ECON 271 - Introduction to Mathematical Economics
An introductory survey of the use of mathematical methods in economic analysis. Topics include elements of linear algebra, optimization and differential equations.
Prerequisites: ECON 010 , ECON 011 and one of the following math classes: MATH 119 , MATH 120 , or MATH 124 .
Anticipated Terms Offered: Offered every year
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ECON 277 - Urban Economics
Urban economies provide most of the employment in the developed world and the most dynamic sector of developing economies. Cities are also home to a growing share of the world’s residents. This course offers an overview of two key dimensions of the economies of urban areas: the process of agglomeration and the forces shaping where people live and work. The course applies theoretical insights from urban economics to questions facing urban areas, including the question of crime, housing, urban sprawl, and spatial segregation by race and income. Our discussion draws upon examples from Beijing to Berlin to Worcester.
Prerequisites: ECON 010 and ECON 011 .
Anticipated Terms Offered: Offerered every year
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ECON 297 - Honors
Students work on an individual basis with a faculty member on an intensive piece of research, culminating in an honors thesis. The honors course meets regularly in the fall semester (with regular assignments) and occasionally in the spring (when the thesis is written). Students must register for the ECON297 course in the fall, and most students also register for a second credit in the spring (although only one credit counts towards the economics major). Required for departmental honors. May be repeatable for credit.
Prerequisites: Permission of instructor.
Anticipated Terms Offered: Offered every year
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ECON 298 - Internship
Students spend a semester working full or part time outside the University as part of their academic experience. To qualify, the internship experience must significantly involve an extension, embodiment or illustration of previous or concurrent, systematic academic work in economics. This course does not count toward the economics major. Offered for variable credit. May be repeatable for credit.
Anticipated Terms Offered: Offered every year
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ECON 299 - Independent Study
Undergraduates, typically juniors and seniors, construct an independent study course on a topic approved and directed by a faculty member. Offered for variable credit. May be repeatable for credit.
Anticipated Terms Offered: Offered every year
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ECON 301 - Microeconomics-Foundations
This course is the first part of a two-semester sequence in microeconomic theory. It is designed to acquaint students with the standard mathematical tools that economists developed to analyze demand, supply, and competitive markets. This course will cover topics such as the producer theory, consumer theory, choice under uncertainty, and general equilibrium analysis. The goal is to help students grasp a set of microeconomic modeling techniques so that they will be able to apply them to the study of various economic and social phenomena.
Anticipated Terms Offered: Offered every year
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ECON 302 - Microeconomics-Topics
This course is primarily concerned with topics associated with market failure: imperfect competition, externalitites/public goods and information economics. In our study of imperfect competition, we use game theory to build static and dynamic models of oligopoly. We study the issues with the presence of externalities/public goods which undermines the Pareto optimality of market equilibrium. The economics of information will address market failure due to asymmetric/imperfect information. Topics covered include adverse selection, moral hazard and mechanism design.
Prerequisites: ECON 301
Anticipated Terms Offered: Offered every year
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ECON 303 - Macroeconomics - Growth
This is one course in a two-semester core course series in Macroeconomics at the first-year graduate-level. The focus of this course will be on the theory and empirics of the macroeconomics of the long-run; i.e., economic growth. The treatment of topics will be mathematically rigorous. Topics include the Neoclassical Growth model, the Optimal Growth model, Endogenous Technological growth models, Unified Growth theories, fundamental growth theories, and will also include a derivation of the Canonical Growth Regression and a detailed discussion of Growth Econometrics.
Prerequisites: ECON 301
Anticipated Terms Offered: Offered every year
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ECON 304 - Macroeconomics II- Business Cycles
This course introduces real business-cycle theory as well as monetary models and business cycle theory with nominal rigidities in a closed economy setting. The course also presents the microeconomic foundations of nominal rigidities, the demand for money and the effect of monetary policy and dynamic inconsistency.
Prerequisites: ECON 303
Anticipated Terms Offered: Offered every year
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ECON 307 - International Economics
This course will cover the theory of international trade patterns, trade policies, and empirical work in both these areas. We will strive to achieve a balance between theory, empirical literature, and current work on international trade. In doing so, it will emphasize both theoretical (mathematical/analytical) models as well as empirical studies of how well those models fit “real world” data. Moreover, the course will frequently compare and contrast alternative theories/conceptions of the nature of international trade and the gains or losses thereof. Understanding the economic intuition behind the technically demanding models as well as thinking critically about the assumptions behind the theories and how well they fit actual trading economies will be a major focus.
