home economics coursework 2023

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Master of Education in Home Economics Education

Human Ecology & Everyday Life

This online graduate program delves into key aspects of Home Economics curriculum with connections to Applied Design, Skills, and Technologies (ADST) curriculum, Textile Arts, and Culinary Arts.

This program has been designed for school and community educators who teach in areas such as food and nutrition, textiles, family studies, health, human ecology, consumer studies or related projects such as food security or school gardens.

Program Themes:

• interdisciplinary inquiry
• human-environment interactions
• local and global communities
• ecological sustainability
• researching practice
• social responsibility

This program is offered by the Department of Curriculum & Pedagogy .

Application Deadline: March 25, 2024 extended!

Start Date: September 2024 Length: 2.5 years | part-time Format: 100% Online Domestic Tuition: $16,716.64 CAD International Tuition: $19,145.12 CAD

Past Info Session

Watch a recorded Info Session from November 22, 2023

Program Details

• Requirements
• How to Apply
• Info Sessions
• Alumni Insights

This program is ideal for:

• Teachers/educators in both school and community contexts
• Professionals working in health and nutrition, food studies, fashion and textiles, family studies, and consumer science
• Professionals working in NGOs and policy development

This program will enable you to:

• Critically analyze dominant and alternative theories of learning and teaching in Transformative Practice, Human Ecology and Everyday Life.
• Explore different approaches to curriculum development and implementation and their implications for programs based on ecology and issues of daily life.
• Place curriculum and pedagogy for Human Ecology and Everyday Life in historical context, understanding the social, political, economic, and cultural factors that direct past, present, and future decision making.
• Use a stance of inquiry toward your professional practice as an educator in a variety of settings.
• Increase your qualifications in home economics education and enhance your ability to conduct useful teaching and learning activities.

The UBC MEd in Home Economics Education consists of 30 credits of course work which are typically completed in 2.5 years. All courses will be delivered online.

*Courses and schedule are subject to change.

In addition, two electives at the 300-400 level are to be chosen in consultation with an advisor, based on student interests. Electives may be online courses such as:

• EDCP 491 Curriculum and Instruction in Home Economics
• EDCP 492 Special Study in Home Economics: Textile Studies
• EDCP 493 Special Study in Home Economics: Food Studies
• EDCP 494 Special Study in Home Economics: Family Studies
• EDCP 498 Curriculum Inquiry in Home Economics

or on-campus courses or summer institutes . View the full program schedule , including course descriptions.

Application RequirementsAll students must meet the admission and application requirements of both the Faculty of Graduate Studies and the program, which include:

• A minimum of two-years of engagement within schools, communities, business, government, non-governmental organizations, or other education-oriented environments.
• A completed four-year undergraduate degree and at least a 76% average on all senior-level credits.
• Three letters of recommendation from educators, supervisors, colleagues, or clients that speak to your abilities to complete a graduate degree and interest in Home Economics (encompassing family studies, textiles, consumer studies).
• Resumé and a 600-word statement of intent of your Home Economics experience, professional goals, and the anticipated benefit of involvement in the program.

FeesGraduate tuition is assessed as an annual program fee, which is divided into three equal installments due at the beginning of academic terms starting in September, January and May.Students in this program will pay a minimum of 8 installments .Student FeesStudent fees include fees established and authorized by the UBC Board of Governors and fees established and authorized by students societies. These fees are in addition to tuition fees. Please see the UBC Calendar for details on student fees. Fees are subject to change annually. Only information in the UBC Calendar is official Funding EligibilityAs this program is part-time, it is not eligible for student loans or other types of funding.

How to ApplyApplication Status: October 15, 2023 Application Deadline: March 25, 20241. ONLINE APPLICATION

• Navigate to  grad.ubc.ca/apply/online/ .
• When you are ready to apply, click “Apply Online”.
• Read the instructions, and either log in with your CWL or create a CWL if you have never attended UBC.
• Once logged in, use the Program Keyword search box and type the 4-character cohort designation HEE8 into the “Program Keyword” field..
• IMPORTANT: The program name should be Master of Education in Home Economic Education – Professional Cohort and the cohort code should be HEE8 . Please ensure you are applying to the correct program – this part-time Professional Cohort is different than the regular on-campus program.
• Select the program.
• Click the “Apply” button.
• Fill out the application as indicated.

2. SUPPORTING DOCUMENTSPlease have these ready to upload when you apply:

• Canadian transcripts
• International transcripts/Degree Certificates
• Statement of intent
• English proficiency report (if applicable)

ContactsFor program content questions: Dr. Kerry Renwick Cohort Advisor 604–822–2867 [email protected]

For application questions or assistance: Kelvin Mok Senior Program Assistant 604-822-5662 [email protected]

SubscribeSubscribe below if you’d like to be notified of updates for this program.

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• Grad Programs

Home Economics

Here you won’t learn how to make flapjacks or darn stockings. Home Economics at the college level teaches real and practical economic skills necessary to sage personal finance and family management.

Home Economics borrows from several related fields in the humanities to provide a broad base of knowledge to its students. Home Economics majors have the opportunity to take courses in everything from mathematics to sociology, providing them with a strong set of critical and analytical tools helpful in both their personal and professional careers.

As our society becomes increasingly complicated, a major in Home Economics prepares students to manage families and solve the problems that they must face daily.

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• 16,063 Enrolled

SAMPLE CURRICULUM

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2023 Family & Consumer Sciences/Home Economics Teacher Education Degree Guide

Family & consumer sciences/home economics teacher education degrees decreasing.

Family & Consumer Sciences/Home Economics Teacher Education was the 720th most popular major in the 2020-2021 school year. Colleges in the United States reported awarding 286 degrees in this year alone. This 15 less than the prior year, a decrease of 5.2%.

This year's Best Family & Consumer Sciences/Home Economics Teacher Education Schools ranking compares 37 of them to identify the best overall programs in the country. Continue reading to check out one of our many unbiased rankings of home economics teacher education programs later in this article.

Best Family & Consumer Sciences/Home Economics Teacher Education Schools by Degree

Requirements for getting a degree in family & consumer sciences/home economics teacher education.

Talking to others to convey information effectively has been highlighted as one of the most essential skills for careers related to home economics teacher education. Teaching others how to do something and understanding written sentences and paragraphs in work related documents are all required skills for careers related to this major.

Prior Education for a Home Economics Teacher Education Program

family and consumer sciences/home economics teacher education degree applicants generally need have finished high school or their GED. Many schools may also have GPA and SAT/ACT score minimums that must be met. Once you obtain your degree, additional home economics teacher education certifications required to pursue a career in this field.

Family & Consumer Sciences/Home Economics Teacher Education Degree Types

There are many different home economics teacher education degree levels. You can get anything from a in family and consumer sciences/home economics teacher education to the highest home economics teacher education degree, a . How long it takes to complete some common home economics teacher education degree levels is shown below.

A bachelor's degree is the most common level of education achieved by those in careers related to home economics teacher education, with approximately 43.2% of workers getting one. See the the most common levels of education for home economics teacher education workers below.

95.5% of home economics teacher education workers have at least a bachelor's. See the chart below for the most common degree level workers in family and consumer sciences/home economics teacher education have received.

The education level required is different depending on the home economics teacher education career you are seeking.

Home Economics Teacher Education Careers

Growth projected for home economics teacher education careers.

Want a job when you graduate with your home economics teacher education degree? Family & Consumer Sciences/Home Economics Teacher Education careers are expected to grow 7.6% between 2016 and 2026.

