The Economics Department at Michigan State University offers a wide variety of online courses in the summer. A full slate of courses is offered every summer. We offer courses at all levels: introductory courses that provide you with a foundation of knowledge that allows you to move on and take advanced courses; and advanced courses that provide surveys of key areas in economics and delve more deeply into the economic issues of the day. You can also take one (or more) of our specialized courses that cover topics as varied as the Economics of Sports, Economics of Gender and Introduction to Econometric Methods.
If you are interested in our online courses, please visit our registration information page. You need not be a Michigan State student to take our courses. Most of our courses, if not all, can be taken for transfer credit (but, check with your university or college to make sure before enrolling). You can also take our courses just to learn more about economics. You need not reside in the Lansing area either – provisions can be made that will allow you to take our courses from anywhere in the country.
If you have any questions, please contact us at email@example.com
Summer 2020 Courses:
Economics 201, Introduction to Microeconomics. The pedagogical approach in Introduction to Microeconomics online is aid learning by providing many different but mutually reinforcing learning materials. In that spirit, the course authors offer a multifaceted approach to learning that includes a textbook, other additional readings, online video streaming lectures, individualized problem sets, practice quizzes, and an asynchronous discussion forum. (more...)(more...)
Developed by Professor Stacy Dickert-Conlin. This course covers the theory of consumer behavior, the theory of production and cost, the theory of the firm in competition and monopoly, and game theory. (more...)
Developed by Professor Luis de Araujo. Economics 302 online is an intermediate level course in macroeconomics. The objective of the course is to introduce students to facts and models that will help them improve their understanding of fundamental macroeconomic and public policy issues regarding inflation, unemployment, business cycles, monetary and fiscal policies.. (more...)
Developed by Professor Chris Ahlin. Why are some countries rich and some countries poor? What policies can poor countries undertake, if any, to transition from poor to rich? How does globalization, including the rise of international trade and capital flows, affect poor countries' prospects for economic development? What role does the financial sector have to play in economic development? What role does foreign aid play? What explains the phenomenally high rates of growth of some poorer countries in past few decades? Is the world as a whole moving toward greater or less poverty? Are poor countries getting poorer and rich countries getting richer, or vice versa; and why? How does poor countries' economic growth impact rich countries' growth opportunities? Must economic growth eventually die out, or is it sustainable in the long-run; and if so, how? (more...)
Developed by Professor Steven Matusz. Hourly compensation for the average U.S. manufacturing employee was $33.53 in 2009. In that same year, hourly compensation for the average Chinese worker employed in manufacturing was $1.74, yet the United States managed to export more than 50 billion dollars worth of manufactured goods to China. How is that possible? Similarly, in 2009, U.S. imports from all countries exceeded exports to all destinations by more than $350 billion, but the value of American aircraft exports was more than four times the value of aircraft imports. What determines a country’s overall trade balance, and how is it possible for high-wage countries to compete in the world market? Does competition in the world marketplace benefit all participants, or does it create winners and losers? (more...)
Developed by Professor Lawrence Martin. All sports fans make bold statements. “I was so hot yesterday. I knew that I couldn’t miss.” “Papa Grande is great in save situations, but he is terrible otherwise.” “Drive for show, putt for dough.” “A-rod is overpaid.” “Athletes always try their best whether there is money or not.” “Discrimination is a thing of the past.” “Referees are biased.” “It’s not wise to go for it on fourth down.” “The Big Ten is better than the SEC.” “I can beat the betting market.” Economists have studied sports for several decades and have developed ways to think through such statements and assess their validity. This course studies the economic approach to sports. It deepens understanding of strategies, rules, performance, money and many other aspects of sports. (more...)(more...)
Developed by Professor Scott Imberman. Did you know that economists study education? Sure you may be aware that we look at how education affects growth or the wage returns to education but there is so much more. So many questions in education policy are actually about economic policy. How do we incentivize teachers to work more effectively? How does adding competition to the education system help or hurt? Why has the use of student loans increased so much and what should be done about it? (more...)
Course developed and supervised by Professor Susan J. Linz. Analysis of the ways in which the economic well-being of men and women differ, with special focus on differences across levels of economic development and cultural environments. Employs commonly-used analytical tools to investigate causes and consequences of gender inequality in such areas as employment, wages, ownership and welfare. Explores theories and evidence of gender differences in both the formal economy and informal or shadow economy, using international comparisons to gain a global perspective. (more...)
Developed and supervised by Professor Jeff Biddle. Almost all of the economics classes offered at colleges and universities in the US today teach a particular kind of economics, that is, a particular approach to understanding and studying the economy. This kind of economics, alternatively called “neoclassical”, “orthodox” or “modern mainstream” economics, involves, among other things, a specific set of assumptions about human behavior (for example, individuals maximize a stable utility function, firms maximize expected profits), theories derived from those assumptions (for example, the theory of supply and demand), and certain standard research procedures. (more...)