UNIVERSITY OF NEW BRUNSWICK PROPOSAL TEMPLATE FOR A NEW UNIVERSITY-LEVEL PROGRAM

DEFINITION: A new university-level program includes any program not currently

offered or accounted for under the existing (MPHEC approved) academic program and credential structures at the University of New Brunswick. (Policy on Quality Assurance, MPHEC, May 2005)

Contact person __Dr. Vaughan Dickson

Telephone ___506-447-3203 _____

Fax ___506-453-4514 ___

Email ___vadecon@unb.ca __

I. PROGRAM IDENTIFICATION 1. Institution(s)/Faculty(ies)/School(s)/Department(s) University of New Brunswick Faculty of Science Department of Economics 2. Program name and level - Bachelor of Science (Economics Major, Honours) 3. Credential(s) granted (provide justification) - Bachelor of Science 4. Proposed starting date - 2010 Fall (September 2010) II. PROGRAM DESCRIPTION 1. Program objectives

The objective is to make a majors and honours program in Economics available to Science students. Currently students with an aptitude for mathematics and quantitative thinking have to make an almost irreversible choice when entering UNB. They can, if they wish, apply their quantitative talent to Economics by entering the Arts Faculty, or the Business Administration Faculty, both of which offer majors and honours programs in Economics. Or, alternatively, as most quantitatively skilled students do, they can enter the Faculty of Science to study mathematics and the experimental sciences. Students, fresh out of high school without much exposure to the disciplines, by choosing one path have to

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effectively close off the other path. The Bachelor of Science in Economics addresses this problem by making a majors and honours program available to students in the Science Faculty. This problem of too-early segregation is smaller in universities with joint Faculties of Arts and Science.

2. Overall structure and duration of the program (provide justification) - A four year degree comprising a minimum of 126 credit hours. 3. Anticipated student outcomes and their relevance:

i. Identification of learning outcomes and their relevance to the proposed program

such as critical thinking skills, breadth and depth of knowledge, attitudes, beliefs, analytical/problem-solving skills, occupation/licensing/accreditation requirements, communication skills, writing skills, etc.; Students completing the degree will be able to think clearly about economic problems and policies. They will have a grounding in economic analysis, statistics, econometrics and mathematical representation of economic concepts. Honours students will have additional grounding in advanced mathematics which will be especially appropriate for those wishing to enter graduate studies. Because the program also requires students to satisfy Science Faculty requirements, students will also have a basic grounding in the experimental sciences and mathematics, so that they will be comfortable understanding the many issues where science and economics overlap, eg., the economics/science of climate change.

ii. Identification of graduates’ outcomes and their relevance to the proposed

program, such as further education or graduate study, employability, licensing, accreditation, etc.;

iii. Identification of other outcomes and their relevance to the proposed program, such as team building, leadership, social citizenship, etc.

4. Admission requirements, standards, etc.

- The requirements are those for the Bachelor of Science. Senior year High School courses in English, Mathematics, Chemistry and one other Science are required. Minimum admission average is 75%. Full details are provided in the UNB Undergraduate Calendar.

5 a). Listing of all required courses. Attach proposed calendar entry for each new

course. (Required courses for a program must not include courses for which students would not likely have the prerequisite requirements.)

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Major Program A Major will consist of 42ch in Economics courses, 63ch in other Science courses

(including CS 1003 or CS 1073) and 21ch electives for a total of 126ch. The following courses are compulsory for this program: ECON 1013, ECON 1023, ECON 3013, ECON 3023, ECON 4013, ECON 4023, ECON 3665, MATH 1003 or 1053, MATH 1013 or 1063, CS 1003 or 1073, STAT 3083, and STAT 3093. Course selection should normally conform to the following pattern:

Course No. Course Name Is Course

Existent or Proposed?