Prerequisites: ECON 302
Anticipated Terms Offered: periodically
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ECON 308 - Open Economy Macroeconomics
This course covers topics in open economy macroeconomics. Its purpose is to expose students to recent developments in the study of international business cycle transmission and the effect and conduct of macroeconomic policies in open economies. The course studies both models with flexible prices and nominal rigidities.
Prerequisites: ECON 303 and ECON 304
Anticipated Terms Offered: periodically
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ECON 317 - Research
This is a variable unit graduate course for students engaged in research at the PhD level.
Anticipated Terms Offered: Every Semester
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ECON 322 - Labor Economics
Graduate-level course analyzing models of labor supply, labor demand, and labor market equilibrium. Particular attention is paid to connecting theoretical models to empirical applications. Variations on models that account for market imperfections and non-market forces such as trade unions and government regulations are also addressed.
Prerequisites:
ECON 301 ECON 302
Anticipated Terms Offered: Offered every other year
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ECON 326 - Industrial Organization
This course is a comprehensive treatment of the standard topics in the field of industrial organization. It is designed to provide a broad introduction to topics and industries that current researchers are studying as well as to expose students to a wide variety of techniques. It will start the process of preparing economics Ph.D. students to conduct thesis research in the area, and may also be of interest to doctoral students working in other areas of economics and related fields.
Prerequisites: ECON 302
Anticipated Terms Offered: every other year
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ECON 328 - Economic Growth & Development
This course focuses mainly on economic growth. The first part of the course is a historical survey of development theory. We discuss the ideas of the ‘classical’ development theorists, structuralist and dependency theory, and the ‘basic needs’ approach to development. Next, we look at more modern incarnations of development theory beginning with the neoclassical critique of classical and structuralist development economics and continuing with contemporary growth theory. After reviewing basic growth theory, we spend the rest of the semester looking at the empirical evidence for various proposed determinants of economic growth including: human capital, institutions, inequality, natural resources, foreign aid and international trade.
Prerequisites: ECON 302
Anticipated Terms Offered: Offered every other year
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ECON 329 - Microeconomics of Development
This course will discuss various topics in development economics. Some of the topics covered will be: Human Capital - nutrition and health; Human Capital - education; Intra-Household Decision-making/Gender in the household; Land Tenancy and Land Reform; Technology Adoption; Credit Markets; Savings and Investment; Risk and Insurance; Social Capital; Corruption; and Natural Resource and Microeconomic Development.
Prerequisites: ECON 302
Anticipated Terms Offered: Offered every other year
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ECON 357 - Environmental Economics
This course is one of the three Ph.D. courses in the Spatial Environmental Economics field sequence. The material that will be covered includes the application of microeconomics to optimal natural resource extraction and use, analysis of pollution control regulation, and the valuation of environmental amenities. The first third of the course will cover nonrenewable and renewable natural resource use. The second third will present basic externality theory and the role of economic incentives for pollution control. The final third will introduce the methods developed for the measurement of environmental benefits. Throughout the course, current environmental policy issues will be discussed in context.
Prerequisites: ECON 302
Anticipated Terms Offered: Every other year
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ECON 359 - Spatial Environmental Analysis
This course is one of the three Ph.D. courses in the Spatial Environmental Economics field sequence. While space has always played some role in economics, in recent years there has been an explosion of research that incorporates a spatial dimension in environmental and natural resource economics. The course examines spatially-based analytical models of the management of natural resources: water, fisheries, forestry, land, and biological diversity. It also introduces models that consider the causes and consequences of spatial variation in other environmental policies. It studies the use of tools such as geographic information systems and spatial econometrics to improve the measurements of benefits and costs in these models for policy analysis. Approximately one half of the course will present analytical models and policy applications and one half of the course will focus on spatial econometrics.
Prerequisites: ECON 302 and ECON 357 .
