Dr. Michael J. Murray
Assistant Professor of Economics
1500 Birchmont Drive
Bemidji MN 56601
218-755-2910
Economics 4920
Economics Capstone Syllabus (4 credits)
Dr.
Michael J. Murray, Economics Coordinator
mmurray@bemidjistate.edu
Course Description:
The
capstone course investigates advanced topics in microeconomics and
macroeconomics. The primary objective of the course is to both reinforce and to
assess the intellectual development of BSU economics majors, to reinforce and to
assess effective communication in writing and presentations, and to prepare
students for their careers.
Student Learning
Outcomes:
1)
Students will be able to evaluate the claims of
neoclassical economists in its ability to explain real world events. Students
will apply critical thinking/critical analysis in identifying the limitations of
neoclassical economics when confronting real world events
2) Apply economic reasoning and critical thinking skills to evaluate alternative policies for the macro-economy or the micro-economy at either/both the firm level or for regional economies
3)
Produce a quality research paper with a well-defined thesis statement and
supporting evidence utilizing scholarly resources to substantiate the argument.
4)
Communicate effectively the research question and the analysis/results which
followed in a formal presentation format.
Research Proposal (20 points):
Essay topics will need to be approved by the instructor of record within the
first month of the semester. The student will be required to deliver to the
instructor a Research Proposal. The Research Proposal is a 150-200 word abstract
of the essay, a short beginning bibliography of ten references must be attached
to the abstract. Abstracts are due by
the Friday of the fourth week of the semester.
Late abstracts will be penalized 10
percent per day.
Research Paper (100 points):
Students will be required to write a 7000 word essay on a topic of their choice.
The research topic can be of any topic in economics (broadly defined) that is of
interest to the student. The research paper rubric is provided below.
Note on Sources:
Students must use scholarly sources
only. Scholarly sources are to mean 1) journal articles, 2) books, 3)
working papers, 4) official governmental publications, 5) periodicals
(Wall Street Journal, Newsweek, The
Economist, etc.) You may not use non-scholarly sources such as
Wikipedia, About.com, internet blogs,
etc. If you have any questions whether a source is scholarly please ask the
instructor of record or consult the reference desk at the library.
Internship Option (100 points, optional):
A student who opts to complete the internship option rather than the research
paper will be required to request such a substitution in advance, and the
internship needs to be approved by the instructor. Normally the instructor will
conduct a site visit, or if this is not geographically possible, the instructor
will contact the organization where the student is interning through email or
phone for verification. A student with an approved internship will be required
to write a shorter essay (min. 2000 words), the subject of which will be on the
learning experiences of the internship, and how the internship relates back to
the student’s economic (broadly defined) education at Bemidji State or to
his/her future prospective career. The essays will be held to the same
guidelines and standards as the longer research paper described above. Students
who elect for an internship must still provide an abstract and references for
their essay within the first four weeks of the semester. Scholarly sources,
and only scholarly sources, will be
allowed as references (see note above).
Presentation (25 points):
The student will be required to deliver a 20 minute presentation of the
student’s research paper, or the student’s internship and essay. The student
will work with the instructor on arranging a time/place for the research
presentation. A projector will be provided for a PowerPoint presentation if the
student desires. The Presentation Rubric is given below.
Academic Integrity Statement:
UNIVERSITY STATEMENT -- BSU students are expected to practice the highest
standards of ethics, honesty and integrity in all of their academic work. Any
form of academic dishonesty (e.g., plagiarism, cheating and misrepresentation)
may result in disciplinary action. Possible disciplinary actions may include
failure for part of all of a course as well as suspension from the University.
MY STATEMENT – In accordance with University policy any student who is found to
have significantly and intentionally plagiarized (Accidental failure to cite
will simply result in a few points taken off, I can tell the difference!) or in
any other way misrepresent others’ work as their own, will receive a letter
grade of F for the paper and will receive a letter grade of F for the course.