Calendar Entry Attached

Year 1 (36 ch)

All Existent 6ch

Math 1003 (or 1053) + 1013 (or 1063)

Introduction to Calculus I + Calculus II or Enriched Introduction to Calculus I & II

Two subject areas of: 12ch

Biol 1001 + 1012 Biological Principles, Parts 1 & 2 Chem 1001 + 1012 General Chemistry 1 & 2 Geol 1001 + 1012 The Earth: Origin, Evolution Age

+ Earth Processes, Resources, Environment

Phys 1061 or 1071 + Phys 1062 or 1072

Introductory Physics I & II (physical science or health and life science)

Two subject areas of: 8ch

Biol 1006 + 1017 Applications in Biology, Parts 1 & 2

Chem 1006 + 1017 General Chemistry Lab 1 & 2 Geol 1006 + 1017 Geology Lab 1 & 2 Phys 1091 + 1092 Experiments in Introductory

Physics I & II

6ch

Econ 1013 + 1023* Introduction to Mircroeconomics & Macroeconomics

4ch

CS 1003 or CS 1073 Introduction to Computer Programming or Intrroduction to programming in Java

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Year 2 (30 ch)

6ch

Econ 3013 + 3023 Intermediate microeconomics & macroeconomics

One subject area of: 6ch

Biol 1001 + 1012 Biological Principles, Parts 1 & 2 Chem 1001 + 1012 General Chemistry 1 & 2 Geol 1001 + 1012 The Earth: Origin, Evolution Age

+ Earth Processes, Resources, Environment

Phys 1061 or 1071 + Phys 1062 or 1072

Introductory Physics - I & II (physical science or health & life science)

6ch

Stat 3083+ 3093 Probability and Mathematical Statistics I & II

6ch

Electives in Economics

2 courses in upper level Economics (6 ch)

6ch Electives in Science 2 courses from List A (6 ch)

Years 3 & 4 (60 ch) 3ch Econ 3665 Mathematical Economics I 3ch Econ 4013 Advanced Microeconomics 3ch Econ 4023 Advanced Macroeconomics 15ch

Electives in Economics

15 ch in upper level Economics

15ch

Electives in Science 15 ch from List A (at least 6 ch must be at advanced level)

21ch

Electives 21 ch in approved electives (9 ch must be at advanced level)

List A courses: Biology, Chemistry, Computer Science, Geology, Mathematics, Physics, Statistics.

*Students who did not take ECON 1013, ECON 1023 in their first year may enter the program by taking these courses in their second year. They should consult the Undergraduate Director in Economics for course selections.

_________________________________________________________________________

• Honours Program The Honours Program consists of 48ch in Economics courses, 63 ch in other Science courses (including CS 1003 or CS 1073) and 15ch of electives for a total of 126 ch. The following courses are compulsory for Honours students: ECON 1013, ECON 1023, ECON 3013, ECON 3023, ECON 4013, ECON 4023, ECON 4625, ECON 4665, MATH 1003, or 1053, MATH 1013 or 1063, MATH 2003, 2013, 2213, CS 1003 or 1073, STAT 3083 and STAT 3093. Course selection should normally conform to the following pattern:

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Course No. Course Name Is Course

Existent or Proposed?

Calendar Entry Attached

Year 1 (36 ch)

Same as Major All Existent Year 2 (30 ch)

6ch Econ 3013 + 3023* Intermediate microeconomics & macroeconomics

One subject area of: 6ch

Biol 1001 + 1012 Biological Principles, Parts 1 & 2 Chem 1001 + 1012 General Chemistry 1 & 2 Geol 1001 + 1012 The Earth: Origin, Evolution Age

+ Earth Processes, Resources, Environment

Phys 1061 or 1071 + Phys 1062 or 1072

Introductory Physics I & II (physical science or health and life science)

6ch Math 2003 + 2013 Intermediate mathematics I & II 6ch

Stat 3083+ 3093 Probability and Mathematical Statistics I & II

6ch

Electives in Economics

2 courses in upper level Economics (6 ch)

Years 3 & 4 (60 ch)

3ch Econ 4013 Advanced Microeconomics 3ch Econ 4023 Advanced Macroeconomics 3ch Econ 4625 Econometrics I 3ch Econ 4665 Mathematical Economics II 3ch Math 2213 Linear Algebra 18ch

Electives in Economics

18 ch in upper level Economics

12ch

Electives in Science 12 ch from List A (at least 6 ch must be at the advanced level)

15ch

Electives 15 ch in approved electives (6 ch must be at advanced level)

List A: Biology, Chemistry, Computer Science, Geology, Mathematics, Physics, Statistics.

