The Economics (B.A.) offers two options:
- Economics (B.A.)/Business and Economic Policy Analysis (M.S.)
- Economics (B.A.)/Secondary Education Social Sciences (M.Ed.)
Economics (B.A.)/Business and Economic Policy Analysis (M.S.)
The M.S. in Business and Economic Policy Analysis (M..S-BEPA) gives students a distinguished and marketable set of skills in economic theory as it applies to business and economic policy analysis. In this 13 course program, students learn how to conduct statistical and econometric research grounded in sound economic models using data from multiple sources on different issues. In addition, students will be able to explain their results and policy recommendations not only to economists, but also to politicians, and the general public.
M.S.-BEPA graduates can find employment in the private sector working for corporations in governmental relations departments, in federal and state governmental agencies, in trade associations or lobbying firms, or in the not-for-profit sector.
Undergraduate students will apply to the program during their junior year and will take the following three graduate level courses during their senior year:
These three courses will count towards completion of the B.A. with a major in Economics and will also count towards completion of the M.S.-BEPA. The undergraduate degree will be awarded at the completion of all undergraduate work while the M.S.-BEPA will be awarded upon completion of the remaining graduate level work.
Economics (BA)/Secondary Education Social Science (M.Ed.)
The TEACH Program combines a Liberal Arts and Social Sciences (LAS) undergraduate Social Science major ( Anthropology, Economics, Geography, History, Political Science, or Sociology) or a Science and Health (Psychology) major with a graduate level College of Education (COE) Master’s in Education Program. Students graduate with a B.A. or B.S. in their disciplinary major and a MEd in Education with State of Illinois Secondary Social Science licensure.
Students may apply to the Program during the spring of their junior year. They must enroll in the Junior Year Experiential Learning course, TCH 320, and meet other application criteria; these include completion of at least 16 quarter credit hours at DePaul and a 3.0 grade point average. During their senior year, students are required to complete a Program capstone course, TCH 390, and three 400-level courses that count toward both their undergraduate and graduate degrees:
Social Science Content Area (grades of C or better required for licensure):
The following Social Science content area requirements are required. These can be taken as part of the major, liberal studies or open elective requirements:
The Master’s year comprises teacher-preparation coursework that culminates with student teaching during Spring quarter. Upon graduation and the fulfilling of State of Illinois licensure requirements (which may require some additional course work in the student’s major and related fields), students are eligible to be licensed to teach Social Sciences at the 6th-12th grade levels.
A full description of the Program can be found on the College of Education website in the graduate course catalog. Students interested in the Program should consult with the designated TEACH Program advisor in their home department.
An introduction to current anthropological theories and methods for understanding human cultures from a comparative perspective; includes an analysis of human institutions such as religion, politics, and kinship, and the forces that change them in a variety of societies, small and large scale.
INTRODUCTION TO SOCIOLOGY
Introduction to the language, theories, methods, and research findings of the sociologist at work.
INTRODUCTORY PSYCHOLOGY I
Introduction to the history and science of psychology; human development through the life span; learning, memory, thinking, language, and intelligence; personality; social psychology. PSY 105 and PSY 106 will include a research participation requirement of no more than six hours. PSY 105 and PSY 106 may be taken in either order; one is not a prerequisite for the other.
THE AMERICAN POLITICAL SYSTEM
A survey of the national political system, including discussions of the political beliefs and behavior of citizens, the constitutional structure, and national political processes.
EARTH'S PHYSICAL LANDSCAPE: LITHOSPHERE, HYDROSPHERE, BIOSPHERE
An introduction to the spatial aspects of the Geosystem consisting of the inter-related systems of the Atmosphere (air), Lithosphere (solid earth), Hydrosphere (water), and the Biosphere (living organisms).
CRAFT OF HISTORY
This course is the second of two introductory core courses required of all history majors, history minors, and education majors with a concentration in history. In this class, students will bring to bear the skills in historical sources and methods learned in HST 298 to complete a substantial independent research project. To that end, students will learn how to identify a historical question or problem about which to conduct research; how to find, obtain, and evaluate primary source evidence to research; how to build a secondary source bibliography using reference works, monographs, and scholarly journal articles; and develop and execute a coherent plan for writing and revising a substantial research paper (of at least 10 pages in length) based on an integrated use of both primary and secondary sources.
HST 298 a prerequisite for this course.
INTRODUCTION TO HISTORICAL SOURCES AND METHODS
This is the first of two introductory core courses required of all history majors, history minors, and education majors with a concentration in history. In this course, students will learn the varied ways in which scholars interpret the past, focusing particularly on the evidence and arguments used by historians in their work. To that end, students will learn about the varieties of primary sources (textual, material, oral) as well as the varied methods historians use to analyze such evidence. In addition, students will practice analyzing primary source evidence in oral and written presentations, learn how to use the library for historical research, and how to discern scholarly arguments in secondary sources.
(WRD 103 and WRD 104) or HON 100 or HON 101 is a prerequisite for this course.