Anticipated Terms Offered: every other year
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ECON 360 - Probability and Statistics
An introduction to probability theory and mathematical statistics that emphasizes the probabilistic foundations required to understand probability models and statistical methods. Topics covered will include the probability axioms, basic combinatorics, random variables and their probability distributions, mathematical expectation and common families of probability distributions.
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ECON 365 - Basic Econometrics
Econ 365 is a one-semester core course in econometrics at the graduate level. The course assumes a strong background in multivariate calculus, linear algebra, and basic probability theory. Intermediate-to-advanced undergraduate level courses in statistics/econometrics are also highly recommended. The course will focus mainly on random samples and linear regression. Students will be exposed to various estimation approaches such as Least Squares, Maximum Likelihood, and the Generalized Method of Moments. Additional topics such as Empirical Likelihood and the Bootstrap will be covered time permitting. Special attention will be given to applications using real data. For this purpose we will typically use the econometrics package STATA.
Prerequisites: ECON 360
Anticipated Terms Offered: Offered every year
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ECON 367 - Graduate Research Seminar - Empirical Methods
This course is designed to prepare economics graduate students for empirical research. Students in their second or third year of graduate study, who have taken some core courses in economic theory and econometrics, are encouraged to take this course. Through reading recent research articles and in-class discussion, students will learn how to identify empirical research questions, how to develop a research plan, where to look for data, what are commonly-used empirical strategies, how to write and present an empirical paper, etc. This course should help students get a quick start with their dissertation research and avoid pitfalls and stumbling blocks along the way.
Prerequisites: ECON 301 ECON 302
Anticipated Terms Offered: every other year
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ECON 368 - Graduate Research Seminar - Formulating a Research Project
This seminar provides a background to formulating and then executing a research project in economics. Along the way, we will focus on several research skills that include identifying and motivating a topic for research, writing an analytical review of the literature, identifying the appropriate theoretical framework and writing a research proposal. Over the course of the semester, developing and improving writing skills will be emphasized. Students taking Applied Econometrics are expected to use this course to formulate a proposal for their applied econometrics paper.
Prerequisites: ECON 301 ECON 302
Anticipated Terms Offered: every other year
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ECON 371 - Introduction to Mathematical Economics
An introductory survey of the use of mathematical methods in economic analysis. Topics include elements of linear algebra, optimization and differential equations.
Anticipated Terms Offered: every year
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ECON 377 - Urban Economics
This course is designed to acquaint students with urban economic analysis through reading and presenting a selective sample of research articles. It will cover topics such as the economic theory of cities, agglomeration economies, urban growth, housing market, racial housing segregation, neighborhood effects, urban public schools, and urban problems (e.g., crime, poverty, and congestion). The course has two goals: (1) it provides students with a basic understanding of the economics of cities and urban problems; and (2) it introduces to students research techniques used in urban economics and related fields.
Prerequisites: ECON 302
Anticipated Terms Offered: Offered every other year
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ECON 385 - PhD Proposal Writing
Offered for Variable credit for Economics PhD students who are writing their proposal.
Anticipated Terms Offered: Every Semester
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ECON 394 - Dissertation Writing
This is a variable unit, graduate course for students engaged in writing a Ph.D. Dissertation.
Anticipated Terms Offered: Every Semester
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ECON 395 - Department Colloquium
The Department of Economics holds a regular Seminar Series where prominent researchers are invited to come to the department to speak about their research. Economics graduate (Ph.D.) students are required to attend/participate in the seminar series. May be repeatable.
Anticipated Terms Offered: Every semester
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ECON 397 - Dissertation
Graduate students work on their dissertation research under the direction of a faculty member. Offered for variable credit.
Anticipated Terms Offered: every semester
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ECON 399 - Directed Study
Graduate students construct an independent study course on a topic approved and directed by a faculty member. Offered for variable credit.
Anticipated Terms Offered: every semester
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ECON 1010 - Economics and the World Economy
The last few years have proven to all of us that what happens in one nation’s economy can have major impact- good or bad- on the economies of another nation. How and why this happens is important for us to understand. Comparisons across countries provide a deeper understanding of business cycles, unemployment, monetary policy, economic growth, currencies and fiscal policy This course, an introduction to international economic interactions and the macroeconomic analysis of economies, develops basic economic concepts including market analysis, trade, and demand and supply in the macroeconomy. These economic concepts provide tools to analyze current issues such as economic stability, debt crises and policies towards trade.