*Students who did not take ECON 1013, 1023 in their first year may enter the program by taking these courses in their second year. They should consult the Undergraduate Director in Economics for course selections.

5b). Listing of all elective courses and the required prerequisites, if any. Attach proposed calendar entry for each new course.

Since the electives are too many to attach, please refer to the the UNB

Undergraduate Calendar Section H.

6. Other special requirements such as thesis, practicum, internship, etc.

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- There are no additional special requirements. 7. Method of program delivery; e.g., traditional classroom, distance education,

cooperative education, or a combination. - All courses are currently offered in classroom. 8. In the case of a graduate program, an indication of whether a program is a research-

based program or professional program, thesis-based or course-based. - n/a

III. HUMAN AND PHYSICAL RESOURCE IMPLICATIONS 1. Utilization of existing resources in the first five years of the new program:

a) Academic staff - The only additional requirement will be the review of a student’s program

and advising by the Director of Undergraduate Studies in Economics. b) Support staff - n/a c) Library - n/a d) Space (classroom, office, laboratory) - n/a e) Equipment - n/a f) Other

- n/a

2. Additional resource requirements during first five years:

- No additional resource requirements are anticipated.

a) Academic staff

b) Support staff c) Library

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d) Space (classroom, office, laboratory) e) Equipment

f) Other

3. Impact on other programs (including elimination or reduction in scope) due to the

use of these resources (as described in Sections III.1, 2 above) for this program.

- No impact is anticipated. 4. Estimate of resource needs and allocation beyond first five years of the new

program.

- The size of the program is not expected to be large enough to generate additional needs in the future.

IV. FINANCIAL IMPLICATIONS 1. Projection of the incremental costs for the program for its first five years:

- No incremental costs are projected. a) Academic salaries

b) Other salaries

c) Equipment

d) Library acquisitions

e) Space (classroom, office, laboratory) f) Other

2. Proposed cost recovery/revenue strategy (as per UNB policy).

- n/a 3. Expectations in terms of additional capital or operating funding.

- n/a

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V. RELATIONSHIP TO OTHER PROGRAMS AND INSTITUTIONS 1. Relationship to existing programs at the University of New Brunswick.

The economics courses constituting the program are already in place for the existing majors and honours programs offered in the Faculty of Arts and Administration. The proposed B.Sc. programs will have the benefit of expanding the range of offerings beyond Arts and Business Administration to Science students without the cost of additional courses. In addition there is a Bachelor of Science in Economics offered at UNB in Saint John which is fundamentally different from our proposed program and similar programs at Dalhousie and Memorial. In the UNBSJ program, students do not enter the Science Faculty and are therefore not required to adhere to the general Science Faculty requirements. Instead, they enter the program directly from High School and take required courses in Economics and electives from Science, Applied Science and Engineering, Business, Computer Science and Arts. Graduating High School students are consequently required to choose Economics as a degree program without any exposure, at the university level, to this or other disciplines

2. Similar programs offered at other Maritime post-secondary institutions, the differences between these programs and the proposed program, and the rationale for introduction of an additional program if a similar one is offered in the region.

The Bachelor of Science in Economics (majors and honours) is offered at Dalhousie University. The Dalhousie program specifies majors and honours sequences in Economics while requiring the completion of Science Faculty requirements for the general Science degree. The proposed program at UNB is similar since it specifies major and honours programs for Economics, while at the same time ensuring students adhere to the course requirement regulations of the Science Faculty at UNB. A key difference, however, is students at UNB will be required to have more exposure to the experimental sciences, since UNB’s Science Faculty requires a minimum of 26 ch in Biology, Chemistry, Geology and Physics. The new program at UNB is a high priority because it can be offered at no cost while expanding the educational opportunities of students at UNB. Compared to other BSc. Economics programs in the Maritimes, the proposed program has the advantage of offering students increased exposure to the Experimental Sciences in addition to Economics.

