I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
X
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab 
w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
217X
Dept/Program Economics
Course #
Economic Development
Course Title
ECNS 201
3
Prerequisite
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Jeff Bookwalter
Instructor
Phone / Email #4667/jeff.bookwalter@mso.umt.edu
Program Chair Derek Kellenberg
Chris Comer
Dean
Date
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course explores the theory, practice and evaluation of economic development in the context
of low-income countries. This course is dedicated to covering a wide variety of these globalization
and economic development issues.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
During the course, students learn about
Indigenous and/or global courses will
numerous indigenous economic systems and
familiarize students with the values, histories,
how they fit into the evolving global economy.
and institutions of two or more societies
through the uses of comparative approaches.
During the course, students learn about
Indigenous perspective courses address the
numerous indigenous economic systems and
longstanding tenure of a particular people in a
how they fit into the evolving global economy.
particular geographical region, their histories,
cultures, and ways of living as well as their
interaction with other groups, indigenous and
non-indigenous.
Global perspective courses adopt a broad focus This course explores the historical and social
context of economies around the world. It
with respect to time, place, and subject matter
looks specifically at how poor countries and
and one that is transnational and/or multitheir economies are benefited and harmed by
cultural/ethnic in nature. Whether the cultures
or societies under study are primarily historical trade, globalization and international
or contemporary, courses investigate significant economic integration.
linkages or interactions that range across time
and space.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. place human behavior and cultural ideas into At the end of the course students will
a wider (global/indigenous) framework, and understand a variety of ways that nations and
societies produce and trade for the things
enhance their understanding of the complex
interdependence of nations and societies and necessary for survival and human
development and debate the costs and
their physical environments;
2. demonstrate an awareness of the diverse
ways humans structure their social, political,
and cultural lives; and
3. analyze and compare the rights and
responsibilities of citizenship in the 21st
century including those of their own
societies and cultures.
benefits of engaging in the international
economy.
This course looks very specifically at the ways
in which societies differ and what that means
for their path of economic development.
This course exposes students to the wide
variations in living standards and
development of societies across the world
and engages students in thinking about the
rights and responsibilities of developed
nations with regard to developing nations.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
Economics 217 – Economic Development – Spring 2013
Instructor: Jeff Bookwalter
TTH 11:10 – 12:30
____________________________________________________________________________________
Office, phone
and email:
LA 404, 243-4667
jeff.bookwalter@mso.umt.edu
Office Hours:
MW 9:30-11:00. If those times are not convenient, drop by or make an appointment.
Course
materials:
 Abhijit Banerjee and Esther Duflo, Poor Economics: A Radical Rethinking of the
Way to Fight Global Poverty.
 Paul Collier, The Bottom Billion.
 The Economist magazine. I am arranging a bulk order for the class, which will
include both a print copy and access on mobile devices, tablets and computers.
 Numerous readings available as PDF files on the course website:
http://www.cas.umt.edu/econ/faculty/members/bookwalter/econ217/econ217
readings.htm
General Description: This course explores the theory, practice and evaluation of economic
development in the context of low income countries. Most of the semester will be dedicated to
covering a wide variety of economic development issues. As you all know, courses are dull when no
one other than the instructor has read the material and has anything to contribute. Read all
materials before class and come ready to participate.
Graded Assignments: Each student must attend (and write up a one page synopsis and response
on) two relevant events on economic development. These activities might include approved
brown-bag discussions, evening lectures, films and others. I will keep you informed of the relevant
events and their dates as they are scheduled. Please let me know if you come across things that
seem relevant and I can announce those as well. You may earn a small amount of extra credit for
any additional events.
This course will have several graded assignments, ranging from short papers on the readings, to
pop quizzes, to current event summaries, presentations and other things. They will be announced
in class and you will usually have a couple of days to complete them.
Finally, in groups of two or three, students will formulate and write a 10-15 page research paper.
Please see the paper guidelines below for a full description of the process.
Email List and Website: Each student at UM is automatically assigned an email address in the
following format: firstname.lastname@umontana.edu. I will use these email addresses regularly to
send out current events readings, make class announcements, provide evaluations of your work
and for other things as the need arises. There is a course website where readings, assignments and
announcements will be posted:
http://www.cas.umt.edu/econ/faculty/members/bookwalter/econ217/econ217readings.htm
Exams: There will be two midterm and one final exam. Except for documented emergencies and
official university excused absences, make-up exams are not given.
Midterm Exam:
Midterm Exam:
Final Exam:
Thursday, February 28th
Thursday, April 11th
Tuesday, May 14th, 8-10am
Grading:
Graded Assignments
Paper Project and Presentations
Attendance and Participation
Midterm Exams
Final Exam
Total
10 percent
30 percent
10 percent
30 percent
20 percent
100 percent
Miscellaneous Stuff: If you have any disability which might affect your performance in this course,
if you are just learning English, or you have any other concerns regarding this course, please see me
early in the quarter so we can minimize any particular difficulties you might have.
A Word on Cheating and Plagiarism: Please do not do cheat. Chances are you’d get away with it,
but if you don’t the consequences are dire. All students are expected to abide by the University of
Montana Student Conduct Code. Any violators of the Student Code of Conduct will be subject to
punishment as outlined in the Student Code. For more information on the Student Code of Conduct
please consult the following website:
http://ordway.umt.edu/sa/documents/fromWeb/StudentConductCode1.pdf
Weeks I and II. What is Economic Development? (January 28 – February 8th )
A.Sen, Introduction and Chapter 1, Development as Freedom
C. Kenny, “Attention, Doomsayers: Global Quality of Life is Improving,” Chronicle of Higher
Education (March 27, 2011); http://chronicle.com/article/Attention-DoomsayersGlobal/126869/
United Nations Development Programme, "Defining and Measuring Human Development,"
Human Development Report, 1990, pp. 9-16.
http://hdr.undp.org/en/media/hdr_1990_en_chap1.pdf
C. Graham, “Happy Peasants and Miserable Millionaires,” Brookings Institution (Jan. 30,
2010); http://www.brookings.edu/opinions/2010/0130_happiness_graham.aspx
C. Graham, “The Pursuit of Happiness: Can We Have an Economy of Well-Being?” Brookings
Institution (June 21, 2011); http://www.brookings.edu/blogs/upfront/posts/2011/06/21-happiness-graham
Weeks 3 and 4. Economic Growth and the Big Picture? (February 11 – February 22)
L. Pritchett, “Divergence, Big Time,” Journal of Economic Perspectives (Summer 1997), pp. 3-17.
M. Abramovitz, “Catching Up, Forging Ahead, and Falling Behind, Journal of Economic History,
June 1986.
The Economist Magazine “The Poor and the Rich,”
http://pages.stern.nyu.edu/~nroubini/articles/GrowthTheoryECO.htm
S. Radelet, “Emerging Africa: How 17 African Countries are Leading the Way,” CGD Brief
(September 2010); http://www.cgdev.org/files/1424419_file_EmergingAfrica_FINAL.pdf
D. Acemoglu, “Root Causes,” Finance & Development (June 2003), pp. 27-30.
http://www.imf.org/external/pubs/ft/fandd/2003/06/pdf/Acemoglu.pdf
J. Sachs, “Institutions Matter, but Not for Everything,” Finance & Development (June 2003),
pp. 38-41. http://www.imf.org/external/pubs/ft/fandd/2003/06/pdf/sachs.pdf
Tuesday, February 19th, Class meets in the Mansfield Library
Weeks 5 and 6. Big Picture and Constraints to Development (February 25 – March 8)
Country Presentations (Tuesday, February 26th)
P. Collier, The Bottom Billion, Chapters 1-5.
Economics 217 – Paper Guidelines
General Comments: Economics 217 includes a significant amount of writing, and equally
important, a significant amount of editing and rewriting. One of the reasons these writing
assignments are required is to help you improve your writing skills. Grammar, spelling and style
matter. Your grade will suffer if you turn in sloppy, poorly written work.
The course writing assignments will be evaluated for content, style, grammar, and readability in a
structured review process. At least two classmates and the instructor will evaluate the paper and
provide written comments. The final paper grade is based both on the quality of the paper and the
incorporation of previous reviewer comments.
Getting started: Suppose the new head of the US Agency for International Development (USAID)
needs to get up to speed on some countries she hasn’t visited. Students will be randomly assigned
to groups of two or three and each group will choose one country to focus on. Choose a ‘lowincome’ or ‘lower-middle income’ country as classified by the World Bank. No two groups can
choose the same country.
http://data.worldbank.org/about/country-classifications/country-and-lendinggroups#Low_income
Writing Assignments on the way to the final paper.

