Labor Economics (ECON 445)

Central Connecticut State University (CCSU)

College of Arts and Sciences

Department of Economics

II.  Office Hours

Scheduled office hours are on Mondays and Wednesdays from 2:00 p.m. to 4:00 p.m. and on Fridays from 8:00 a.m. to 9:00 a.m.  Students who find these hours inconvenient should contact the instructor via phone or e-mail to arrange another mutually convenient time to meet. 

III.  Course Schedule

Fall Semester 2007, Mondays/Wednesdays/Fridays, 11:00 a.m. – 11:50 a.m.

IV.  Class Location

Room 307, Robert Vance Academic Center

V.  Text  (Available at the CCSU Bookstore, Another Bookstore, and online)

Ehrenberg, Ronald G. and Robert S. Smith.  2006.  Modern Labor Economics:  Theory and Public Policy.  Ninth Edition.  Boston, MA:  Pearson/Addison-Wesley. 

*Students on a tight budget might consider purchasing a used copy of the Eighth Edition; however, it is the student’s responsibility to contact the instructor about the proper chapters to read.

VI.  Course Prerequisites

• ECON 200 (Principles of Economics I – Macroeconomics)
• ECON 201 (Principles of Economics II - Microeconomics)

The topics and issues discussed in labor economics apply to all or most humans in the world.  Most college students have worked in the past, are working right now, and will continue to work for the next 40 or 50 years (or even longer!).  During that time, they are likely to find themselves in situations where they face choices and dilemmas like:

·         “Should I look for a new job?”

·         “Which job offer should I take?”

·         “Should I ask for a raise?”

·         “My job has been outsourced to a lower wage country; what do I do now?”

·         “What are the implications of joining a union?”

·         “Should I go back to school for a masters degree?”

·         “Why do I hate (or love) my job so much?”

·         “Should I put my child in daycare or stay at home?”

Even students, who are wealthy enough to avoid ever needing to work for an income, will still benefit from learning about labor economics.  For example, it will be helpful to know what will be the repercussions of tight labor markets, exchange rate differences, worker strikes, and free trade agreements on one’s investment portfolio.

Economics as a discipline is becoming ever more integrated with other disciplines, such as psychology, sociology, and management.  For example, answers to some of the above questions may differ across gender, ethnicity, state, and country.  (Can you think of a few examples?)  So, males may answer the questions differently from females.  Also, individuals from Namibia, Korea, the Netherlands, and Connecticut will all likely come to slightly (or radically) different conclusions.  Why?  Students are invited to explore more deeply this very interesting area of economics.

Students desiring a more formal and official description will enjoy the following:

This course will introduce students to economic theory and analysis of human resources as a factor of production.  Special attention is devoted to demographics, labor market structures, wage determination, career decision-making, training, and the roles of employee organizations.  The main topic areas covered in this course are economic theories of labor, empirical methods and techniques of labor market analysis, and important economic and policy issues dealing with labor and labor markets. 

(Source:  CCSU Course Catalog)

VIII.  Course Objectives

Upon completing this challenging course, students will have had the opportunity to:

• Understand basic labor economics theory and modeling techniques
• Apply their understanding of theoretical models to “real world” issues
• Comprehend, assess, and criticize existing empirical work in labor economics
• Investigate important labor policy issues using the tools of economics
• Construct and defend arguments on important issues related to labor economics
• Evaluate the arguments of others on issues related to labor economics

IX.  Disability Accommodations

Students with a disability, who anticipate needing any type of accommodation in order to participate in this class, should provide the instructor with official documentation from the office of Student Disability Services (SDS) as soon as possible.  The SDS may be contacted at (860)832-1900.  More information regarding the SDS is available on pages 21 and 22 of the “Resources” section of the Student Survival Guide (a.k.a., “Student Handbook”) or the SDS’s website:  http://www.ccsu.edu/LearnCtr/disability/default.html.

X.  Statement of Social Justice

Being committed to social justice, the instructor expects to foster a nurturing learning environment based upon open communication, mutual respect, and nondiscrimination. Therefore, the instructor will follow commonly practiced guidelines of nondiscrimination on the basis of age, ancestry, ethnicity, gender, marital status, national origin, physical attribute, physical or mental disability, race, religious belief (or lack thereof), sexual orientation, socioeconomic status, or veteran status. Students are encouraged to provide feedback and suggestions on how to further such a positive and open environment in this class.  Students are also referred to the Non-Discrimination Policy of Central Connecticut State University on page 1 of the “Introduction” section of the Student Survival Guide (a.k.a., “Student Handbook”).