INQUIRY & APPLICATION IN DEVELOPING SECONDARY HISTORY AND SOCIAL SCIENCES PEDAGOGY
This course builds on the content knowledge students developed and reinforced in TCH 412. More, it asks them to make the shift from considering how a person prepared in the social sciences analyzes social phenomena to how such a person teaches the social sciences. Students will do this by developing two units of inquiry-based case studies that they could use in their own classrooms. The topics of these case studies will vary from section to section, depending on the needs of the students and expertise of the instructor. Possible topics include the Constitution, the Cold War, slavery, and the Iraq War. As students work on these projects, they will continue to reflect on the course work they have done in the content areas as well as the instruction they see teachers delivering in their field experiences. They will contemplate such questions as: "What are the connections between the social science disciplines? How can they be taught together, creating interdisciplinary courses at the high school level? What are the differences between the social science disciplines and what does this mean for secondary pedagogy? How can teachers use inquiry with their students, making sure they have enough guidance to learn about social events but also the freedom to pursue their interests and make sense of the world on their own terms?" By the end of this course, students through readings and their projects will have advanced their learning about the nature of inquiry, its implementation in the classroom, and the connections and differences between the social science disciplines. 25 Level 1 Field Experience hours required. Offered during Spring term.
THE NATURE OF HISTORY AND THE SOCIAL SCIENCES
This course builds on the content course work students have done in the seven disciplines grouped under the heading "social sciences" (history, political science, geography, sociology, anthropology, economics, and psychology). In this class students will get further exposure to the basic concepts of the social science disciplines and consider the connections as well as differences between them. The course emphasizes how different disciplinary backgrounds lead students to bring different perspectives to their study of social phenomena and helps them see these phenomena from multiple vantage points. The course will employ a case study approach framed around social issues of interest to all seven disciplines (e.g. social control, threats, development, natural disasters). By the end of the course, students will have applied the knowledge and skills of multiple social science disciplines to evaluate social phenomena, considered the relationship and differences between those disciplines, and be prepared to enter TCH 422 where they will apply their content knowledge to inquiry and teaching in the field. Offered during Winter term only.
TEACHING AS A PROFESSION IN SECONDARY SCHOOL
This course is an introduction to the TEACH Program, including the College of Education's conceptual framework and teacher dispositions, and to the professional world of secondary school teaching, including the policy bodies and stakeholders that impact teaching. Within this developing understanding of the larger context of secondary education, students will begin to articulate clearly professional identities and the behaviors inherent in those identities, including their impact on student learning. Drawing on previous coursework and their growing understanding of differences in individual, ethnic, and cultural group attitudes, values, and needs, students also will learn to recognize the complexities of teaching and learning in a pluralistic society. Ultimately, students will be committed to teaching as a responsible professional who acts in an ethical and collegial fashion. 25 Level 2 field experience required. Offered during Fall term only.
RESEARCH METHODS FOR POLICY ANALYSIS I
This course focuses on the tools and techniques used to statistically analyze economic data. We will focus on both theoretical understanding (why do we use such tools and how do they work) and applied understanding (the ability to carry on a research project using these tools). Students will learn Stata, which is the most widely used statistical analysis programming language in Economics. Students will learn the practical skills of how to choose the right tools for the analysis, how to prepare and inspect the data, and how to run an analysis that is robust, can be replicated, and can be understood and used by others - all extremely valuable qualities in real life work.
ECO 555 or 505
MICROECONOMICS OF MARKET ORGANIZATION
Imperfectly competitive markets are more common than perfectly competitive markets. This course is about the effects of imperfectly competitive market structure on the organization, pricing, product choice, and entry of firms. We will study the acquisition and use of market power, strategic competition across firms, private sector sources of market failure, and the role of governent competition policy. Factor markets will also be discussed.
ECO 505 or ECO 555 is a prerequisite for this class.
An advanced course in microeconomic theory. This course will present a systematic and rigorous analysis of price determination and the allocation of specific resources to particular uses.
ECO 555 or admission to the MS-EPA program is a prerequisite for this class.
EXPLORING TEACHING IN THE URBAN HIGH SCHOOL
(JYEL CREDIT) This course is an invitation to secondary education as a profession, an opportunity for students considering education as a career to explore the reality of teaching and learning a disciplinary content area in a variety of Chicago-area schools. Students will become familiar with different narratives of teaching through teacher and student biographies, testimonials, literature, film, and classroom observations. They will explore the interrelationships between, for example, popular cultural beliefs about schooling; teacher and student identities; and classroom interaction. The instructor will coordinate observations in several classrooms as the basis for intensive, guided reflective work, aimed at supporting students' initial and subsequent efforts of developing identities as disciplinary content educators (25 hours of high school classroom observation required). Course is also an introduction to the TEACH Program. Offered during Fall, Winter, and Spring terms.
CAPSTONE: INTEGRATING EDUCATION & DISCIPLINARY FOUNDATIONS
This course is designed to help students conceptualize issues and opportunities in teaching their disciplinary content to diverse students and in different classroom contexts. Up to ten hours of community-based service/observation required. In this course, students will analyze and reflect on how teaching in their disciplines is informed by diverse cultures of schooling and youth, including the influences of economic, social, cultural, political, gender, and religious factors on schooling, educational policy and opportunity. Students will use disciplinary content to critically and creatively reflect on the teaching of that content in secondary schools. Students will be introduced to issues and ways of presenting essential disciplinary content in ways that engage diverse learners, including learners who have not been served well by formal education. Students will also develop a theory of teaching that emphasizes the intersection of disciplinary content with multicultural perspectives. Offered during Spring term only.
Analyzes traditional macroeconomic issues in a framework that allows for international trade and capital flows. Cross-listed as IB 521.
ECO 506 or ECO 509 is a prerequisite for this class.