|
Qualities & Criteria |
Poor (0-80) |
Good (80-90) |
Excellent (90-100) |
|
Format/Layout
·
Presentation of the text
·
Structuring of text
·
Follows requirements of length, font and style
(Weight 5%) |
Follows poorly the requirements related to format and layout. |
Follows, for the most part, all the requirements related to format and
layout. Some requirements are not followed. |
Closely follows all the requirements related to format and layout. |
|
Content/Information
·
All elements of the topics are addressed
·
The information is technically sound
·
Information based on careful research
·
Coherence of information
(Weight 75%) |
The essay is not objective and addresses poorly the issues referred in
the proposed topic. The provided information is not necessary or not
sufficient to discuss these issues. |
The essay is objective and for the most part addresses with an in depth
analysis most of the issues referred in the proposed topic. The provided
information is, for the most part, necessary and sufficient to discuss
these issues. |
The essay is objective and addresses with an in depth analysis all the
issues referred in the proposed topic. The provided information is
necessary and sufficient to discuss these issues. |
|
Quality of Writing
·
Clarity of sentences and paragraphs
·
No errors and spelling, grammar and use of English
·
Organization and coherence of ideas
(Weight 15%) |
The essay is not well written, and contains many spelling errors, and/or
grammar errors and/or use of English errors. The essay is badly
organized, lacks clarity and/or does not present ideas in a coherent
way. |
The essay is well written for the most part, without spelling, grammar
or use of English errors. The essay is for the most part well organized,
clear and presents ideas in a coherent way. |
The essay is well written from start to finish, without spelling,
grammar or use of English errors. The essay is well organized, clear and
presents ideas in a coherent way. |
|
References and use of references
·
Scholarly
level of references
·
How
effective the references are used in the essay
·
Soundness
of references
·
APA/MLA/Chicago style in reference list and for citations
(Weight 5%) |
Most of the references used are not important, and/or are not of
good/scholarly quality. There is not a minimum of 4 scholarly resources,
and/or they are not used effectively in the essay. References are not
effectively used, and/or correctly cited and/or correctly listed in the
reference list according to APA/MLA/Chicago style. |
Most of the references used are important, and are of good/scholarly
quality. There is a minimum of 4 scholarly resources that are for the
most part used effectively in the essay. Most of the references are
effectively used, correctly cited and correctly listed in the reference
list according to APA/MLA/Chicago style. |
All the references used are important, and are of good/scholarly
quality. There is a minimum of 4 scholarly resources that are used
effectively in the essay. All the references are effectively used,
correctly cited and correctly listed in the reference list according to
APA/MLA/Chicago style. |
Research
Presentation Rubric (25 points)
|
Category |
Below Standard |
Meets Standard |
Exceeds Standard |
|
Language Use and Delivery
5 points |
· Uses inappropriate and/or simplistic vocabulary, makes consistent
errors in grammar
· Engages in numerous and distracting verbal pauses, and does not make
effective use of eye contact or body language
· Fails to speak clearly and audibly and/or delivers material in a flat
or lifeless way dresses inappropriately |
· Selects words appropriate for an audience and uses correct grammar
· Engages the audience with appropriate verbal cues and eye contact
· Speaks clearly and confidently, limits the uses of vocalized pauses,
and varies tone and pitch appropriately
· Paces delivery |
· Uses rich, varied, and appropriate vocabulary
· Captivates the audience with effective verbal cues and body language,
while maintaining excellent eye contact
· Speaks clearly, effectively and confidently, avoids all unnecessary
pauses and varies tone and pitch appropriately |
|
Content
5 points |
· Does not clearly define the topic or present the main idea or
logically organize the information
· Presentation lacks coherence, does not successfully answer the core
question
· Presents material that is lacking in substance and/ or relevance
· Makes recommendations based on insufficient evidence |
· Clearly defines the topic and organizes the information logically and
appropriately for its purpose,
· Explains key findings and points.
· Answers core question effectively and with an understanding of its
relevancy, clearly linking evidence to thesis
· Provides recommendations based on research |
· Clearly defines the topic and its significance
· Organizes the information logically and appropriately for its purpose
· Explains key findings and points with accurate and detailed evidence
· Specifically addresses the core question and proposes viable solutions
to the problem with detailed supporting evidence
|
|
Organization and Preparation
5 points |
· Exhibits lack of planning and organization which results in a
confusing overall presentation.
· Presents in a choppy, hesitant manner lacking transitions.
· Simplistically explains key points without appropriate and relevant
supporting evidence,
· Does not make effective use of notes or memory aides,
· Ends the presentation without conclusions based on evidence |
· Presents logical transitions between main topics and ideas
· Emphasizes key points
· Uses notes or other memory aides effectively to structure presentation
if necessary
· Adjusts style of presentation to purpose and audience
· Coherently ends presentation with conclusions based on evidence |
· Presents ideas and information with logical sequencing and seamless
transitions
· Develops and connects key points throughout and emphasizes them with
rich, varied, and relevant supporting materials
· Executes a flowing presentation, using notes or other memory aides if
necessary
· Ends the presentation with a logical, effective, and relevant
conclusion |
|
Media Use
5 points |
· Selects inappropriate mediums for various elements of the
presentation,
· Use of media detracts from overall presentation |
· Selects and uses appropriate medium (text, images, sound, etc.)
for each element of the presentation
· Achieves coherence in the presentation as a whole and makes
information easily understood |
· Selects and successfully uses appropriate medium for each element of
the presentation
· Enhances the overall quality of the presentation with skillful and
judicious use of media |
|
Responds to Questions
5 points |
· Is unable to reference the appropriate content and performance
standards
· Is unable to answer the questions with accurate supporting evidence
· Is tentative or unclear in responses
|
· Is able to reference the appropriate content and applied learning
standards,
· Responds to all questions accurately, thoughtfully and truthfully |
· Connects the appropriate content and performance standards to all
aspects of the presentation
· Answers questions coherently and completely, addressing clearly each
part to the question
· Confidently answers with information that demonstrates extensive
knowledge of the subject and accurately references outside sources |