Course Designation/Attribute: GP (summer only)
Anticipated Terms Offered: various
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ECON 1011 - Principles of Economics
This course is an introduction to the analysis of the economy using economic models. The first part of the course studies microeconomics - how individual actors in the economy, both consumers and producers, make economic decisions. The course then examines the implications of those microeconomic decisions for social welfare. Finally, in the last part of the class we will discuss issues of economic growth, business cycles, unemployment, and inflation that form the core of macroeconomics. Building on the basic principles of economics, we develop a framework for understanding the role of monetary and fiscal policies in affecting the economy.
Anticipated Terms Offered: varies
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ECON 2051 - Microeconomics
Describes and analyzes how a market-oriented economy functions in answering basic economic concerns. Interspersed with theory, the course focuses on particular examples that demonstrate the use of microeconomics to solve problems faced by decision makers in both the private and public sectors.
Anticipated Terms Offered: varies
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ECON 2052 - Macroeconomics
Focuses on the forces that affect overall performance of the economy, studying the determinants of economic activity and measures of economic performance. In addition, students explore specific current economic problems facing the United States, public policies instituted to deal with problems and repercussions of some of these policies on world economics.
Anticipated Terms Offered: varies
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ECON 2070 - Introduction to International Trade
Why and what do countries trade? Do they benefit from trade? What are tariffs and quotas? Within the framework for the study of international trade that this course will provide, we will examine various trade theories (Ricardian, Heckscher-Ohlin, etc.), welfare implications of trade policies, global trading arrangements (including GATT & WTO) and other issues pertinent to international trade.
Prerequisite:Principles of Economics
Anticipated Terms Offered: varies
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ECON 2240 - Introductory Game Theory
This course introduces the basic concepts of game theory, which has become a fundamental tool in not only social science disciplines such as economics or political science but also other emerging disciplines such as biology and data science. The goals of this course are to introduce students to the framework of game theory and strategic thinking, to identify real-world questions that could be answered by game theory, and eventually, to shed some light in applying game theory to critically analyze and predict political, economic and algorithmic problems in today’s world.
Anticipated Terms Offered: 201905
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ECON 2770 - Urban Economics
Urban Economics is the study of cities and regions, and the economic activities therein. As a discipline, urban economics lies at the intersection of geography and economics introducing the role of space into economic considerations. This course applies concepts from micro- and macro-economics, such as supply demand analysis and comparative advantage to comprehend the nature of cities and various urban issues. Topics include city formation, city size, urban labor market, urban housing, congestion, crime, etc.
Anticipated Terms Offered: 201905
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EDUC 060 - Public Schools and Democracy
From Colonial times to the present, Americans have looked to free public education to be the main instrument for all citizens to access political maturity and equality, as well as economic opportunity. In 1848, educator Horace Mann wrote: “Education … is the great equalizer of the conditions of men-the balance-wheel of the social machinery.” In this seminar, using primary documents-laws, reports, and court decisions-both historical and contemporary, we will explore both the historical context and, especially, the current realities in public schools, to determine how effective they have been and are at present in carrying out this crucial responsibility.
Course Designation/Attribute: HP
Anticipated Terms Offered: -
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EDUC 070 - Building Community through Research With
This course focuses on methodologies and epistemologies of research with: collaborative research practices that focus on authentic and critical story-telling through words, images, and creative performance. Rather than researching on people in our community, we seek to build relationships that allow us to co-construct research narratives; helping us learn about ourselves and others in how we relate to the world. In order to delve into research with, we draw from literature that challenges deficit-based thinking, explores the rich community and cultural wealth of all people, and interrogates the way systemic racism, hetero-sexism, classism and other inequities shape many of the stories that we have grown up with.
Course Designation/Attribute: FA
Anticipated Terms Offered: Fall
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EDUC 152 - Complexities of Urban Schooling
An inquiry into the challenging social and academic questions that pervade urban education using linguistic, sociological and psychological perspectives. Through lecture, discussion and field work, students will explore challenges faced by educators. Students are required to observe in a Worcester Public School classroom for two hours per week (placements are coordinated by Education Dept.). For undergraduate students interested in educational studies. The course is also a prerequisite for the Education minor and for the Master of Arts in Teaching graduate program.