The following options are some of the most in-demand careers related to family and consumer sciences/home economics teacher education.

How Much Money Do People With a Home Economics Teacher Education Degree Make?

As you might expect, salaries for home economics teacher education graduates vary depending on the level of education that was acquired.

High Paying Careers for Home Economics Teacher Education Majors

Salaries for family and consumer sciences/home economics teacher education graduates can vary widely by the occupation you choose as well. The following table shows the top highest paying careers home economics teacher education grads often go into.

Getting Your Family & Consumer Sciences/Home Economics Teacher Education Degree

With over 86 different home economics teacher education degree programs to choose from, finding the best fit for you can be a challenge. Fortunately you have come to the right place. We have analyzed all of these schools to come up with hundreds of unbiased home economics teacher education school rankings to help you with this.

Top Ranking Lists for Family & Consumer Sciences/Home Economics Teacher Education

Best schools family & consumer sciences/home economics teacher education, best value colleges family & consumer sciences/home economics teacher education, majors related to home economics teacher education.

Family & Consumer Sciences/Home Economics Teacher Education is one of 37 different types of Teacher Education Subject Specific programs to choose from.

Most Popular Majors Related to Home Economics Teacher Education

View All Home Economics Teacher Education Related Majors >

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Image Credit: By Aparajita Datta under License More about our data sources and methodologies .

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High School Home Economics

Welcome to Our High School Home Economics Homeschool Curriculum

Would you like your teen to be more independent before they leave the nest? We raise our children to take care of themselves, and home economics should not be overlooked. A happy, well-run home is a major ingredient to ensuring our children learn how to be responsible people, parents, workers, teammates, and more. It all begins in the home! Covering thirty-two weeks, this High School Home Economics course gives your teens some of the tools necessary to be successful in life, by covering important topics such as time management, money management, cooking, hospitality, emergency preparedness, meal preparation, and more through text-based lessons, worksheets, and additional links.

Getting Started with Our High School Home Economics Homeschool Curriculum

Through the eighteen units in this high school home economics course, students will learn the basics of kitchen organization, basic cooking skills, how to shop smart, meal planning, money and time management, hospitality, housecleaning and decluttering, laundry, home decorating, basic sewing skills, routine home maintenance, babysitting, first aid, preparing for emergencies, drawing up a family purpose statement, and more.

• Grades: 9–12

Supplies Needed

Corresponding lessons on SchoolhouseTeachers.com; journal for notetaking and research.

Go to Class Lessons and download the lesson plan and lessons file. Start with the Day 1 reading assignment. Follow the instructions each day on the lesson plan and check them off when completed.

Close Course Sample

Course Sample for Our High School Home Economics Homeschool Curriculum

To view a full sample of this course, click here .

Instructions

It will be beneficial to create an account for each of the following to collect ideas for the sections below: pinterest.com , allrecipes.com , and evite.com . Be sure to get a parent’s permission first.

Keep notes online (Evernote, Word document, etc.) or in a Homekeeping notebook.

Students are to explore all links, read all material, and keep notes on items that pertain to their family’s needs.

Kitchen Organization

Basic kitchen equipment: using the link below, make your own list of items you will use but don’t have.

https://www.realsimple.com/food-recipes/tools-products/kitchen-tools-checklist

Decide which appliances below your family owns/needs and purchase them if necessary.

• food processor
• toaster oven
• coffee/spice grinder
• pressure cooker
• slow cooker
• rice cooker
• waffle iron
• ice cream machine

Using the links below, make a list of pantry ingredients and then check your cabinets to see what you have. Stock up on anything you need.

https://www.foodnetwork.com/recipes/articles/basic-pantry-101 http://dish.allrecipes.com/the-perfect-pantry/

• baking staples
• canned or bottled items
• dried pasta
• spices/seasonings
• veggies (garlic/onions, potatoes)
• dried fruit
• Food storage
• Crackers/bread

Assess your kitchen, and reorganize and clean where necessary.

• Keep like items together (canned goods, baking goods, pasta, etc.) and store them near the area where they will be used.
• Tall things should be placed toward the back of the shelf. Consider using a Lazy Susan for spices (and alphabetize them.)
• Place frequently used items at eye level in cabinets.
• Use plastic drawer dividers.
• Purchase more home organizing aids if needed.

Organize your supplies and tools into “centers”:

• cleaning supplies (try storing them under the counter in a litter box)
• over-sink cutting boards
• Organize items in categories on shelves.
• Store condiments in open plastic bread container (pull out, push back: great for sandwich prep).
• Choose four pans to use on a regular basis and keep them near the stove.
• Put lids in plastic box.
• Use vertical letter trays/racks to store pans and tins.

Close Course Outline

Course Outline for Our High School Home Economics Homeschool Curriculum

Take a look at the many topics explored in this high school home economics course:  

• Section I: Kitchen Organization
• Section II: Basic Cooking Skills
• Section III: Smart Shopping
• Section IV: Meal Planning
• Section V: Money Management
• Section VI: Hospitality
• Section VII: Time Management
• Section VIII: Cleaning the House
• Section IX: Laundry
• Section X: Decluttering the Home
• Section XI: Home Decorating
• Section XII: Basic Sewing Skills
• Section XIII: Family Purpose Statement
• Section XIV: Home Maintenance
• Section XV: Streetwise
• Section XVI: Babysitting
• Section XVII: First Aid
• Section XVIII: Emergency Preparedness

Close Additional Details

More About Our High School Home Economics Homeschool Curriculum

External links may be included within the course content; they do not constitute an endorsement or an approval by SchoolhouseTeachers.com of any of the products, services, or opinions of the corporation, organization, or individual. Contact the external site for answers to questions regarding its content. Parents may wish to preview all links because third-party websites include ads that may change over time. 

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Length: 18 units Content type: Text based Grades: 9–12

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• Social Policy

Why home economics classes still matter

The increasingly common perception about schooling is that it’s all about getting a job — that if it doesn’t have a vocational purpose, it isn’t relevant. And yet schools, together with family, teach young people about social norms and values and how to live in more thoughtful ways. This includes how to be an intelligent consumer. For decades, home economics has been part of this important element of education, but its place in Canadian schools is under threat.

According to the International Federation for Home Economics, it is an area of study that brings together many different ways to “read” the world through food, health, financial, consumer and environmental literacies. It is a multidisciplinary field that “connects elements such as knowledge, skills, culture, systems, and behaviours to enhance quality of life.”

The first home economics programs were introduced in Ontario in the 1890s, viewed as a way to train young people to cope with the changes that came with industrialization. According to the British Columbia educators Gale Smith and Mary Leah de Zwart , the focus then included health and hygiene, and an emphasis on the importance of education for women.

In today’s home economics classes, young people still sew and prepare food. Students acquire a better understanding of (and hopefully an appreciation for) the art of construction or the making of an item.

But the home economics classroom is about more than making. Young people learn about design, mindfulness, food sustainability and textile production, and the impact of our food, clothing and shelter decisions on the environment. Thus, knowing how to make a particular dish or garment also requires knowing how a food or fabric is produced and the associated supply chain needed to get the items to where we shop. There is an attempt to understand the use of chemicals and particular processes that have a heavy impact on our health, on workers’ health and on the natural environment.

The home economics classroom is about more than making. Young people learn about design, mindfulness, food sustainability and textile production, and the impact of our food, clothing and shelter decisions on the environment.