3. Similar programs offered at other Canadian post-secondary institutions outside the

Maritimes and the differences between these programs and the proposed program.

Other schools outside the Maritimes do offer a Bachelor of Science in Economics, e.g., Memorial University and University of Toronto. They follow the same general format: students must follow a well defined sequence of economics, statistics and mathematics courses while satisfying general Science Faculty regulations.

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4. Collaboration possibilities with other institutions in the region or elsewhere in

Canada in the delivery of the program, and steps taken to that effect. 5. Evidence of consultation with post-secondary institutions noted above.

Institution Person, Title Date(s)

Contacted Form of Contact (written preferred

& Attached )

Response Received & Attached

VI. NEED FOR THE PROGRAM 1. Evidence of regional (Maritime) need

The need for the new program emerges from our diagnosis of a problem at UNB. Currently the number of students majoring or honouring in Economics at UNB is relatively small. In the academic year 2007-2008, the Department graduated 1 Honours student, 17 Majors students and 24 Minors. Our conclusion, especially with respect to the Honours program, is that most of the students with mathematical aptitude, the students who would most enjoy and excel in Economics, are unable to take an Economics degree. We expect more students in Economics, especially Honours Economics, will graduate by following their studies through the proposed B.Sc. Program.

2. Evidence of national need 3. Evidence of student demand (departments are encouraged to consult students when

developing new programs. Please provide some concrete evidence that there will be a demand from students).

Our evidence for student demand is largely indirect and based on three premises. The first is that increasingly economics Majors and Honours programs require both mathematical aptitude and knowledge (please see appendix A taken from Professor Gregory Mankiw’s blog). The second is that most mathematically-inclined students choose Science or Engineering at UNB and are thereby diverted from Economics. The third is that such mathematically-inclined students would enjoy studying economics because of the match between their aptitudes and the requirements of the program. These premises, taken together, indicate that the program should achieve some success in terms of enrolment. At Dalhousie, which currently offers both the B.A. and B.Sc. in Economics, approximately 40 percent

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of the students majoring/honouring in Economics follow the B. Sc. Degree even though the math requirements for the B.Sc. are greater than for the B.A. (Source: Dr. Teresa Cyrus, Dalhousie Undergraduate Coordinator).

4. Priority within UNB’s (or UNBF/UNBSJ) program structure and development.

Relationship to Faculty plans and objectives. Science Faulty.

5. Clientele

a) Anticipated enrollment 1st Year 2nd Year 3rd Year 4th Year 5th Year Year of

Program Operation; e.g., 2002/03

ft

pt

ft

pt

ft

pt

Ft

pt

ft

pt

Year 1 Year 2 10 Year 3 10 10 Year 4 10 10 10 Year 5 10 10 10

b) Enrollment limits or expected maximum enrollment (by year-level, if appropriate).

Students would have the opportunity to take Economics in the first year

but would only identify themselves as Economics majors in the second year. The need for enrolment limits is not expected to arise given the size of the program.

c) Sources of clientele; e.g., existing programs within institution, additions to

student body, changes in student demographics. Students in the Faculty of Science are the source. d) Geographic distribution of proposed annual student intake (must total

100%): 1. New Brunswick _______% 2. Rest of Maritime region ________% 3. Rest of Canada _________% 4. International _________%

6. Consultation with employers and/or professional organizations as to the current and

anticipated job market and employment potential.

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Company/ Organization

Person, Title Date(s) Contacted

Form of Contact (written preferred

& Attached )

Response Received & Attached

VII. PROGRAM DEVELOPMENT PROCESS 1. Description of the development process leading to the submission of this program

proposal. Each internal and external expert should be identified and their written assessment or comments on the proposed program appended to the proposal.

This is a program that has been discussed informally in the Department for a

number of years and the timing behind our current submission is related to last year’s external review of the programs of the Department. The incentive for developing the program basically grew out of our recognition that Economics is increasingly a discipline that requires strong mathematical and quantitative skills. Since many mathematically-strong entering students are automatically diverted from the Department’s major and honours program by the requirement to choose a Faculty (often Science), this program is proposed to provide an opportunity for these students to specialize in Economics.