Course Designation/Attribute: DI
Anticipated Terms Offered: Offered every year
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EDUC 153 - Participatory (Action) Research with Youth
EDUC 153 focuses on what it means to research with (rather than on) youth. Course participants will become familiar with what youth participatory (action) research is, and how it differs from other qualitative research traditions. Participants will try on the tools of research, such as observing/taking fieldnotes and interviewing, and explore ways of analyzing and representing data, taking into account issues around ethics, power, and the responsibilities of representation. Course participants will collaborate with youth in the community to design, carry out, and present to the public a participatory or participatory action research project.
Anticipated Terms Offered: Fall or Spring
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EDUC 155 - Education and Social Policy
Examines social problems, social policy and education. Conceptual tools for the analysis of social policies are used. Examinations of existing programs and social agencies enable students to understand agency functions, client population and the relationship between the individual agency and the larger social-service network. Emphasis is placed on social problems and social solutions, linking individuals and external primary groups with societal resource systems and the impact of social-policy change on individuals and institutions.
Anticipated Terms Offered: Offered every year
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EDUC 170 - Researching With: Engaging in Community-Based Inquiry
This course provides space for undergraduates to engage in a supported self-directed research study focusing on methodologies and epistemologies of research with. Students will build on theoretical and methodological knowledges from EDUC 070 and other previous research experiences to engage in collaborative research practices that focus collecting data that reflect authentic and critical story-telling. Rather than researching on people in our community, we seek to build relationships that allow us to co-construct research narratives; helping us learn about ourselves and others in how we relate to the world. Each student’s individual or collaborative research project will be grounded in literature that challenges deficit-based thinking, explores the rich community and cultural wealth of all people, and interrogates the way systemic racism, hetero-sexism, classism and other inequities shape many of the stories that we have grown up with.
Prerequisites: EDUC 070
Course Designation/Attribute: DI
Anticipated Terms Offered: Spring
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EDUC 194 - Field Experience: Special Education and Human Services 1
Provide direct, supervised experience within educational and human-services agencies. Placements are based upon students’ experience, goals and academic backgrounds. Placement possibilities include schools, mental-health centers, institutions, the courts, substance-abuse centers, crisis agencies and group homes. A weekly seminar provides the opportunity for students to analyze their field-work experience. Special note: These courses may be taken as a full-year, two-course sequence (EDUC 194 and EDUC 195 ) or as a single course either semester (EDUC 194).
Course Designation/Attribute: POP
Anticipated Terms Offered: Offered every year
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EDUC 195 - Field Experience: Special Education and Human Services 2
Provide direct, supervised experience within educational and human-services agencies. Placements are based upon students’ experience, goals and academic backgrounds. Placement possibilities include schools, mental-health centers, institutions, the courts, substance-abuse centers, crisis agencies and group homes. A weekly seminar provides the opportunity for students to analyze their field-work experience. Special note: These courses may be taken as a full-year, two-course sequence (EDUC 194 and 195) or as a single course either semester (EDUC 194 ).
Course Designation/Attribute: POP
Anticipated Terms Offered: Offered every year
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EDUC 208 - Literacy Across the Curriculum
Designed for students teaching at both the middle and secondary levels. Focuses on literary issues affecting learning across all curriculum areas, as well as the particular reading-writing and discourse issues that affect learning in different disciplines. Field work will enable students to try various instructional strategies and assessment practices. Preference will be given to students who plan to enroll in the MAT program.
Anticipated Terms Offered: Offered periodically
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EDUC 227 - Culture, Language, and Education
The course’s focus on culture, language, and education is specially designed to draw attention to the possibilities and challenges of educating culturally and sociolinguistically diverse children and youth in U.S. society. Many of the topics examined during the semester will address questions of culture and language, access, and equity and their relationship to education. Fundamental to the course is also the belief that children and adolescents’ cultural, social, racial, historical, and linguistic experiences-both background experiences and daily contexts (e.g., home, school, and community)-are assets to be mined and leveraged with intentionality and purpose.
