Population Economics 01:220:477
Rutgers University, Professor Ira N. Gang, Email: gang at.rutgers.edu. Please include 477 in the subject line

Overview of Course Structure, Prerequisites, Text, Readings

Overall Course Structure: This class provides an introduction to the theories and policies that have become central to the study of population economics. The aim of the course is to introduce students to the exciting and evolving field of population economics.  By the end of this class you should have a solid understanding of many (not all!) of its important concepts, theories, and empirical foundations. Throughout the course we focus on the micro foundations of the big macro picture and combine economic theory and data analysis.  While I will on occasion discuss case studies, a thorough empirical history of demographic developments is not the central focus of the course.

The first part of the class tries to provide a background on the key elements of population economics. Here we discuss the major theories of economic demography, divided into the traditional subfields of mortality, fertility and migration.  The second part of the class delves into selected topics in depth. These may include data structure, migration, labor markets, epidemics, and so on.

Course Prerequisites: Population Economics will be taught assuming a complete and thorough understanding of the material contained in:  Intermediate Microeconomics, Intermediate Macroeconomics, Econometrics, and, of course, the pre-requisites to these three classes. There are NO pre-requisite overrides. These prerequisites are taken seriously and you are expected to have mastered the material covered in these courses before taking this course. If you have not, please drop this class immediately. It is strongly suggested that you review the material at the beginning of this course.

Text and other Readings: There is no text to purchase.  Material for the course is online and free. 
Some of the readings for the class are at an elementary level, while others are at a much more difficult level.
  Often my treatment of topics will be different from that of the readings. This is purposeful. The readings should be viewed as complements to the lectures, not as substitutes.