(Formerly ECO373H5) The course examines the basic principles of environmental economics and ecology and the interaction between ecological and economic factors. It assesses alternative criteria and objectives for environmental policy. Problems associated with the implementation of environmental policy are analyzed and examined through case studies.

This course is an introduction to econometrics. Statistical foundations and the interpretation of multiple regression models, with an emphasis on cross-sectional data. Application of regressions to a wide variety of economic questions and data sources, including the use of statistical software. Problems in the identification of causality, and an introduction to methods of addressing common statistical issues. This course is recommended for students contemplating graduate studies. This course is part of the Certificate in Advanced Economics.

This is a course in applied microeconomics. This course will use a series of real world examples, together with theoretical insights from game theory, to answer questions like, why are some industries more profitable than others? Why are some firms profitable while others are not? How can firms create, capture and maintain their profits in the face of competition? The first part of the course will be devoted to the building blocks of strategy, including industry analysis, positioning, and sustainability of competitive advantage. Next we will use game theoretical tools to analyze strategic interaction among firms, such as strategic pricing, entry and competitive bidding. Lastly, the course will cover the scope of the firm and technologic competition. Students shall learn from the course, the ability to identify and categorize major strategic problems, and suggest and evaluate candidate strategies.

This course examines selected material on compensation and incentives in hierarchical organizations. Topics include recruitment and hiring, training, turnover, downsizing, motivating workers, teams, allocating authority and task assignment.

For students who would like to learn more about economics data analysis - this course provides an intuitive introduction to empirical methods in microeconomics. The class begins with a self-contained and intuitive treatment of modern methods used in microeconomic data analysis. We then go on to study some interesting current empirical research, focusing on the education field, to see how those methods are applied. The course should prepare you to read current empirical research in microeconomics -- without any preparation, empirical papers can seem rather impenetrable. This course serves as a complement to and a foundation for 'Applied Econometrics I' (ECO375H5).

This course analyses how markets function when market participants have asymmetric information. We will show how asymmetric information may lead to market breakdown and how an appropriately designed contract can help alleviate the adverse effect of asymmetric information on market efficiency. We will cover three types of models: moral hazard, screening and signaling. There are a wide variety of applications, including labour contracts, price discrimination, insurance markets, and marketing.

This course provides senior undergraduate students who have developed some knowledge of a discipline and its research methods, an opportunity to work in the research project of a professor in return for course credit. Students enrolled have an opportunity to become involved in original research, develop their research skills and share in the excitement and discovery of acquiring new knowledge. Project descriptions for participating faculty members for the following summer and fall/winter sessions are posted on the ROP website (www.utm.utoronto.ca/rop/research-opportunity-program) in mid-February and students are invited to apply at that time. See Experiential and International Opportunities for more details.

This course provides senior undergraduate students who have developed some knowledge of a discipline and its research methods, an opportunity to work in the research project of a professor in return for course credit. Students enrolled have an opportunity to become involved in original research, develop their research skills and share in the excitement and discovery of acquiring new knowledge. Project descriptions for participating faculty members for the following summer and fall/winter sessions are posted on the ROP website (www.utm.utoronto.ca/rop/research-opportunity-program) in mid-February and students are invited to apply at that time. See Experiential and International Opportunities for more details.

Through a part time, unpaid, 200-hour work placement, fourth year students apply economics content and skills. Placements are made throughout the GTA in both the private and public sectors. Successful candidates gain an opportunity to enhance their University experience through on-site work placements providing the possibility to develop skill sets within a business setting. Monthly class meetings plus year-end and presentation are required. Normally, the 200 hours will be completed by attending the work placement one full day each week from September to April. Students interested in a finance-industry placement are strongly recommended to arrange their course schedule to allow for a two day a week work placement in one semester. This arrangement increases the possibility of placement and enhances the experience although careful course planning is essential. More information is available on the Department of Economics website: https://www.utm.utoronto.ca/economics/experiential-learning.

This course covers special topics in Economics at an advanced level. Content relates to instructor's area of interest, thus the course varies in focus from year to year. Students require specific prerequisites for each course. Details are available from the student advisor or departmental website. The contact hours for this course may vary in terms of contact type (L,S,T,P) from year to year, but will be between 48-60 contact hours in total. See the UTM Timetable.

This course covers a special topic in Economics. Content relates to instructor's area of interest, thus the course varies in focus from year to year. Students require specific prerequisites for each course. Details are available from the student advisor or departmental web site. The contact hours for this course may vary in terms of contact type (L,S,T,P) from year to year, but will be between 24-36 contact hours in total. See the UTM Timetable.

(Formerly ECO412Y5) This course addresses empirical and theoretical issues in education economics. Topics will include the interaction of human capital with growth and inequality, teacher incentives and teacher quality, early childhood education, and the racial achievement gap. We will also discuss the tools economists use to measure the causal effects of policies, and consider how statistics often presented in policy debates may be biased. After this course, students should be comfortable reading research papers in economics.

Primarily for advanced Specialist students who have exhausted course offerings in a particular subject area. Open only when a faculty member is willing and available to supervise. Students must obtain the written approval of the chair or associate chair before enrolling. See the student advisor for details.