Prerequisites: EDUC 152
Anticipated Terms Offered: Bi-annually
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EDUC 255 - Ethnography at School
This course will use the lens of ethnography to examine the process by which social inequality related to race, class, gender and nation becomes manifest in classrooms and schools. Conversely, we will use the space of schooling to better understand the basic practice of ethnography as one tool for making meaning of social dynamics. To achieve this, we will critically examine several modern and classic school-based ethnographies to better understand the ways that social inequality is constructed and challenged in schools. These analyses will be contrasted with students’ own critical interrogation of their own schooling experiences. Further, students will become situated in local urban classrooms to employ the tools of ethnography in support of teacher action research projects. Thus, in addition to a critical examination of inequality in schooling, this course will provide students with methodological training in the construction of ethnographic field notes and ethnographic interviewing. Such analytical training is valuable not only for students interested in qualitative research, but also for anyone interested in working in schools and seeking to better understand the ways that culture is dynamically negotiated in social groupings. Registration by permission, only.
Anticipated Terms Offered: Offered every year
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EDUC 261 - Human Development and Learning
Introduces students to central and evolving understandings of human development and their implications for learning and pre-K through 12 schooling. Particular emphasis will be given to cognitive and sociocultural theories of learning and development. Preference will be given to students who plan to enroll in the MAT program.
Anticipated Terms Offered: Offered every year
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EDUC 264 - Knowledge, Development and Instruction
This is an advanced seminar that combines an in-depth examination of research in critical ethnography, cognitive development, and the learning sciences, with classroom-based research in a public school setting (focusing on Poetry Inside Out as well as learning progressions of key concepts in math, science and classroom discourse).
Participants will select a domain of interest (such as Poetry Inside Out as an innovative literacy program, or new approaches to teaching science based on the Next Generation Science Standards). They will learn ethnographic and discourse analytic research methods, and participate in planning and enacting innovative research and design studies with urban teachers and students.
Course Designation/Attribute: POP
Anticipated Terms Offered: Offered periodically.
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EDUC 266 - Analysis of Individual Ability and Style
Uses techniques to understand the individual as a whole. The theory of individual assessment, some tools for assessment, and the analysis of assessment data will be covered. Focus is placed on understanding, administering and interpreting both traditional and alternative assessment tools, including measures of cognitive ability, scholastic achievement and personality. Students are required to administer assessment procedures and analyze case histories.
Anticipated Terms Offered: Offered every year
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EDUC 268 - Psychoeducational Practicum and Seminar
Provides a two-semester placement, eight to 10 hours a week, within the pupil-personnel department of a public-school system. A school psychologist and/or counselor will function as an ongoing supervisor. Activities include experience in conducting and interpreting psychoeducational assessments, obtaining social and developmental-history information through home visits, and observing and participating in the development of individualized educational plans as part of the team evaluation process.
Course Designation/Attribute: POP
Anticipated Terms Offered: Offered every year
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EDUC 269 - The Skilled Helper
Designed for the development of the helping professional. Emphasis is placed on dynamics of the helping relationship and basic interviewing skills. Class exercises are used to facilitate skill development. Students who are not concurrently taking a field course are placed in a human-service agency one-half day per week.
Anticipated Terms Offered: Offered every year
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EDUC 270 - The Practice of Teaching
This course is a study of the practice of teaching, in all of its rich complexity and contextuality, with particular attention to practice that affirms, engages and empowers students from diverse linguistic, racial, cultural, and ethnic backgrounds, that is, practice that is equitable and powerful for all. It combines readings from different genres, a review of research, and field work supported by teachers from Main South partner schools. It is intended primarily for senior-year accelerated degree students planning to enter the MAT program.
Prerequisites: This course is intended for seniors who are accelerated degree candidates for the Master of Arts in Teaching program. Students will have taken EDUC 152 Complexities of Urban Schooling.
Course Designation/Attribute: POP
Anticipated Terms Offered: Fall or Spring
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EDUC 271 - Critical Issues in Education
This course is designed to have students confront, discuss, and understand the issues that are currently affecting American public schools. These are the critical factors at the macro-level of public education: those issues that determine the goals, strategies, and contexts in which public school teachers work. Students will explore the dilemmas of these critical educational policy issues with an attention to how the educational policies maintain or challenges social inequities in schools. Students will come to understand not only each of these areas but the relationships among them-the intersections of these factors.
