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2019-2021 Undergraduate Catalog [ARCHIVED CATALOG]
Economics, Mathematics Concentration, B.S.
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 Return to: University Curricula
This concentration would be especially well-suited for students preparing for graduate study in economics, which has become increasingly focused upon mathematics and statistical analysis.
Students are strongly encouraged to take ECO 484 Mathematical Economics and ECO 485 Econometrics as economics electives.
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Economics B.S.
The Bachelor of Science degree is anchored by a strong core of required economics, mathematics, and statistics courses that provide a solid foundation of analytical and quantitative reasoning. Flexibility comes from selecting one of six concentrations to complement the economics foundation courses. Each concentration has been designed to meet the specific and interests of students focused upon a variety of career or professional options. By partnering with other disciplines, our students are assured of gaining insights from cross-disciplinary studies.
Required Economics (21 crs.)
Concentration Requirements
Students may choose from pre-approved concentrations or seek departmental approval for a concentration of their own design. The decision regarding one’s concentration should be made normally during the sophomore year. The current pre-approved concentrations are: business, data science, mathematics, political science, public administration, and the social sciences. Each of the concentrations (other than social sciences) has been structured to ensure students earn a minor in the complementary discipline.
Mathematics Concentration
Economics Credits for Concentration (3 crs)
- Required Economics plus three (3) additional Economics credits at the 300-level or higher
Required Math/Statistics Courses (17-19 crs.)
Plus three additional mathematics courses from among the following.
Other mathematics courses at the 200-level or above may be substituted, with advisement. At least two of these additional courses must be at the 300-level or above. Students will have completed the required 21 credits for the mathematics minor.
General Education Requirements
Foundations (15-16 crs.)
Foundational courses coupled with other experiences provide students with their core First Year Experience, providing opportunities to develop the requisite quantitative, analytical, written communication, and oral communication skills needed to succeed while in college and throughout life after college. Five program goals express the purpose of these foundational courses and how they support student success.
Interconnections (9 crs.)
This curriculum will provide students with opportunities to explore human behavior, social interactions, and global communities through humanities and the social and behavioral sciences. Open discourse about the causes and consequences of human behavior and thought, and the interconnectedness of societies revealed by examining traditions and structures, provides a pathway to mutual respect and tolerance in a diverse world.
Three program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish. Students must complete three (3) courses in this curriculum, with at least one (1) course being a diversity course (‘D’ rubric) and at least one (1) course being a global perspectives course (‘G’ rubric).
Diversity
Guide and prompt students to evaluate the diversity of human experience, behavior, and thought, in order to better understand ourselves and others, to respond to the roots of inequality that undermines social justice, while developing awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age, social class, sexual orientation, or abilities.
Global Perspectives
Guide and prompt students to develop global perspectives by analyzing systems, and evaluating interrelationships
Foreign Language
Guide and prompt students to understand and demonstrate oral and written communication in a foreign language as well as awareness of a foreign culture.
Citizenship and Responsibility (6 crs.)
This curriculum will provide students with opportunities to consider the function and development of institutions, as well as their own responsibilities in society. Tools for development of students as informed and responsible citizens can include study of principles and research in social science, analysis of the development of social and political systems and practices, application of critical analysis and reasoning, and contemplation of ethics and values. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students are required to complete two (2) courses (or their equivalents) in this curriculum, with no more than one (1) course being attributed with the same program goal.
Citizenship
Guide and prompt students to understand responsible citizenshipthrough the development of ideas of citizenship and rights, how society protect or fails to protect basic rights, and avenues for individual or collective action.
Ethical Reasoning
Options:
Critical Reasonong
Guide and prompt students to use appropriate critical analysis and reasoning to explain and analyze concepts, and apply concepts to issues to determine significance or value.
Natural World and Technology (9 crs.)
This curriculum will provide students the opportunity to learn how new knowledge is created by applying scientific principles and technology to address historical and contemporary questions. Two program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete 3 courses in this curriculum, with at least two (2) courses (or their equivalents) involving the natural world (‘N’ rubric).
Natural World
Guide and prompt students to understand the scientific method and resulting principles and theories, critically evaluating data to answer questions about the natural world.
Technology
Guide and prompt students to acquire knowledge, skills, and competencies regarding a broad range of computer technologiesand software, and to use them responsibly.
Creativity and Expression (6 crs.)
This part of the curriculum will provide students with opportunities to explore artistic and literary disciplines and their modes of expression, considering the processes by which artistic works are imagined and created as well as the analytical tools for describing and appraising works of art and literature. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete two (2) courses (or their equivalents) in this curriculum, with one (1) course being a literature course (‘L’ rubric)and one course in either the arts or creativity (‘A’ or ‘C’ rubrics).
Literature
Guide and prompt students to comprehend, analyze, and determine the significance for works of literature.
Art
Guide and prompt students to describe, analyze, and respond to the scope of works in the arts.
Creative
Guide and prompt students to demonstrate and apply creative competencies, problem solving and preparation in the realization of a creative work.
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