Knowing what human and environmental resources are used to make something makes for a critical consumer. The consumer in home economics terms is not a person who purchases needlessly. Rather, such a consumer will make a critical judgment about the quality of an item: what it is made from, how it is made, by whom and under what circumstances.

Sometimes being a savvy consumer means not buying what someone else is selling, because you have the skills to know that while it might be sold as cheap, it just isn’t a “good deal.” This element of home economics remains pivotal in the education of young people as they take the lead in making intelligent and sustainable decisions.

Unfortunately, there are few institutions in Canada that prepare home economics teachers or professionals. Undergraduate departments or schools have been closed and their resources sold or given to other disciplines. Academics aligned to home economics have had to reinvent themselves to fit into new structures, or they have simply disappeared. And schools are increasingly finding it difficult to find sufficiently trained home economics teachers in Canada and other Western countries .

While home economics courses continue to be popular among students in certain jurisdictions, in some cases the subject has disappeared as an identifiable course of study. Its content has been fragmented and dispersed into two or more areas. For example, in British Columbia the content is mainly located in the Applied Design, Skills and Technology curriculum , with the nutrition and health education component included in Physical and Health Education. Home economics simply does not fit into curriculum development models that utilize narrowly defined disciplines.

Joyce Slater , of the University of Manitoba, identified a dramatic decline in that province from 2000 to 2010 in the enrolment of students in home economics classes between grades 7 and 12, due to a devaluing of food and nutrition education.

And yet at the same time, individuals and families in society are having a harder time taking care of themselves, partly because of a decline in food handling skills and financial literacy. There is a growing concern around both under- and over- nutrition , the impact of homelessness , especially on young people, and environmental degradation. Governments are increasingly being called on to address these and other concerns linked to everyday life. However, by the time a government agency or community group has to intervene, a person’s problems are often at a chronic or critical stage.

There is a way to build the capacity of individuals and families to care for themselves and others: home economics education. Policy-makers should support curriculums that focus on practical skills and should address the shortage of skilled home economics teachers. These measures would build capacity for individual and community well-being and contribute to the development of future generations of intelligent consumers.

This article is part of the   Recalibrating Canada’s Consumer Rights Regime   special feature.

Photo: Shutterstock, by REDPIXEL.PL

Do you have something to say about the article you just read? Be part of the  Policy Options  discussion, and send in your own submission. Here is a  link  on how to do it. | Souhaitez-vous réagir à cet article ? Joignez-vous aux débats d’ Options politiques  et soumettez-nous votre texte en suivant ces  directives .

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by Kerry Renwick. Originally published on Policy Options June 15, 2018

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EarthEd pp 165–178 Cite as

Home Economics Education: Preparation for a Sustainable and Healthy Future

• Helen Maguire &
• Amanda McCloat  

1639 Accesses

Part of the book series: State of the World ((STWO))

As complex societal and ecological challenges increasingly jeopardize the future of the planet, it is critical that humans, and especially younger generations, develop new ways of being in the world. All global citizens urgently require new modes of thinking and doing. As we settle into the realities of the Anthropocene—an epoch in which human beings are changing the Earth in profound and potentially irreversible ways—fundamental transformations in learning are required to enable all citizens to adapt. People everywhere will need to develop applicable life skills, appropriate competencies in specific domains, and improved critical and reflective capabilities.

This is a preview of subscription content, log in via an institution .

Juliet Schor, “Foreword,” in Arjen E. J. Wals and Peter Blaze Corcoran, eds., Learning for Sustainability in Times of Accelerating Change (Wageningen, The Netherlands: Wageningen Academic Publishers, 2012), 15–18; Damian Carrington, “The Anthropocene Epoch: Scientists Declare Dawn of Human-influenced Age,” The Guardian (U.K.), August 29, 2016.

Amanda McCloat and Helen Maguire, “Reorienting Home Economics Teacher Education to Address Education for Sustainable Development,” in Miriam O’Donoghue, Global Sustainable Development: A Challenge for Consumer Citizens , e-book, 2008; Eleanore Vaines, “Wholeness, Transforming Practices and Everyday Life,” in Mary Gale Smith, Linda Peterat, and Mary Leah de Zwart, eds., Home Economics Now: Transformative Practice, Ecology and Everyday Life (Vancouver, BC: Pacific Educational Press, 2004), 133–65.

Sue L. T. McGregor, “Everyday Life: A Home Economics Concept,” Kappa Omicron Nu FORUM (National Honor Society for the Human Sciences) 19, no. 1 (2012); Vaines, “Wholeness, Transforming Practices and Everyday Life.”

Sue L. T. McGregor, Locating the Human Condition Concept Within Home Economics , McGregor Monograph Series No. 201002 (Halifax, NS, Canada: 2010), 240; Irish Department of Education and Skills, Leaving Certificate: Home Economics Scientific & Social Syllabus (Dublin: The Stationery Office, 2001), 2; Irish Department of Education and Skills, The Junior Certificate Home Economics Syllabus (Dublin: The Stationery Office, 2002).

Roland Tormey et al., “Working in the Action/Research Nexus for ESD: Two Case Studies from Ireland,” International Journal of Sustainability in Higher Education 9, no. 4 (2008): 428–40; International Federation for Home Economics, “IFHE Position Statement: Home Economics in the 21st Century” (Bonn, Germany: 2008); Helen Maguire et al., “Images and Objects: A Tool for Teaching Education for Sustainable Development and Responsible Living in Home Economics,” in Ulf Schrader et al., eds., Enabling Responsible Living (Berlin: Springer, 2013).

Suzanne Piscopo and Karen Mugliett, “Redefining and Repackaging Home Economics: Case of a Mediterranean Island,” Victorian Journal of Home Economics 53, no. 1 (2014): 2; Japan Association of Home Economics Education, Home Economics Education in Japan 2012 (Tokyo: 2012); Finnish National Board of Education, “Part IV: Chapters 7.10–7.21,” in National Core Curriculum for Basic Education 2004 (Vammala, Finland: 2004); Skolverket (Swedish National Agency for Education), Sweden: Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011 (Stockholm: 2011).

Consumer Classroom, “Resources,” www.consumerclassroom.eu/online-teaching-resources .

University of Kentucky, College of Agriculture, Food and Environment, School of Human Environmental Sciences, Family & Consumer Sciences Extension, Building Strong Families for Kentucky: 2014 (Lexington, KY: 2014). Box 14-1 from the following sources: Isadore Reaud, personal communication with author, September 19, 2016; Pornpimol Kanchanalak, “It’s a Bird, It’s a Plane, It’s the Bamboo School,” The Nation , October 9, 2014; Mechai Viravaidya Foundation, “Mechai Bamboo School,” www.mechaifoundation.org/index2.php , viewed October 15, 2016; Mechai Viravaidya, “Mechai Pattana Bamboo School – Buriram, Thailand,” video, September 14, 2012, www.youtube.com/watch?v=kpuPr54kJBU .

Presentation Secondary Mitchelstown, “Green Schools,” http://presmitchelstown.ie/?page_id=1805 .

Glenamaddy Community School, “Home Economics,” www.glenamaddycs.ie/index.php/subject-departments/home-economics .

Gaelic Athletic Association (GAA), “Healthy Club Focus: GAA Recipes for Success!” March 2, 2016, www.gaa.ie/gaa-tv/healthy-club-focus-gaa-recipes-for-success/ .

Utah Education Network, “Family and Consumer Sciences: Classroom & Laboratory Management,” www.uen.org/cte/family/class .

