ECO 2302 Dr. Klaus Becker Dual Credit Spring 2017 PRINCIPLES OF ECONOMICS II OFFICE: 248 Holden Hall, OFFICE HRS: TBA PHONE: 834.7275 E-mail: WEBSITE: klaus.becker@ttu.edu http://myweb.ttu.edu/kbecker/eco%202302%20home.html Pearson myecon lab log in (see also the attached handout): 1. Go to http://www.pearsonmylabandmastering.com/ 2. Select Sign In. 3. Enter your Pearson account username and password, and Sign In. 4. Select the course name ECO 2302 - Dual Credit Spring 2017 to start your work. TEXTBOOK: Case, Fair, and Oster, Principles of Macroeconomics ECO 2302, Fourth Custom Edition for TTU, Pearson, 2016. GRADING: 4 exams will be given during the semester, 3 midterm exams and a final exam. The date for each of the midterm exams will be announced in class at least 7 days prior to the exam. An unspecified number of unannounced in class quizzes will be given during the semester. These quizzes will count for 10% of your course grade. Missed quizzes cannot be made up. An unspecified number of assignements/quizzes/problem sets will be posted on the Aplia website. You will to have to complete these assignments/quizzes/problem sets problem on the Aplia website before or on the specific due date. These Aplia assignments/quizzes/problem sets will count for 20% of your course grade. Missed problem sets cannot be made up. Exams 1 3: 15% each (45% total) In class quizzes: 10% myeconlab Assignments 20% Final Exam: 25% Grading Policy A total score of 90% points or more guarantees an A for the course. 80% - 89% guarantees a B, 70% -79% a C, 60% - 69% a D, and 59% or less would be an F. Any curving of this grading scale (if applicable) will be announced at the end of the semester.
ECO 2302 Dr. Klaus Becker Spring 2017 PRINCIPLES OF ECONOMICS II COURSE OUTLINE AND READING ASSIGNMENTS I. Introduction I.1. Scope and Method of Economics Ch. 1 I.2. Scarcity and Choice Ch. 2 I.3. Demand, Supply, and Market Equilibrium Ch. 3 II. Concepts and Problems in Macroeconomics II.1. Introduction to Macroeconomics Ch. 5 II.2. Measuring National Output and Income Ch.6 II.3. Unemployment, Inflation, and Long Run Growth Ch. 7 III. The Core of Macroeconomic Theory III.1. Aggregate Expenditure and Equilibrium Output Ch. 8 III..2. The Government and Fiscal Policy Ch. 9 III.3. Money, the Federal Reserve, and Interest Rate Ch. 10 III.4. Determination of Aggregate Output, Price Level, and Interest Rate Ch. 11 III.5. Policy Effects and Cost Shocks in The AS/AD Model Ch. 12 III.6. Labor Markets in the Macroeconomy Ch. 13 IV. Topics/Issues in Macroeconomcs IV.1. Financial Crisis, Stabilization, and Deficits Ch. 14 IV.2. Household and Firm Behavior: A Closer Look Ch. 15 IV.3. Long Run Growth Ch. 16 Iv.4. Alternative Views in Macroeconomics Ch. 17 V. The Macroeconomics of Open Economies V.1. International Trade and Protectionism Ch. 18 V.2. Balance of Payments and Exchange Rates Ch. 19
Course Description ECO 2302, Principles of Economics II (or Principles of Macroeconomics) provides an introduction to the subject matter of macroeconomics and some of the methods that economists use to study their subject. Students will be introduced to macroeconomic concepts, analysis, and data. Specific topics include measuring of national income and cost of living, production and growth, savings, investment and the financial system, unemployment, the monetary system, open economy macroeconomics, and the influence of monetary and fiscal policy. Throughout the course, applications to current economic policy problems will be introduced. Course Purpose This course satisfies the Texas Tech University core curriculum requirement in social and behavioral sciences. The objective of the social and behavioral sciences in a core curriculum is to increase the student s knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. This course is also a required course for all lower-division undergraduate students in the Rawls College of Business. Student Learning Outcomes (SLO s) This course satisfies the university core curriculum requirement in social and behavioral sciences: Students graduating from Texas Tech University should be able to demonstrate the ability to assess critically claims about social issues, human behavior, and diversity in human experiences. This course meets the following Texas Tech University s general student learning outcome for social and behavioral sciences in that students will be able to: Identify and critique alternative explanations for claims about social issues and human behavior. Demonstrate knowledge of the appropriate ethical methods, technologies, and data that social and behavioral scientists use to investigate the human condition. There are four main objectives to the core curriculum requirements that this course satisfies: Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information; Communication Skills: to include effective development, interpretation and expression of ideas through written, oral and visual communication; Empirical and Quantitative Skills: to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions; and Social Responsibility: to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national communities.
More specifically for this course, students should be able to: Learn how to think like an economist Understand the economic problem of scarcity, choice and the concepts of comparative advantage, and gains from trade. Understand how markets work Understand basic macroeconomic concepts and data regarding national income, inflation, and unemployment Understand the workings of the economy in the long- run and short- run Understand the macroeconomics of open economies Understand the short-run economic fluctuations and the role monetary and/or fiscal policy can play Methods of Assessing the Expected Learning Outcomes This section describes how and when the university and college-level student learning outcomes will be assessed, and the plan for improving student learning. How will SLO s be assessed? When? Plan to improve student learning Identify and critique alternative explanations for claims about social issues and human behavior. Exams, homework, Aplia assignments exam Demonstrate knowledge of the appropriate ethical methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Exams, homework, and Aplia assignments homework exam Critical Thinking Skills Exams, homework, Aplia assignments exam
Muddiest points Upon chapter conclusion After each chapter, instructor will ask students to report confusing or unclear ideas, points, or concepts. Instructor will analyze responses and provide feedback and additional instructions either in class or on course website. Communication Skills Students may receive extra credit for participation. Empirical and Quantitative Skills Exams and homework exam. Muddiest points Upon chapter conclusion After each chapter, instructor will ask students to report confusing or unclear ideas, points, or concepts. Instructor will analyze responses and provide feedback and additional instructions either in class or on course website. Social Responsibility Students may receive extra credit for participation.
Note: Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office in 335 West Hall or 806-742-2405 Academic Integrity: It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and high standard of integrity. Complete honesty is required of students in the preparation and presentations of any and all phases of course work, as their own. This applies to quizzes of whatever length as well as to final examinations, daily reports, term papers, or any other homework or completed assignment. The attempt of students to present as their own any work not honestly performed is regarded by the faculty and administration as a most serious offense and renders the offenders liable to serious consequences, possibly suspension. Scholastic dishonesty includes, but it not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act. Civility in the Classroom: Students are expected to assist in maintaining a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor; students are prohibited from engaging in any other form of distraction. Inappropriate behavior in the classroom shall result, minimally, in a request to leave class. Examples of inappropriate behavior include cellular phones and beepers, hostile or excessively aggressive behavior towards other students or the instructor, excessive tardiness, leaving class early, making offensive remarks, prolonged chattering, reading newspapers during class, sleeping, talking out of turn, arriving late to class, dominating discussions, overt inattentiveness, Absences due to Religious Observances and Texas Tech Athletics Conflicts A student who intends to observe a religious holy day or participate in a sanctioned Texas Tech athletic conflict must make the intention known to the instructor within two weeks of the start of class. A student who is absent for one of these two reasons shall be allowed to reschedule an exam scheduled during the absence or reschedule the due date of an assignment due during the absence until the day the student returns from the religious observance or athletic event.