XI.  Academic Integrity

Students are strongly urged to read the “Policy on Academic Misconduct” within the CCSU Undergraduate Catalog.  This policy contains detailed descriptions of various forms of academic misconduct, along with CCSU’s procedure for handling cases of alleged academic misconduct. 

In this course, it is considered an instance of academic misconduct to use within any out-of-class, for-credit assignment the exact words, phrases, or a similar writing structure (where the sentence structure and/or paragraph structure are the same or very similar, but a few words or phrases are changed) of a source or sources, even if the source(s) are cited.  Students should consult with the instructor ahead of time if an exact quote from a source is to be used within any out-of-class assignment.

The instructor is required to follow the academic misconduct procedures as outlined by CCSU’s “Policy on Academic Misconduct”.  All instances of academic misconduct must be reported, even if a student plagiarizes out of ignorance.[1]  This ensures that all students receive equal treatment. 

Students are encouraged to contact the instructor with any questions regarding this topic.

XII.  Class Attendance & Preparation

Regular class attendance is expected by Central Connecticut State University.  While the act of attending is not specifically graded, certain in-class activities will be graded.  Also, a good deal of new material is presented and discussed during each class period.  So, failing to attend even one class period could set a student back a great deal.  Arriving late to class could have a similar effect as each class is scheduled to start at 11:00 a.m. sharp. 

If a student anticipates being absent from or late to a particular class period, the student is encouraged to contact a fellow student as soon as possible to arrange note sharing.  The instructor does not re-teach course material to students who miss class.  Students should refer to the “Academic Standards and Regulations” section of the 2005-2007 Undergraduate Catalog for more information on CCSU’s attendance policy.

As this is a college level course, the instructor assumes that each student has prepared himself prior to his arrival to class.  This means that the student has read any required texts or articles, has a basic understanding of the reading(s) and/or questions on items that are confusing, and has completed any out-of-class assignment that will be collected or reviewed during that class period.  Finally, students are expected to have reviewed the notes from the previous class prior to the next class period. 

Students that are having difficulties understanding the readings and/or assignments are expected to contact the instructor as soon as possible to set up an office visit to discuss the confusing material.  Students have typically found such office visits beneficial.  The instructor may be able to answer relatively simple questions via e-mail.

XIII.  Assistance with Learning and Writing

Students are encouraged to visit The Learning Center (TLC), located at 241 Copernicus Hall.  The TLC offers free peer tutoring in math, statistics, and study skills.  Because economics courses are usually technically demanding, students should visit the TLC early in the semester if they find the readings, lectures, or assignments difficult to understand.

It is essential for college students to effectively communicate their ideas in writing.  As such, the instructor will refer individual students to the Writing Center (305 Willard Hall) for assistance with writing when such assistance is deemed necessary.  Such referrals are intended to help the students improve some aspect of their written communication.  If the instructor refers a student to the Writing Center, that student must obtain assistance from a Writing Center tutor.  Then, when resubmitting the revised assignment, the student must provide the instructor with the original referral form completed by the student’s TLC tutor.  The instructor will consider the student’s assignment incomplete without the completed referral form. 

XIV.  In-Class Etiquette

In-class discussion of the course material is expected.  However, social talking is not expected to occur once class has started.  Students should conduct personal communications outside of the classroom once the class period has begun.  (This pertains both to electronic and in-person communications.)  Finally, students are asked to switch their cell phone ringers to “vibrate” or “off” prior to the start of class. 

XV.  Grading

Students are encouraged to schedule an office meeting with the instructor in situations where the grade earned on an assignment is lower or higher than expected.  (To comply with federal law, the instructor cannot discuss a student’s specific grades in public areas (e.g., the classroom, hallways, etc.))  A student that disagrees with the grade earned on an assignment should submit a written statement to the instructor requesting that the grade be reconsidered.  The statement should specify in sufficient detail the reason(s) why the grade should be higher.  The assignment should be attached to this statement.  To ensure that the assignment does not become out-of-date, the student should submit this statement within seven (7) calendar days of receiving the original grade.