Adam Vaughan, “Failure to Teach Cooking at School ‘Contributing to £12bn a Year Food Waste,’” The Guardian (U.K.), July 13, 2016; Hedmark University of Applied Sciences, “The Partnership for Education and Research About Responsible Living (PERL/UNITWIN),” http://eng.hihm.no/project-sites/living-responsibly ; Little Flower Girls’ School, “Fair Trade Does Great Trade,” www.littleflowerschool.co.uk/about/latest-news/241-fair-trade-does-great-trade .

St. Aidan’s Comprehensive School, “First Year Textile Projects,” www.staidans.ie/first-year-textile-projects.html .

Heathcote High School, “Home Economics,” www.heathcote-h.schools.nsw.edu.au/curriculum-activities/faculties/home-economics .

Donna Pendergast, “Sustaining the Home Economics Profession in New Times: A Convergent Moment,” in Anna-Liisa Rauma, Sinikka Pöllänen, and Pirita Seitamaa-Hakkarainen, eds., Human Perspectives on Sustainable Future, Proceedings of the 5th International Household and Family Research Conference (Joensuu, Finland: University of Joensuu, 2006), 3–32; Donna Pendergast, “The Intention of Home Economics Education: A Powerful Enabler for Future Proofing the Profession,” in Donna Pendergast, Sue L. T. McGregor, and Kaija Turkki, Creating Home Economics Futures: The Next 100 Years (Samford Valley, Queensland, Australia: Australian Academic Press, 2012), 12–24; Terttu Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research, An Introduction,” in Terttu Tuomi-Grohn, ed., Reinventing Art of Everyday Making (Frankfurt: Peter Lang, 2008), 7.

Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research,” 9.

Box 14-2 from the following sources: World Health Organization (WHO), “Global Database of Age-Friendly Practices,” https://extranet.who.int/datacol/custom_view_report.asp?survey_id=3536&view_id=6301&display_filter=1 ; Tine Buffel et al., “Promoting Sustainable Communities Through Intergenerational Practice,” Procedia – Social and Behavioral Sciences 116 (February 21, 2014): 1,785–91; Ann Kristin Boström , Lifelong Learning, Intergenerational Learning, and Social Capital (Stockholm: Institute of International Education, Stockholm University, 2003); Alan Hatton-Yeo and Clare Batty, “Evaluating the Contribution of Intergenerational Practice,” in Peter Ratcliffe and Ines Newman, Promoting Social Cohesion: Implications for Policy and Evaluation (Bristol, U.K.: Policy Press, 2011); Mariano Sanchez et al., “Intergenerational Programmes: Towards a Society for All Ages,” Journal of Intergenerational Relationships 6, no. 4 (2008): 485–87; Judi Aubel, “Elders: A Cultural Resource for Promoting Sustainable Development,” in Worldwatch Institute, State of the World 2010: Transforming Cultures (Washington, DC: Island Press, 2010); Zohl de Ishtar, “Elders Passing Cultural Knowledge to Their Young Women,” Kapululangu Aboriginal Women Law and Culture Centre, December 9, 2012; Wendy Stueck, “Seabird Island Band’s Walks in Woods Aim to Pass Down Aboriginal Heritage,” Globe and Mail (Toronto), April 13, 2016; Jayalaxshmi Mistry and Andrea Berardi, “Bridging Indigenous and Scientific Knowledge,” Science 352, no. 6291 (June 10, 2016): 1,274–75; Ben Goldfarb, “Researchers Around the World Are Learning from Indigenous Communities. Here’s Why That’s a Good Thing,” Ensia , May 31, 2016; Nathalie Fernbach and Harriet Tatham, “Indigenous Knowledge and Western Science Unite to Save the Reef,” ABC News , June 2, 2016; Donald Huisingh, “New Challenges in Education for Sustainable Development,” Clean Technology and Environmental Policy 8, no. 15 (February 3–8, 2006); D’Vera Cohn and Jeffrey S. Passel, “A Record 60.6 Million Americans Live in Multigenerational Households,” Pew Research Center, August 11, 2016; International Longevity Centre Global Alliance, Global Perspectives on Multigenerational Households and Intergenerational Relations (London: International Longevity Centre–UK, March 2012); Sally Newman and Alan Hatton-Yeo, “Intergenerational Learning and the Contributions of Older People,” Ageing Horizons 8 (2008): 31–39; WHO, “WHO Global Network for Age-friendly Cities and Communities,” www.who.int/ageing/projects/age_friendly_cities_network/en/ ; Tiffany R. Jansen, “The Nursing Home That’s Also a Dorm,” CityLab.com , October 2, 2015; Lacy Cooke, “New Dutch Housing Model Lets Students Stay at a Senior Living Home for Free,” Inhabit, September 23, 2016; European Map of Intergenerational Learning website, www.emil-network.eu ; Kyle Wiens, “Why Seniors Are the Heroes of the Fixer Movement,” iFixit.org , June 14, 2014; Martin Charter and Scott Keiller, Grassroots Innovation and the Circular Economy: A Global Survey of Repair Cafés and Hackerspaces (Surrey, U.K.: Centre for Sustainable Design, University for the Creative Arts, 2014); Repair Café, “About Repair Café,” https://repaircafe.org/en/about/ ; WHO, World Health Report: Research for Universal Health Coverage (Geneva: 2013); Donald Ropes, “Intergenerational Learning in Organizations: An Effective Way to Stimulate Older Employee Learning and Development,” Development and Learning in Organizations 28, no. 2 (2014): 7–9; Lisa Quast, “Reverse Mentoring: What It Is and Why It Is Beneficial,” Forbes , January 3, 2011; Jane Wakefield, “Technology in Schools: Future Changes in Classrooms,” BBC News , February 2, 2015.

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Maguire, H., McCloat, A. (2017). Home Economics Education: Preparation for a Sustainable and Healthy Future. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_14

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Home Economics

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Programme Overview

Programme outline, further education, why choose this programme, programme fees.

• Find Out More

St. Angela’s College has an international reputation and an established record of excellence in Home Economics education. The role of a Home Economist in communities is very much established in other European and International countries. This level 8, four year degree (which is not an initial teacher education qualification) fulfils the gap that is currently demanded and required within Irish society. It is designed to attract applicants who are passionate about Home Economics and aspire to be Home Economists advocating for sustainable health and wellbeing of individuals, families and communities.

Year 4 of the programme allows students to specialise within a specific area of Home Economics i.e. Food or Textiles, Fashion, Design or Family Resource Management. This year will also allow you to investigate and research an area of interest.

Change to Accreditation for September 2022

St. Angela’s College are planning to integrate into the Atlantic Technological University in the near future. This means that your degree will be conferred on you by Atlantic Technological University. Up to this point St. Angela’s College degrees were awarded by NUI Galway. 

Please be advised that you do not have to make any change to your CAO application. If you have any queries please do not hesitate to contact [email protected]

More details on the Atlantic TU incorporation process HERE

Applications and Selections

Who teaches this programme, requirements and assessment, entry requirements.

Minimum Grade H5 in two subjects and passes in four other subjects at O6/H7 Grades in the Leaving Certificate, including Irish, English, Mathematics, Home Economics, another language and any one other subject recognised for entry purposes.

Additional Student Costs

A detailed list of required items will be included to all successful candidates in their CAO; however, it is at each students’ discretion as to how they obtain these items. A detailed list of these items can be found  HERE

Additional Requirements

Next start date.

September 2022

A Level Grades (2021)

Average intake, qqi/fet fetac entry routes, closing date.

