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EC 303 Money, Credit and Banking
Sloboda, Brian


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EC 303 Money, Credit and Banking

Semester

S2T 2006 DL

Faculty

Sloboda, Brian

Title

Adjunct Faculty

Degrees/Certificates

Ph.D., Economics
M.S., Economics
B.A., Economics with a minor in mathematics

Daytime Phone

202.366.5342

Other Phone

301.495.4102

E-Mail

brian.sloboda@park.edu

brian.sloboda@dot.gov

gr8694@starpower.net

Semester Dates

March 10, 2006 to May 5, 2006

Class Days

TBA

Class Time

TBA

Prerequisites

Prerequisites, EC 141 and EC 142 or permission of the instructor.

Credit Hours

3


Textbook:
Required Text

The Economics of Money Banking and Financial Markets

Author: Frederic S. Mishkin

Pearson/Addison-Wesley, 7th Ed

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


Course Description:
A study of commercial banking, money markets, capital markets, monetary standards, foreign exchange; also, an analysis of the Federal Reserve System (central banking system) and its impact on the control of the money supply, and a survey of financial institutions. Pre-requisites: EC141 and EC142 or permission of the instructor. 3:0:3

Educational Philosophy:
Teaching economics seems like an easy task for those with a terminal degree in the discipline, but when students often hear they need to take an economics course(s), often a chill goes down their spine and fear sets in.  All of us experience economics everyday whether we realize it or not.  An appealing way to attract students to economics is to incorporate current events and popular news articles. Headlines which mention the unemployment rate, the release of the GDP growth rates, the increase in poverty rates in 2003, the size of trade deficit has reached its highest level, and other headlines.   These current events provide great classroom discussion to enhance the abstract concepts presented in the textbooks and lectures.  Once the discussion of these current events commences, the students realize that the economic principles and theories makes more sense than it does from reading the required readings.  

Despite the incorporation of current events into the course discussion, the students still need to master the underlying economic theory and principles.  The presentation of these concepts requires the presentation to be as simple as possible.  That is, the principle of KISS (Keep it Simple, Silly) should be applied in the lectures.  The focus is not to water-down the material but to improve the level of comprehension of the students with the material.  The goal of the KISS principle is to allow all students in the course to learn the material, not just teach the superior students.  If a student is enrolled in a course, it is the job of the professor to teach all students enrolled in the course.

Of course, it is too much to expect that all or even a majority of students will absorb the most material adequately through reading and a single lecture alone.  Consequently, the professor needs to provide avenues for students to receive clarification of the course material via office hours and responding to emails.  Also it should be strongly encouraged that students use office hours as a means to receive additional clarification of the course material.  Also the instructor should accommodate students who cannot come to formal office hours by making an appointment.  By providing such accommodation gives the student a feeling that the instructor is there and has concern for the academic well-being of the student.  Additionally, it also gives the student more self-confidence and greater motivation to put the required effort into the course.

In a classroom, the learning process should be collaborative between the students and the professor.  However, this collaborative relationship can only occur if the professor treats the students as equals.  In order to promote an active dialogue in a classroom, the students need to be able to speak and not fear repercussions for misspeaking on a point.  Instead the professor should point out positive points from their response and guide the student to the correct answer.  Following this approach should avoid any embarrassment of the student or making them feel dumb.  If this should occur, I would shift that burden to me and make myself look embarrassed.  Then, I just move on.  Enjoy the course!!

Learning Outcomes:
  Core Learning Outcomes

  1. Discuss the money supply response to changes in key variables including the reserve ratio, the nonborrowed monetary base, the discount rate, the currency ratio, expected deposit outflows, and market interest rates.
  2. Compare the Classical and Neoclassical (Monetarist) views of money demand with the Keynesian view, focusing on the role of interest rates and the debate surrounding the velocity of money.
  3. Identify the tools, goals, and targets of monetary policy.
  4. Analyze the transmissions mechanisms of monetary policy.
  5. Assess how asymmetric information, adverse selection, and moral hazard relate to banking regulation in the U.S. and abroad.
  6. Identify the causes of Financial Institution's failures.
  7. Discuss in depth how monetary policy affects the exchange rate.