2. Description of any accreditation requirements; when and how program will achieve

accreditation.

- n/a 3. Description of response to external review.

- n/a VIII. INFORMATION REQUIRED FOR GRADUATE PROGRAMS – in addition to

addressing all the information requirements identified within Sections I – VII above, a proposal for a graduate-level program must meet the following information requirements and assessment criteria.

1. Research or course based 2. Using the following table, list the academic staff involved in delivering the

program and relevant qualifications, including list of research support accorded to professors in the past with a record of publications, especially in refereed journals.

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Name, Rank,

and Status Highest Degree held and university that granted it and year

obtained

Specialty Source of Grants

Received

Grants Total amount last

3 years

# of refereed

publications last 5 years

3. Include the CVs prepared according to the guidelines below for all academic staff

to be directly involved in the program as an appendix to the proposal.

Guidelines for the preparation of faculty curriculum vitae: i. Name: with rank status (tenured, contract, etc.) ii. Degrees: designation, institution, department, year. iii. Employment history: dates, rank/position, department, institution/firm,

including current full-time position and link to the program under review.

iv. Academic honours: such as F.R.S., F.R.S.C., Governor General’s Award, honorary degrees, or equivalent.

v. Scholarly and professional academic activities: past 7 years only (e.g. executive and editorial positions but not memberships; invited presentations at national or international conferences. Please do not list manuscript and grant application reviews).

vi. Graduate supervisions: career numbers – master’s/doctoral; completed/in progress. Please distinguish between supervision, co-supervision and supervisory committee membership and distinguish between supervisors in the program under review and in other programs, if appropriate. Provide a list of the theses or projects supervised (not participation on supervisory committees) during the last seven years with name of student, title of thesis or project (specify), date of first registration and date of completion.

vii. Graduate courses: past 7 years, by year. viii. External research funding: past 7 years only, by year, indicating source

(granting, councils, industry, government, foundations, other external); amount; purpose (operating, travel, publication, equipment, etc.); if group grant, indicate the number of grantees and whether principal or co-applicant.

ix. Internal research funding: this includes university funds, SSHRC minor grants awarded through the university, etc.

x. Publications: life-time summary (count) according to scholarly books (authored/edited), chapters in books, papers in refereed journals, papers in refereed conference proceedings, major invited contributions and/or technical reports, abstracts and/or papers read, others (i.e. workshops presented, other types of publications). Details for the past 7 years (same categories as above) in chronological order. Please give full

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citation, including page numbers for books, chapters and journal articles and names of authors in the order in which they appear on the publication.

4. Additional information required to demonstrate that a critical mass of research-

active faculty exist, that the current (or planned) faculty complement provides sufficient breadth of disciplinary expertise, and, in the case of a research-based program, that a strong research focus exists within the unit proposing the program (as evidenced by grants, publications, and seminars).

5. In the case of research-based degree programs, a demonstration of faculty’s ability to provide long-term supervisory capacity and supervisory committee membership.

6. Description/evidence that an appropriate structure(s), such as an Office of Graduate

Studies, are in place to support the program. 7. A more detailed list of available physical and human support facilities, e.g. library

resources (holdings ratio among other measures)/access to scholarly communications; laboratories, instruments, computer backup, technician backup, graduate student services, etc. than would be given for undergraduate program.

8. Description of student financial support available, especially in the case of a

doctoral program, including a description of available sources (including amounts) for financial student support.

9. Evidence of the existence of an appropriate support network of related programs

(undergraduate and as relevant, graduate) at the submitting institution. 10. Information confirming that the proposed program is non-duplicative of offerings

elsewhere in the region or represents necessary duplication, or market demand demonstrably justifies further capacity.

11. Information to demonstrate that the nature of the proposed program is such that it

can best be offered at the institution in question.

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12. Description of the review process of the program proposal by an expert external to

the institution selected according to established standards (are recognized scholars in the field of the proposal, have not studied at, collaborated with or worked for the submitting institution within the past seven years, and are not in any potential conflict of interest among other key standards). The expert’s Terms of Reference are expected to cover at a minimum the elements highlighted in the Generic Terms of Reference of External Reviewers(Appendix V).