Please see  Important CAO Dates .

Mode of study

Ects weighting.

Bachelor of Arts (Honours) in Home Economics

Programme code

Over the four years of the programme, students will undertake a wide variety of modules with both a practical and theoretical focus. Each year the modules will be built on and based around the three core disciplines within Home Economics: Food Studies; Textiles, Fashion, Design; and Family Resource Management. The variety of modules ensures the development of a wide range of skills which will equip you to meet societal needs and demands.

Year One • Food Preparation and Culinary Skills • Nutrition, Diet and Health • Introduction to Textiles and Design • Sociology of the Family • Child Development • Strategic Communication • Consumer and Family Financial Literacy

Year Two • Interior and Textiles Design • Food Science and Nutrition • Family and Consumer Affairs • Health Promotion • Health and Wellbeing Economics and  Policy

Year Three • Food Microbiology, Processing and Preservation • Sensory Sciences • Textiles, Fashion and Design • Family Resource Management and Consumer Empowerment • Preparation for Placement • Work Placement / Erasmus+

Year Four • Family: Policy and Practice • Home Economics Artisan Enterprise • Home Economics Studies • Family Advocacy in the Community • Public Health Nutrition • Home Economics Research Project

Note: Modules in each year of the course are subject to change

Postgraduate programmes (Masters and Doctoral level) can be pursued in the areas of Education; Home Economics; Health Promotion; Food and Nutrition; Health Coaching and Wellbeing; Child Development; Child, Youth and Community ; Textiles and Fashion.

Students who successfully complete the BA Home Economics will get automatic acceptance onto the Professional Master of Education (PME) at NUI Galway . This two year, full-time PME is recognised by the Teaching Council of Ireland and will enable graduates to teach Home Economics to Junior Certificate and Leaving Certificate levels.

Career Opportunities

As a St. Angela’s graduate, you will be well placed for a future career working in various settings, home or abroad. There are opportunities for graduates to be employed by national or international governmental or non-governmental agencies focusing on family and child wellbeing; consumer advocacy; and health promotion. Graduates will have capacity to work with both private and State organisations as food advisors, or community Home Economists. There is also potential to take a commercial pathway and enter into the private business sector in the areas of food, textiles and fashion and interior entrepreneurship.

Work in the Community

• Home Management Advisors
• Family Agencies
• Family and Community Advocacy
• Consumer and Financial Advice
• Health Promotion
• Youth Engagement

Work in the Industry Settings

• Food Product Development
• Food Advisors with retail companies
• Bespoke and niche craft and design
• Technology (equipment) Testers And Developers

Work in the Media     

• Food Styling, Cookery demonstrations, TV Cooking Shows

Contribution to Society

• Research and Education

Should a student wish to pursue a career in education, this pathway will be available to graduates of this course after they have completed their degree. See Further Education  for more.

Who’s Suited to This Programme

Learning outcomes, work placement.

In year three of the programme, students will have the option to either study abroad for five months with one of our partner Universities or to complete a five month work placement in Ireland. The main purpose of the work experience will be the preparation of the student as a competent Home Economist working in a communities, with families, for society.

Study Abroad

Erasmus+ opportunities are available to students of the BA (Hons) in Home Economics. Please speak with your Programme Co-ordinator and the International Office to find out more.

Related Student Organisations

Fees: tuition, fees: student contribution, fees: student levy, fees: non eu.

Secure online fee payments can be made   HERE

Tuition:  may be paid by the Irish Government if you qualify for the  Free Fees Initiative . 

Student Contribution:  may be aided by the Student Universal Support Ireland (SUSI) grant .  

Find out More

Admissions Office

Kevin McGlynn Admissions Officer (Acting) t: +353(0) 71 9195517 E:  [email protected]

   What Our Students Say

Shauna Ryan |   BA Home Economics

What appeals to me most about the BAHE course is its variety. Each day brings something different and a variety of practical and theoretical content delivered by approachable and accommodating lecturers allowed me to really enjoy the first year of this course. Studying on the BAHE course also provided me with an opportunity to meet like-minded people and form friendships that will last a lifetime.

ABOUT ST. ANGELA’S COLLEGE, SLIGO

Founded in 1952, St. Angela’s College, Sligo, offers a range of Undergraduate, Postgraduate and part-time courses.

St. Angela’s College Clogherevagh, Lough Gill Co. Sligo, Ireland F91 C634 T: 00 353 (0)71 9143580

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Adult Education Home Economics

The Home Economics department offers noncredit courses that allow students to learn technical skills necessary in quality apparel construction, measurement and production.

Apparel Construction Certificate of Completion

(noncredit).

State Control Number:  41994 Program Code:  APPCON.NONCERT Approved for Federal Financial Aid:  No

The Apparel Construction Certificate of Completion provides the technical skills and product background necessary to work under the direction of a designer in technical apparel jobs with skill obtainment in measurement, fabric recognition, specialized sewing techniques, and pattern alterations. Student emphasis is placed on developing textile design skills and New World of Work employability skills. These skills can be applied in careers, such as assistant apparel designer, assistant technical designer, tailor, and apparel specialist.

Total Certificate Hours: 96.0 - 108.0 

Textile Measurement and Production Certificate of Completion

State Control Number:  42099 Program Code:  TMP.CERT Approved for Federal Financial Aid:  No

The Textile Measurement and Production Certificate of Completion provides students with the technical skills and product background necessary to work in the textile industry with skill obtainment in measurement, rotary cutting, fabric content, and finishing techniques with precision and accuracy. Student emphasis is placed on developing textile design and production techniques as well as New World of Work 21st Century Employability Skills. These skills can be applied in careers, such as assistant textile engineer, assistant textile designer, assistant product developer, and assistant interior designer.

Total Certificate Hours: 192.0 - 216.0

Adult Education Home Economics Courses

Designed for those who understand the operation of a sewing machine, fabric selection and preparation, and fundamental sewing skills such as finishing seams, grading and understitching, etc. Emphasis on quality construction techniques with options for tailoring, fitting, specialty fabrics, etc. This course will not apply to the Associate Degree.

Lab Hours: 54.0

Transfer: Not transferable

This is an abbreviated beginning class teaching fundamental sewing skills and techniques while makingsmall projects. With the knowledge and abilities acquired in this class the student will be able to successfullymove on to clothing construction, quilting, and other fabric construction projects or courses.

Designed to teach basic sewing skills and equipment use. Emphasis on fundamentals, including use of equipment, knowledge of fabrics, and construction techniques. This course will not apply to the Associate Degree.

A structured class teaching advanced pattern techniques for those with basic sewing knowledge. Students should have beginning sewing skills or better. This course will not apply to the Associate Degree.

This class specializes in basic to advanced stitches for knitting, crochet, needle point, crosstitch, lace making and pattern interpretation. This class is for beginners as well as intermediate and advanced students. This course will not apply to the Associate Degree.

Explore beginning sewing and fabric construction skills and techniques while creating useful items for personal and home use or for the purpose of retail. This course will not apply to the Associate Degree.

A beginning class designed to teach strip sewing techniques for making quilts quickly and easily by machine. This course will not apply to the Associate Degree.

A continuation of Machine Quilting I for those who desire more complicated patterns of quilts by machine. This course will not apply to the Associate Degree.

Program Learning Outcomes

Program Learning Outcomes (PLOs) are statements of the kind of learning a program hopes a student will achieve. The PLOs describe the knowledge, skills, problem-solving, communication and values that apply to all certificates and/or degrees within that program. 