Primarily for advanced Specialist students who have exhausted course offerings in a particular subject area. Open only when a faculty member is willing and available to supervise. Students must obtain the written approval of the chair or associate chair before enrolling. See the student advisor for details.

Primarily for advanced Specialist students who have exhausted course offerings in a particular subject area. Open only when a faculty member is willing and available to supervise. Students must obtain the written approval of the chair or associate chair before enrolling. See the student advisor for details.

In this course, students will examine gender and the family within modern economics. Topics include: gender wage differentials in labour markets; labour force participation; marriage markets; intimate partner violence; fertility and the demand for children; divorce; and the life cycle of the family. Concepts are applied to current topics within the development and labour literatures.

Both the pace and scale of China's economic transformation over the last three decades are unprecedented in human history. Understanding the nature and the sources of this great transformation is important for at least two reasons. First, it may provide valuable lessons of economic development for other developing countries. Second, the Chinese economy has become increasingly integrated with the world economy. The growth prospect of China is important for both China and the rest of the world. This course will examine China's growth and development through the lens of the modern macroeconomic theory. The topics that will be covered in the course include China's historical growth performance, structural transformation and growth since 1978, resource reallocation and aggregate productivity changes, financial sector development, inflation and business cycles in China. This course is part of the Certificate in Global Perspectives.

The course concerns itself with measuring societal economic well being. The historical development of the subject is considered together with the conceptual issues (and objections) associated with representing the welfare of economic agents. Different notions of welfare (Poverty, Inequality, Polarization, Equality of Opportunity) and the various empirical techniques for examining them are critically explored and applied using existing datasets.

This course deals with the following topics in financial economics: (1) Theoretical and empirical issues concerning the relevance of corporate financial structure; (2) Interactions between corporate investment and financing decisions; and (3) The role of the financial system and the legal system in economic development and growth. 

(Formerly ECO356H5) This course provides an opportunity for students to work with real-world data to address current public policy questions. The course discusses issues that arise when analyzing non-experimental social science data and will teach students to recognize the types of research designs that can lead to convincing policy conclusions. A hands-on approach will be emphasized.

This course provides an overview of financial risks which include market risk, credit risk and operational risk. It also discusses the importance of managing these risks and introduces students to basic tools for analyzing and managing them.

This course focuses on how to use derivative securities to manage financial risks. It includes a discussion of why firms should hedge financial market risk, identification and quantification of financial risks; the value-at-risk (VaR) measure of risk; credit risk and capital allocation and difference between speculation and hedging.

Students will increase their data literacy and learn how to apply techniques to address policy issues. The topics covered will include the practical design of monetary policy, the rationale for current monetary policy in Canada, and statistical methods for predicting key macroeconomic variables. As part of the course, students will follow current global issues and will forecast how domestic and international events may alter the Bank of Canada's monetary policy in the short run. Students will team-up with their classmates, discuss their individual forecasts, and select one for a group presentation. Traditionally, at the end of the course, a team from ECO466H5 is chosen to compete in the Bank of Canada Governor’s Challenge.

A research-oriented course continuing from ECO375H5. The regression model is extended in several possible directions: time series analysis; panel data techniques; instrumental variables; simultaneous equations; limited dependent variables. Students will complete a major empirical term paper, applying the tools of econometrics to a topic chosen by the student.

This course explores broad social and cultural issues in education. It will address questions about how we advance knowledge, who controls how and what we learn and what role education has in how societies are shaped, changed and reproduced. Students will evaluate the influence education can have on who we are, how we wish to live and what we aspire to as citizens in a global and digital community. This investigation will also consider how language, race, gender, class and culture intersect with teaching and learning.

This course serves as an introduction to theory and research in the related fields of health and education.  Students will learn to identify, address, and manage health-related risk in school environments by deepening their knowledge of holistic and brain-based theory. The course will explore health and wellness as a fundamental human right by addressing proactive approaches through the Determinants of Health and Developmental Assets Framework. Active research will include investigation of school-based policies and practices (e.g, the critique of a new fitness technology, examination of a school food and nutrition program, assessment of a school health campaign). 

This course focuses on the physical skills, cognitive abilities, and socioemotional experiences that shape an individual’s capacity to learn throughout the lifespan (i.e., infancy to late adulthood). It will address how learning is a lifelong process and how we are continually educating ourselves in different ways by incorporating strategies that best suit our lifespan stage. Critical research and theorists will be discussed to enhance the topics presented. Students are required to complete an 8-hour field experience, and thus must obtain a valid vulnerable sector police check by the start of classes.

This course focuses on principles and practices of conflict management and resolution, emphasizing interpersonal communication, including cross-cultural perspectives and communicating across different identities and worldviews, with emphasis on the relevance of these skills, principles and processes to teaching and learning.

This course focuses on raising awareness and sensitivity to equity and diversity issues facing teachers and students in diverse schools and cultural communities. It includes a field experience which entails observation of, and participation in, equity and diversity efforts in a community organization.

This course is open to all students from any discipline. Designed to increase opportunities to learn about education through a First Nation, Métis and Inuit perspective, the course will increase knowledge and awareness about pedagogies, learning approaches and educational experiences related to indigenous people living in Canada. In line with indigenous ways of knowing, this course will be structured with learning that involves reflecting on personal actions by looking at ways that indigenous models of education support social and community well-being.