13. Any other information the submitting institution believes would assist the

Commission in completing its assessment of the proposed new graduate program. IX. INFORMATION REQUIRED FOR HEALTH-RELATED PROGRAMS 1. Has program approval been received from the Atlantic Advisory Committee on

Health Human Resources (AACHHR)? – attach correspondence. X. ENROLLMENT AND TUITION REVENUE 1. Proposed tuition fees in the initial year of program operation:

per term course $___________ , or program fee $___________ for ___________ years Rationale for proposed fee level.

2. Refer back to Section VI.5 a) regarding anticipated enrollment. Describe the

basis for the enrollment estimates, including attrition assumptions.

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Estimated annual tuition revenue

Anticipated Tuition Revenue

Based on expected enrollment of:

full-time enrollment

part-time enrollment

continuing thesis-only

Year 1 Year 2 Year 3 Year 4 Year 5 & thereafter

4. Impact, if any, on enrollment in other existing programs and courses

at UNB (or UNBF/UNBSJ):

at other Maritime universities:

5. Expected distribution of term-course registrations by year-level

1st Year 2nd Year 3rd year 4th Year Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Faculty of Other institutions (name)

TOTAL term-course registrations 6. Other student fees proposed. Rationale for the fee and its level. Attach approval

from the Vice-President (Finance and Corporate Services).

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XI. OTHER ANTICIPATED REVENUE 1. Amounts, sources, uses, and timing of non-tuition operating funding. 2. Amounts, sources, uses, and timing of capital funding (including equipment). 3. Amounts, sources, uses, and timing of student support funding (scholarships,

bursaries, support from research operating grants, etc.). XII. INCREMENTAL COSTS 1. Academic salaries (new positions) Percentage fte

Rank Salary Rate Year1 Year 2 Year 3 Year 4 Year 5 2. Non-academic salaries (new positions) Percentage fte

Position Salary Rate Year1 Year 2 Year 3 Year 4 Year 5 3. Total salaries and benefits Year 1 Year 2 Year 3 Year 4 Year 5 Salaries ($) Benefits ($)

TOTAL Fringe benefit rate employed ___________%

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4. Incremental non-salary operation expenses Year 1 Year 2 Year 3 Year 4 Year 5 Recruitment and relocation Materials and supplies Communications Advertising Travel Computing Equipment Other (list)

TOTAL 5. Impact on workload and assignments of current faculty and staff.

- No significant impact is anticipated. The courses are in place and enrolment increases are not significant.

XIII. IMPACT ON UNIVERSITY SERVICES 1. a) Library acquisitions costs ($). (Attach library report). Start-up ___None_ Annual recurring ___None_ (The course is already in place). b) Instruction/Reference support (Attach library report). 2. a) Computing (description of current computing facilities that will be available to faculty and students).

b) Expenditures for additional university computing facilities (hardware, software, peripherals, licenses, training).

Item Year 1 Year 2 Year 3 Year 4 Year 5

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3. Special demands on other university services (registrar, audio-visual, personnel, financial services, communications/marketing/public relations, technical, legal services, etc.).

Service Unit Impact Name of Person

Consulted No New Requirements

4 a). Space requirements

Space Requirements Estimated Cost Initial Ongoing

Classrooms (new and modifications)

Offices (new and modifications)

Laboratories Student space (lounge, study, etc.)

Other (e.g., storage, shops, etc.)