Upon completion of this program, students should be able to:

• Critically evaluate the processes, identify, and implement the technical skills necessary in quality apparel construction.
• Critically evaluate the processes, identify, and implement the technical skills necessary in quality textile measurement and production.

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Victor Valley College 2023-2024 Catalog

A PDF of the entire 2023-2024 catalog.

This course is still open for entry in September 2024 – please visit our Clearing and Late Application page .

PGDE Secondary (Home Economics)

Are you looking for a change of career? Why not consider becoming a Home Economics teacher in a secondary school? If you are a health sciences, hospitality, food or science-related graduate this course is the first step to a new inspiring, challenging and socially empowering career.

Our one-year PGDE in Home Economics course will prepare you to teach home economics in Scottish secondary schools and beyond, providing you with an internationally recognised secondary teaching qualification.

If you are passionate about food and textiles, sustainability, social justice and health and wellbeing then there has never been a more important time to learn the necessary skills, knowledge and understanding to enable you to transform young lives and contribute to both community and global wellbeing. As a graduate of our unique course, you will help to prepare young people to face the challenges of 21st century citizenship. 

In previous years this course has been eligible to receive   Scottish Government teaching bursaries . It will be confirmed in due course whether this will be available for entry in 2024.

• Guaranteed employment for one year following graduation:  Scottish students are guaranteed paid employment for one year in a Scottish secondary school as a home economics teacher if they choose to follow the GTCS Teacher Induction Scheme route.
• Historic and current expertise:  Study at a university with an unrivalled 145-year history of teaching in this field. QMU is well known for its work in food research, and hosts the Scottish Centre for Food Development and Innovation .
• Staff expertise: Our staff are either qualified Home Economics teachers or secondary education specialists who have many years of experience in supporting students entering the teaching profession.
• Range of learning experiences:  As well as offering you the opportunity to learn how to teach practical food, nutrition, and textiles skills in a classroom context you will engage creatively with the role of outdoor learning in the HE curriculum, gaining experience of cooking outdoors in our special campus Outdoor Learning space.
• Make a difference:  Learn to teach a subject with the power to shape young persons’ lives and society’s public health. As a graduate of this course you will be an advocate for sustainable lifestyles and health and wellbeing.  
• Professional accreditation/registration:  The course is accredited by the  General Teaching Council for Scotland (GTCS) . As a graduate you will be eligible to register with the GTCS to teach anywhere in Scotland.

Interview with a student

More about PGDE Secondary (Home Economics) and what you will achieve

The PGDE Secondary (Home Economics) course will engage you in a critical understanding of contemporary ‘real world’ issues from ‘sustainable’ food production and consumption, through textiles consumerism issues including the impact of fast fashion on the environment . Furthermore, with a rising demand for food banks, the impact of food poverty on society has never been more prevalent and thus you will consider critically children’s rights and how to plan for inclusive practice to enable all young people to participate and have the positive learning experiences they deserve. You will also learn about the role you can play as a Home Economics teacher to drive forward the discipline within its contemporary social, cultural, and political contexts.

Professional enquiry is an important aspect of the teacher’s role. On our course we will teach you how to conduct classroom research to enable you to make evidence-based decisions in support of pupils’ learning.

How will I be taught?

Structure and exit award

PGDE (120 credits) with the possibility of 80 credits at Masters’ Level 11.

Teaching, learning and assessment

Teaching consists of independent and collaborative learning in workshops. You will engage in research and produce three written assignments and one Individual presentation all of which will be either assessed at Levels 11 (Masters’ degree level) or Level 10.

Assessments are designed to:

• optimise accessibility for students with a range of strengths and abilities;
• provide variety of opportunity to be challenged and to excel;
• engage students in the importance of being literate and communicative in a range of formats and media; and
• model and demonstrate assessment procedures for student teachers so that they can incorporate into their own teaching practices. 

The PGDE shares the pedagogic approach of the other courses in the Division of Psychology, Sociology and Education, foregrounding:

• critical thinking
• student collaboration
• independent learning
• involvement with global real-world issues
• interprofessional, interdisciplinary learning
• practical experience, experiential learning and critical reflection
• practical upskilling in food and textiles
• peer/group work
• enquiry-based learning
• debate and contention
• outdoor learning activities

Placements are an invaluable way of building on your theoretical learning and seeing the evidence of how teaching Home Economics can benefit young people.

You will complete an 18-week placement in two different secondary schools in Scotland. Placements are generated through the GTCS Student Placement System (SPS) and are based on a student’s term time address. Students may be required to travel within a 90 minutes radius to their placement and travel expenses are self-funded. 

Please see the 'Entry requirements and application information' tab for information on costs related to placements. 

Teaching hours and attendance

This is a full-time, demanding course, lasting 36 weeks in total, split into 18 weeks of campus teaching and online learning and 18 weeks on placement.

Class sizes

We have an upper limit of 28 students per course.

Teaching staff

You can read more about the teaching staff on this course at the bottom of this page. Please note that teaching staff is subject to change.

• Reflective and Critical Practice (Placement modules) (40 credits): This module has a particular focus on your achieving the GTCS Standard for Provisional Registration. This module is Assessed by observation of teaching practice in Schools at SCQF Level 10 and through your maintaining an e-portfolio of evidence-based practice.
• Home Economics in the 21st Century (40 credits): This module aims to equip you with the skills to teach practical food and textiles lessons within Home Economics Departments in a Secondary School context and to engage critically with research to inform your approaches to transformative learning in schools.  Assignments are research based and one is a recorded presentation, the other an essay. Both elements must be passed to achieve this module.
• Education: Theory, Practice & Research (1) (20 credits):  This module will develop your critical and reflective skills in the context of classroom-based research and enquiry through your producing a literature review as a focus for your practice-based research.
• Education: Theory, Practice & Research (2) (20 credits): This module will develop your skills in how to undertake classroom research. You will create a plan for a research proposal and present this to a live audience.

NB The modules listed are correct at time of posting (October 2023) but may be subject to change. In the event that modules change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact on students.

Careers and working as a teacher

Scottish students are guaranteed a job for one year in a Scottish school following graduation as part of the GTCS Teacher Induction Scheme. After graduating, candidates register with the GTCS for provisional registration and on successful completion of a probationary teaching year will be awarded full registration.

When a person successfully completes a teacher education programme at a Scottish university they will receive a teaching qualification. By law they must register with the GTCS before they can be employed as a teacher in a Scottish education authority nursery, primary, secondary or special school.

Newly qualified teachers in their probation year currently start on a salary of £32,217 Scotland. Secondary teachers are awarded an additional £8,000 if they choose to complete their probationary year anywhere in Scotland. Once you are fully registered, this increases incrementally over the first six years to £48,516 (EIS, 2023). The Teacher Induction Scheme offers a guaranteed one-year training post to every eligible student graduating with a teaching qualification from one of Scotland’s universities.

Visit In2Teaching's Teacher Induction Scheme webpages for more information.

PGDE Secondary (Home Economics): Entry requirements and application information

Entry requirements

Successful applicants must, as a minimum, meet the requirements as set by the Memorandum on Entry Requirements to Courses of Initial Teacher Education in Scotland produced by the General Teaching Council for Scotland (GTCS), which specifies general entrance requirements for all applicants and subject-specific requirements for secondary applicants. Shortlisted applicants will be invited for an interview.