According to the Undergraduate Catalog, “A grade of incomplete (INC) may be recorded, at the discretion of the instructor, for a course in which a student, because of circumstances beyond his or her control, has not completed certain work or has been absent from the final examination” (emphasis added).  This means that the instructor will almost never assign a grade of “INC”; only in the most exceptional circumstances. 

XVI.  Timeliness of Work Submission

Students are required to submit each out-of-class assignment upon entry to the classroom on the date the assignment is due.  This strict deadline is for the student’s benefit.  Because much of the course material is cumulative, students who do not complete assignments on time may find themselves hopelessly behind in class discussions.  Also, due to the instructor’s congested schedule, the student may not be able to receive feedback on late assignments prior to the submission deadline of future assignments.  Students who anticipate problems in meeting assignment deadlines should contact the instructor as soon as possible.

XVII.    Electronic Communications

Students should check their e-mail at least once each business day when classes are in session to learn of any new class news.  The instructor welcomes e-mail communications.  However, students should anticipate the instructor to have a response time of between 24 and 48 business hours when classes are in session.  (The same response time applies to voicemails.)  Students are expected to first consult the syllabus and other relevant course materials prior to sending the instructor a question about class via e-mail or voicemail.  

XVIII.  Assignments

A. In-Class Discussions and Assignments  (10%)

As the scientific literature on learning outcomes indicates, it is very important for students to communicate their ideas on the course subject matter both orally and in writing.  This course intends to provide students ample opportunities in class to discuss and write about issues related to labor economics.  This subset of assignments includes, but is not limited to, mini-essays, evaluations of other students’ work, team discussions and problem solving, and in-class discussions of issues related to labor economics.

B. Problem Sets & Take-Home Essays  (30%)

Problem sets and take-home essays provide students yet another opportunity to practice skills and write about issues related to labor economics.  STUDENTS ARE URGED TO RE-READ THE SECTION OF THIS SYLLABUS ON “ACADEMIC INTEGRITY”.

C. Written, Comprehensive Final Examination  (30%)

The comprehensive, in-class final exam will be administered during the scheduled exam period.  Any subjects covered in readings, class periods, and other materials from the beginning of the semester to the end may be covered on the exam.  Students who will miss the final exam for a CCSU-approved reason will need to take the exam early.  If a student misses the final exam due to an emergency, that student will need to provide the instructor with official written documentation as soon as possible.

D.  Debates (30%)

An important skill of living, working, and learning is effectively communicating one’s opinions and ideas.  Related to this is the skill of listening, understanding, and evaluating the opinions and ideas of others.  Often, individuals will find themselves in situations where they will need to argue for or against some policy or point.  Or, they may need to make decisions based upon the assertions and arguments of others.  A debate is one device that allows students to develop better communications and critical thinking skills while learning economics more deeply.  Because two of the three debates will involve working in groups, students will also have the opportunity to learn to work in a team environment, a life skill that is also crucial to hone.

a.      Debate #1:  One-on-One Debate (10%)

Debate #1 will require each student to debate another student on a topic provided by the instructor.  Further details will be furnished by the instructor.

b.      Debate #2:  Two-Person Team Debate (10%)

Debate #2 will require two-person teams to debate each other on a topic provided by the instructor.  Please note that these teams will comprise the two students that debated each other in Debate #1.  So, students that were formally adversaries will need to work together in a team environment towards a common goal.

c.       Debate #3:  Half Class vs. Half Class Debate (10%)

Debate #3 will involve the whole class, with Team #1 and Team #2 comprising opposite halves of the class.  Each team will debate each other on a topic provided by the instructor.  Again, students will need to work in a team environment to accomplish a common goal.

d.      Post-Debate Reflective Essays (10%)

The purpose of these essays is for students to a) reflect upon what they have learned both i) about economics and ii) about themselves and to b) provide feedback to the instructor so that the debate assignments can be improved for future students.  This should be a relatively stress-free endeavor that students may even find fun or therapeutic.

XIX.  Course Structure and Reading Schedule

The tentative reading schedule for the Ehrenberg and Smith text can be found below.  The instructor will provide more specific dates to students as the semester proceeds.  Flexibility in the schedule will allow the course to address issues of highest interest to the students and instructor. 

For students who would like to get a head start on the reading, please note that the chapters marked with an asterisk (*) present the most fundamental topics in labor economics; thus, they will certainly be covered during the course of the semester. To smooth out the semester workload and improve semester-long learning, students are invited to read those chapters ahead of any official due dates.