4 b). Contact with Facilities Management staff regarding these requirements

Individual/Title Response Received & Attached

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5. Special insurance or risk exposure implications. 6. Summary of revenues and costs. Year 1 Year 2 Year 3 Year 4 Year 5 Revenue (itemized)

TOTAL Costs (itemized)

TOTAL XIV. INTERNAL APPROVALS AND CONSULTATIONS 1. Approvals

Approving Body Date Economics Department Nov. 2010 Science Faculty

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2. Consultations Date Response

Attached Other Faculties providing courses: Service units: Liaison Librarian(s) Report Proposal sent to Registrar Proposal sent to Facilities Management Proposal sent to Student Accounts Others (list):

3. Program review process, timing (year) of first review, and review cycle.

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NEW PROGRAM PROPOSAL CHECKLIST Please ensure you have included a copy of each of the following when submitting your completed program proposal to Senate:

Department Council/Non-department (i.e. Group of individuals or committee bringing forward the proposal).

letter of approval from relevant Dean (or Deans if more than one Faculty involved)

(Section I)

if program is the first bachelor, master, or doctoral program for the department/ school, curricula vitae for each faculty member involved in the program (Section I)

calendar entry for each new course (Section II)

if required or elective courses are outside the home Faculty, correspondence from

relevant outside unit(s) confirming that additional students can be accommodated and indicating the prerequisite(s) for those course(s), if applicable (Section II)

correspondence (as evidence of consultation) between you and the post-secondary

institutions that offer similar, equivalent, or comparable programs in the region, and elsewhere as appropriate (Section V)

correspondence (as evidence of consultation) between you and employers and/or

professional organizations re job market (Section VI)

written assessment or comments on the program from peers and experts external to the University who were involved in the development process (Section VII)

for graduate- and doctoral-level programs, curricula vitae for each faculty member

involved in the program (Section VIII)

for graduate- and doctoral-level programs, list of external reviews, summary of the reviewers’ conclusion, a description of changes made to the proposal as a result of the external reviews (Section VIII)

if a health related program, correspondence received from the AACHHR approving

the proposed program (Section IX)

if applicable, written approval from Vice-President (Finance and Corporate Services) regarding proposed student fees (Section X)

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libraries assessment (Section XIII)

if applicable, feedback received from consultations re university services and space requirements (Section XIII)

all correspondence received as a result of approvals and consultations held under Section XIV

any items/implications by external partners

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Appendix A

Why Aspiring Economists Need Math A student emails me a question about the use of math in economics:

Dear Dr. Mankiw,

Hi, I am an undergraduate student studying economics in Michigan. I have recently become a big fan of your blog. I found your "Advice for Students" very helpful to professional economist-wannabes like me, and especially, those considering graduate study in economics. Your suggestion on math preparation for undergrads landed me on one simple question: "Do economists really use all that math?"

I was wondering if you could tell me how closely math and the works of professional economists at international organizations, such as World Bank and IMF, are related?

I look forward to your answer. Thank you in advance!

Best Regards, [name withheld]

A student who wants to pursue a career in policy-related economics is advised to go to the best graduate school he or she can get into. The best graduate schools will expect to see a lot of math on your undergraduate transcript, so you need to take it. But will you use a lot of differential equations and real analysis once you land that dream job in a policy organization? No, you won't. That raises the question: Why do we academics want students that have taken a lot of math? There are several reasons: 1. Every economist needs to have a solid foundation in the basics of economic theory and econometrics, even if you are not going to be either a theorist or an econometrician. You cannot get this solid foundation without understanding the language of mathematics that these fields use.

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2. Occasionally, you will need math in your job. In particular, even as a policy economist, you need to be able to read the academic literature to figure out what research ideas have policy relevance. That literature uses a lot of math, so you will need to be equipped with mathematical tools to read it intelligently. 3. Math is good training for the mind. It makes you a more rigorous thinker. 4. Your math courses are one long IQ test. We use math courses to figure out who is really smart. 5. Economics graduate programs are more oriented to training students for academic research than for policy jobs. Although many econ PhDs go on to policy work, all of us teaching in graduate programs are, by definition, academics. Some academics take a few years off to experience the policy world, as I did not long ago, but many academics have no idea what that world is like. When we enter the classroom, we teach what we know. (I am not claiming this is optimal, just reality.) So math plays a larger role in graduate classes than it does in many jobs that PhD economists hold. Is it possible that admissions committees for econ PhD programs are excessively fond of mathematics on student transcripts? Perhaps. That is something I might argue with my colleagues about if I were ever put on the admissions committee. But a student cannot change that. The fact is, if you are thinking about a PhD program in economics, you are advised to take math courses until it hurts.