Anticipated Terms Offered: Fall or Spring
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EDUC 272 - Racism and Educational Inequality in the Lives of Youth in Urban Schools
The challenges that young people face in urban schools has been a fixture in educational discourse and media for quite some time. From Stand and Deliver (1988) to season four of HBO’s The Wire (2006) to the Boston Globe’s The Valedictorian’s Project the problems that students of color and teachers face in urban schools has been continuously presented in Hollywood movies, documentaries, the press for several decades. But what has recent scholarship about students of color urban schools revealed about the about their struggles and successes. Additionally, what are the shortcomings of this body of research. This course will draw on sociological lenses to provide an empirical, historical, and theoretical overview of issues that impact the education of students of color in urban schools. Through the analysis of various readings and other cultural artifacts, we will first explore the sociological framework for understanding how institution racism has and continues to shape the experiences of young people of color in urban schools. Next, we will examine the relationship between public discourse and policy as it relates to quality of the educational experience that students of color receive in urban schools. In essence, how has public discourse about urban schools and helped to shape the policies that guide the behaviors and approaches of its adult stakeholders. Moreover, how have urban school education policies throughout the past half-century impacted students of color? We will then move to a dialogue about the equity in public education in the United States. How different are urban schools from their suburban and rural counterparts? Is there equity? Next, we will forge forward with a series of conversations about the classroom, considering the various ways that racism impacts urban students’ of color everyday academic experiences. To conclude, we will look toward potential interventions and counter narratives in research, policy, art, and activism that have the potential to help improve the experiences of students of color in urban schools.
Course Designation/Attribute: DI
Anticipated Terms Offered: Fall or Spring
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EDUC 280 - Teaching English Language Learners
This course focuses on the theoretical perspectives, research and pedagogical practices involving English Language Learners. The course is designed for MAT candidates and undergraduates who are interested in exploring the practices and approaches for supporting language and literacy development of English language learners, the conceptual frameworks and research out of which the practices have evolved, and the applications of the principles of Sheltered English Immersion.
Prerequisites: Complexities of Urban Education
Anticipated Terms Offered: Annually in the Spring
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EDUC 281 - Critical Pedagogies
Critical Pedagogies frames a critique of the role of education as a means for reproducing social inequalities and presents a radical alternative of education for liberation and social change. It seeks to bridge theory with action - enacting a social justice agenda in one’s work with others. In this course, we will think deeply about various anti-oppressive pedagogies - critical, feminist, queer and critical race - while also practicing together our learning using these different pedagogies. We will attempt to learn by doing and modeling as much as by reading and listening. As well, this is a course in which you will actively engage with action, working collaboratively on education projects designed for social transformation in and beyond the local community.
Course Designation/Attribute: DI
Anticipated Terms Offered: Periodically
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EDUC 283 - Ways of Knowing in History (Elementary)
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in History, critical content questions, core curriculum standards, and the academic needs of students.
Prerequisites: EDUC 152
Corequisites: EDUC 152
Anticipated Terms Offered: Offered every year
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EDUC 284 - Ways of Knowing in the Humanities (Elementary)
This course will address teaching and learning within the field of English Language Arts through various engagements with literature written for children and young adults. Through class discussions, readings, writings and school based placements participants will consider how elementary students learn about literature. Participants will explore what it means to ‘come to know’ through the discipline of literary study.
This course is worth a half unit (0.5) of credit.
Prerequisites: EDUC 152
Corequisites: EDUC 152
Anticipated Terms Offered: Offered every year
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EDUC 285 - Ways of Knowing in History (Secondary)
This Ways of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in History, critical content questions, core curriculum standards, and the academic needs of students.
Prerequisites: EDUC 152
Corequisites: EDUC 152
Anticipated Terms Offered: Fall or Spring
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EDUC 286 - Ways of Knowing in the Physical and Natural Sciences (Elementary, Middle/Secondary)
Basing our approach on the way scientists themselves learn about nature, this course explores science learning through experiment and theory. Our students are often simultaneously cast as both learner and teacher, in which roles they investigate a variety of science curricula and experience different classroom learning environments. Through discussions, readings and hands-on science lessons, they confront science content, science pedagogy, and the real-world constraints of state curriculum frameworks, professional standards and high-stakes testing. Observations in Worcester Public School classrooms provide a rich resource for testing the ideas against the everyday realities.
Anticipated Terms Offered: Offered every year
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