The minimum entry requirements are:

• A degree validated by a higher education institution in the United Kingdom (UK) or a degree of an equivalent standard from an institution outside the UK.
• Applicants must have a degree with 80 SCQF credit points including 40 SCQF credit points at SCQF Level 8 (or above) from at least two of: consumer studies; food studies; food technology; textile technology; and nutrition.
• The other 40 credits can come from the above or any of the other five relevant areas outlined below:

1. Family Studies: parenting, childhood studies, family lifestyles, socioeconomic influences or environmental issues

2. Food Science: food chemistry, composition of foods, processing and manufacturing of foodstuffs, functional properties of foods, biotechnology or microbiology.   

3. Health: health promotion, health education, determinants of health, lifestyles and health, environmental issues, or health and food policies.

4. Hospitality: practical food preparation skills, food preparation techniques or food and beverage management.

5. Textile Studies: textile construction, properties, finishes, contemporary developments, production systems, textile futures or design technologies.

• A National Qualification in English at SCQF Level 6, for example: - Higher English Grade C or - A Level English, Grade D or - GCSE English Language AND English Literature, at 4/C IN BOTH or - Irish Leaving Certificate Higher English at Grade H4/C2

NB: Higher ESOL is acceptable for entry to PGDE courses only. It is not accepted for entry to BA (Hons) Education Studies (Primary).

• A National Qualification in Mathematics at SCQF Level 5, for example: - Standard Grade/Int 2/National 5 Mathematics Grade C or - GCSE Mathematics at 4/C or - Irish Leaving Certificate Mathematics Ordinary Grade 3/B3

NB: National 5 Lifeskills/Applications Mathematics is accepted in place of National 5 Mathematics.

International: You will be required to provide evidence of English language competence at no less than IELTS 6.5 with no individual component score less than 6.0.

Accreditation of prior learning: You may be granted exemption from studying a module or modules up to a maximum of 60 credit points, provided you can demonstrate successful achievement of all the learning outcomes.

Other requirements

• A satisfactory criminal records check from the Protection of Vulnerable Groups (PVG) Scheme.

Disability/health conditions:

Other costs

• Students are required to pay for any additional expenses that may occur whilst on placement (eg travel or accommodation).
• The cost of the PVG check is £18 or £59 (depending on the level of clearance required) and is the responsibility of the student. Please note that this cost is subject to change.

Applying for this course

You should apply for this course as part of the UCAS undergraduate scheme before 31 January 2024. Late applications may be accepted if space remains, please  contact Admissions to check.

UCAS code: 0001

So that we can fully consider your application, you will need to provide supporting documents to QMU's Admissions team as soon as you have applied. Failure to provide these means we will be unable to assess your application.

Please contact Admissions provide the following:

• Your degree certificate (if already awarded) • Your academic transcript listing all the modules you have completed • Evidence of Higher English (or equivalent) if already awarded • Evidence of National 5 Maths (or equivalent) if already awarded

Application deadline

31 January 2024

Terms and Conditions

The delivery of this course is subject to the terms and conditions set out in our 2024/25 Entry - Terms and Conditions (Postgraduate).

More information and QMU contacts

For admissions or eligibility enquiries, please contact Admissions . 

Alternatively please contact Linda Craig (Programme Leader)

Opportunities to meet us

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OPINION: Home economics classes need to make a comeback

Home economics is missing in high schools. I noticed my school and many others around me don’t offer home economics as a course. There are schools that still offer home economics, or family and consumer science classes as they now call it, but not nearly as many as before.  

An article from the American Association of Family & Consumer Sciences says only about 3.5 million students are enrolled in an FCS class. Instead, there are separate courses like nutrition and wellness and child development, but there isn’t a class that teaches students everything in one. Additionally, those courses are often optional — however, I think home economics should be required.  

People should be required to learn basic life skills regardless of if they want to or not. Cooking, doing taxes, and taking care of kids are things most people will need to do as adults and are crucial skills to being a successful individual. People shouldn’t have a choice to not take the class, just as they don’t have the choice to not take math. 

During my senior year of high school, I took a cooking vocational and learned so many kitchen skills and general knowledge I will carry for the rest of my life. Of course, I enjoyed the class because I like to cook and bake, but even if that’s not for you, you can’t deny it would be helpful. You can’t live off microwaveable mac and cheese and cereal the rest of your life. Well, you can –– but you definitely shouldn’t. 

When it comes to taxes and childcare, both seem horrible, but I think I should have been required to take a class that taught me both. Even if you don’t plan on having kids, just having basic knowledge on how to take care of them wouldn’t be such a bad thing. Same with sewing –– it may be tedious to learn but it’s a basic skill that would be helpful for anyone to know. Coming into college with very little knowledge on how to do my own finances has left me feeling quite underprepared for this whole adult thing.  

[Related: COLUMN: I'm in high school again ]

I don’t understand how pre-calculus and chemistry were required courses when I don’t see myself ever using those skills in my future. At least with home economics, I would use at least one skill, if not every skill, to build my future. I believe the knowledge you take with you from a home economics class is much more valuable than learning relatively pointless ideas and boosting your school's test scores. 

While these courses are still taught, few schools prioritize them.  

“They are usually the first set of courses to be dropped due to not having certified teachers to teach the courses, courses being under-enrolled, budget cuts and states or school districts feeling that these courses or skills are not needed,” Dee Harris, founder of The Skillful Learner website said in a Fox Business article.  

Overall, home economics needs to come back into schools. There are so many people uneducated on such basic skills that bringing back this class as a requirement would be a great thing. I don’t see any negatives in the long run to reinstating home economics as a required course.  

Faith Badgley (she/her) is a freshman studying media advertising. 

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• Faculty Intranet

DEPARTMENT OF ECONOMICS

• 2022-2023 Courses
• Course Descriptions

2022-23 Course Catalog

Courses primarily for:.

• First-Year and Sophomore
• Juniors and Seniors
• Graduate Only

Courses Primarily for First-Year and Sophomore Students

Econ 101 – first year seminar.

Open to first-year students in Weinberg College; does not satisfy major/minor requirements in Economics.

ECON 201 – Introduction to Macroeconomics

An introduction to economics with emphasis on macroeconomics. Topics include: scarcity and choice, elements of supply and demand, inflation, unemployment, recessions, booms, fiscal and monetary policy, international balance of payments, and budget deficits.  Prerequisite: basic algebra and graphing.

ECON 202 – Introduction to Microeconomics

An introductory course on the fundamentals of microeconomics.  The behavior of individuals and firms in deciding on prices and allocation of scarce resources.  Topics include: consumer preferences, costs of production, equilibrium prices and output, different market types, potential market failures, and the role of government interventions and public policy.  Prerequisite: ECON 201-0.

ECON 249 – Business Strategy

Firms’ choices of prices, capacity, location, quality, variety, investment and product innovation when navigating complex economic environments shaped by government policy and inter-firm rivalries. Prerequisites: ECON 202-0; MATH 220-1. ( Majors and Minors should not take this course, but should take ECON 349-0 instead.  Students may not receive credit if they have completed ECON 349-0. )

ECON 281 – Introduction to Applied Econometrics

An introduction to econometrics.  The underlying theory of regression and the practical application of these techniques to data sets.  Understanding and diagnosing common statistical problems encountered during estimation.  Prerequisite: ECON 201-0, ECON 202-0, MATH 220-1, STAT 210-0 or higher level statistics class. All other substitutions (including AP Statistics) must be cleared through the Director of Undergraduate Studies for Economics.