Core Assessment:


Class Assessment:
Each student is responsible for completing:  

Weekly reading assignments

Weekly written homework -discussion questions- (DQs) based on the assigned readings

Weekly conference participation (replies to DQs already answered by other students)

A term paper related to monetary economics

Proctored comprehensive final exam

Grading:
Evaluation Methods: the evaluation methods will be based on the following assignments and the percentage are given as follows:

Weekly Discussion Questions:  24 %
Conference Participation:     18 %
Midterm Examination:          19 %
Final Examination:            19 %
[the final examination is proctored]
Term Paper:                   19%

Total for Course              100%          


Weekly Homework Discussion Questions     128 pts

      Conference Participation                                     96 pts

     Mid-Term Exam                                                       100 pts

      Term Paper                                                             100 pts  

      Proctored Comprehensive Final Exam                100 pts

                                                                           ___________

                                    Total Points Possible              524 pts



                                                                     

Late Submission of Course Materials:
Should a student miss or does not earn full class participation points for the week, s/he can still make up for that loss by increasing their participation in the following week. The 96 total points are 'flexible' meaning that they are spread over 8 weeks, indicating that more than 12 points can be earned in any week during the course duration until the student reaches the limit of 96 total points possible.

Course Topic/Dates/Assignments:
The due dates for the assignments are also given for each week.

Week 1  Introduction   (Due Date March 19, 2006)
   Homework Questions and Participation

Week 2 Meaning of Money, its historical perspective/evolution and its functions (Due Date March 26, 2006)
   Homework Questions and Participation

Week 3 Four Major Players in Monetary System and Introduction to the FED   (Due Date:  April 2, 2006)
   Homework Questions and Participation

Week 4 Determinants of Money Supply and Money Multiplier (Due Date April 9, 2006)
   Homework Questions and Participation
   Midterm Examination

Week 5 Tools of Monetary Policy  (Due Date April 16, 2006)
   Homework Questions and Participation

Week 6 Monetary and Fiscal Policy and IS LM Model (Due April 23, 2006)
   Homework Questions and Participation

Week 7  Transmission of Monetary Policy  (Due Date April 30, 2006)
   Homework Questions and Participation

Week 8  International Perspective (Due Date May 7, 2006)
   Homework Questions and Participation
   Final Examination (Proctored)
   Term Paper

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87
Academic honesty is highly valued at Park University. A student must always submit work that represents his or her original words or ideas. If any words or ideas are used that do not represent the student's original words or ideas, the student must cite all relevant sources. The student should also make clear the extent to which such sources were used. Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. At Park University, all submissions to any public meeting or private mailbox fall within the scope of words and ideas that require citations if used by someone other than the original author.
Academic dishonesty in an online learning environment could involve:
• Having a tutor or friend complete a portion of your assignments
• Having a reviewer make extensive revisions to an assignment
• Copying work submitted by another student to a public class meeting
• Using information from online information services without proper citation

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87



Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

Confidentiality and Proprietary Information

One of the cornerstones of Park University's learning model is the practical application of theoretical concepts and you are encouraged to share your personal and professional experiences as a means to integrate the knowledge through reflecting on its application. However, it is important to note that we all are bound by confidentiality in this class. In order to assure that we can have a free and open discussion in which you may elect to discuss your company and its policies and procedures as they apply to the course material, I expect each person to respect the confidentiality of what your classmates are willing to share with us while at the same time I ask that each of you exercise good judgment in what you choose to share, avoiding non-public or competitively sensitive information.

It is the University's policy that students and faculty members must not share present or past employer information that would be considered proprietary, confidential, company-sensitive, or protected trade secrets. Students are encouraged to examine their organization's limitations on sharing information externally.

Students and faculty members may appropriately choose to illustrate lessons from their experience that might challenge these boundaries without identifying specific employers or individuals by name.

If you have any questions about any of the information contained in this syllabus, or about any other aspect of this course, please do not hesitate to ask!

Copyright:

This material is copyright and can not be reused without author permission.

Last Updated:3/24/2006 5:12:25 PM