Introduction: This section should discuss the topic and include a clearly defined statement of
your thesis. (1-2 double-spaced pages. Don’t write this until near the end of the semester)

Country Background: Discover some of the important economic, political, social and
geographical features of the country? (3-5 double-spaced pages)
-

Major development issues and relevant literature review:
-


What is the current economic situation and what are the important economic sectors and
activities?
What type of governance does the country have (democratic v. authoritarian, honest v.
corrupt, effective v. inept, etc)?
What are the important geographical characteristics and how do these affect its current
situation and prospects? Don’t forget to talk about its neighbors if they are important.
This section of your paper should discuss the principle barriers to economic development in
your country. In addition, it should survey the relevant literature and discuss the individual
issues.
Better papers will be able to talk broadly about the barriers and how they specifically apply
to your country. (5-7 double spaced pages)
Policy Analysis: choose one or two of the principle barriers to development and analyze their
causes, consequences and some potential solutions. Make recommendations to the head of
USAID . (4-8 double-spaced pages).
Conclusion: The conclusion of the paper needs to restate the major issues and summarize the
arguments made in presenting your case. (1-2 double-spaced pages. Don’t write this until near
the end of the semester)
Presentations: Each time you complete a section of the research paper, groups will make a brief
(5-10 minute) presentation to the class.
Rough Draft and Reviews: On April 23th you will turn in a rough draft of your paper. It should be
an almost complete, albeit rough, version of the paper. Two fellow students and the instructor will
review these drafts. The final product needs to address criticisms and suggestions for
improvement.
Final Draft: The final version of the paper is due Tuesday, May 7th. Late papers lose points. The
text of the final paper (not including graphs, charts, tables, etc) should be 15 to 20 pages, doublespaced, in a reasonable font size. Please do not put them in binders or folders.
Country Choice and Background Paper
Major development challenges and literature review
Policy Analysis and Rough Draft
Final Draft
20 percent
20 percent
30 percent
30 percent
Important Paper Dates:
February 7th
Country choices due
February 19th
Class meets in Mansfield Library computer lab. We will explore sources of data
and information on the internet.
February 26th
Country background paper due
March 26th
Development challenges and literature review due
rd
April 23
Complete rough draft, including policy analysis, due
April 30th
Return the rough drafts you evaluated to the authors, and bring two copies of the
each completed evaluation form to class; one for me, one for the author.
th
May 7
Final draft of project due at the beginning of class. Please do not put them in
folders or binders.