ECON 310-1 – Microeconomics I

A more mathematically formal and rigorous treatment of the core concepts of microeconomics introduced in ECON 202-0.  Topics include: consumer behavior and the theory of demand, costs of production and the nature of equilibrium in competitive and monopolistic markets. Prerequisites: ECON 201-0, ECON 202-0, MATH 220-1.

ECON 310-2 – Microeconomics II

The continuation of the intermediate microeconomics sequence provides tools to analyze social wellbeing, social choice, risk and uncertainty, information asymmetries, competitive independencies between firms (game theory), market spillovers and general equilibrium. Prerequisite: ECON 310-1.

ECON 311 – Macroeconomics

A more mathematically formal and rigorous treatment of the core concepts of macroeconomics introduced in ECON 201-0.  Topics include: aggregate consumption, inflation, unemployment, growth, international balances between countries, and the role of monetary and fiscal policy. Prerequisites: ECON 201-0, ECON 202-0, MATH 220-1.

STAT 210 – Introduction to Probability and Statistics

A mathematical introduction to probability theory and statistical methods, including properties of probability distributions, sampling distributions, estimation, confidence intervals, and hypothesis testing. STAT 210-0 is primarily intended for economics majors. May not receive credit for both STAT 202-0 and STAT 210-0 . Prerequisite: strong background in high school algebra (calculus is not required).

Courses Primarily for Juniors and Seniors

Econ 307 – economics of medical care.

Application of microeconomics to the study of health insurance and the health care sector.  Topics include: design and financing of health insurance, public and private demand for medical care, role of competition, regulation of hospitals and physicians, roles of nonprofit and for-profit organizations, and technological change. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 308 – Money and Banking

The role of money, banking, and financial markets in the modern economy. Topics include: function and history of money, financial flows, evolving nature of banks and their regulation, monetary policy, modern central bank practices, effect of monetary policy on economic outcomes, and the response to financial crises. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0.

ECON 309 – Public Finance

Understanding the role of government in the economy in theory and practice. Topics include:  structure and implications of various tax instruments, role of public debt, and methods for evaluating government expenditures and programs.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 313 – Economics of Data

NEW COURSE - SUBJECT TO APPROVAL. Algorithms and data are increasingly used to guide high-stakes predictions about individuals, with a range of economic and social implications. This course covers theoretical frameworks for thinking through those implications. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, MATH 220-2, MATH 230-1.

ECON 315 – Topics in Economic History

Topics vary and may cover the economic history of a particular country or region, or a specific issue in economic history. May be taken twice for credit with different topics. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0.

ECON 316 – Advanced Topics in Macroeconomics

This course is for students looking for advanced and rigorous analysis in macroeconomics.  Topics vary and may include: growth, business cycles, unemployment and search, monetary economics, macroeconomic policy, inter-temporal choice, and general equilibrium. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311, MATH 220-2, MATH 230-1.

ECON 318 – History of Economic Thought

Development of economic thought from the advent of the mercantilists to the formation of current schools of economics. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0.

ECON 323-1 – Economic History of the United States Before 1865

Economic development of the United States with emphasis on changing structure and performance of the economy: Colonial period to 1865. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0.

ECON 323-2 – Economic History of the United States After 1865

Economic development of the United States with emphasis on changing structure and performance of the economy: 1865 to the present. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0. ECON 323-1 is not a prerequisite.

ECON 324 – Western Economic History

Western European developments from 1750 to the present. Topics include: demographic, technical, social, and economic change. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0.

ECON 325 – Economic Growth and Development

Macroeconomic aspects of long-term patterns of economic development, and the examination of differences in the income levels and growth performances across countries. The role of investment, education, population, and technological change in economic growth. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0.

ECON 326 – The Economics of Developing Countries

Microeconomic issues in underdeveloped countries.  Topics include: land use, labor, migration, credit and microfinance, informal and formal insurance, famine, education and health. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 327 – Economic Development in Africa

Economic change in sub-Saharan Africa, emphasizing current issues and policies in their historical contexts. Agriculture and rural development, industrialization, and international economic relations.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 326-0.

ECON 328 – Complexity Economics

NEW COURSE - SUBJECT TO APPROVAL.  Economists have found it useful to relax the traditional assumptions of an economy in equilibrium populated by agents who are perfectly rational.  Complexity economics is one alternative approach that assumes that markets may not be in equilibrium and that the people in the economy may not perfectly understand their environment.  They face fundamental uncertainty in their decision-making. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0.

ECON 329 – Experimental Economics

Application of experimental methods to study economic questions.  Students will learn about, participate in, and potentially design, experiments to gain insight into economic theories about decision-making, games, and markets. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 330 – Behavioral Economics

Understanding of how humans make choices in economic situations. The incorporation of psychology and/or sociology into economics to gain deeper insight into economic behavior, to make better predictions, and to generate improved policy prescriptions. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 331 – Economics of Risk and Uncertainty

Models of decision making under uncertainty. Use of these models to understand economic phenomena such as investments in financial assets, insurance, contracting, and auctions. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, Math 300-0 or equivalent.

ECON 333 – Economics of Social Policy

Economic concepts and empirical tools to analyze the design and effects of social policies. Topics include the social safety net, health insurance, minimum wage, and taxation. Prerequisites: Econ 281-0, Econ 310-1, Econ 310-2. SOC_POL 330-0 and ECON 333-0 are taught together; may not receive credit for both. SESP students must register for SOC_POL 330-0.

ECON 335 – Political Economics

The analysis of political motivations and policy outcomes using economic models of social choice theory and voting theory. Application of formal theory to contemporary and historical public policy decisions. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 336 – Analytic Methods for Public Policy Analysis

Study of methodological problems in public policy analysis and an examination of how economists perform policy analysis in practice. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 337 – Economics of State and Local Governments

Economic functions and financing of state and local governments in theory and practice, costs and demands for local public services, and the role of government finance in urban and regional growth. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 339 – Labor Economics

The theory and empirical analysis of employment relationships.  Topics include: decision to participate in the labor market, tradeoff between labor and leisure, demand for labor by firms, matching of workers and jobs, role and effect of trade unions, minimum wage legislation, labor mobility, and human capital acquisition, Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0.

ECON 340 – Economics of the Family

Application of microeconomic theory to the analysis of family issues.  Topics include: marriage, cohabitation, decision to have children, divorce, credit and insurance, legacies, bargaining within the household, and division of household labor. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 341 – Economics of Education

The economic analysis of education. Topics include: returns to schooling, individual decisions to invest in education, the production of education, markets for schools and teachers, financing, and public policy. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 342 – Economics of Gender

Analysis of gender differences in employment, earnings and division of labor in the household. Topics include:  the status of women around the world, education, marriage, fertility, labor supply, household decision-making, and discrimination. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 343 – Economics of Immigration

NEW COURSE - SUBJECT TO APPROVAL.  Economic determinants and consequences of international immigration. Who migrates and why?  How do immigrants do in the receiving country?  How do immigrants affect natives? . Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0.

ECON 349 – Industrial Economics

Examination of the competitive and cooperative strategies employed by profit-maximizing firms in a wide range of market structures.  Topics include: the setting of prices and outputs, product quality and variety, competitive responses, entry barriers, mergers and acquisitions, and relationships with suppliers and distributors.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 350 – Monopoly, Competition, and Public Policy

Application of microeconomic tools to the problems and issues caused by monopoly power in the context of antitrust law, public utility regulation, and intellectual property.  Use of economic theory and landmark legal cases to study the purpose and development of policies to mitigate anti-competitive practices, and highlight currently unresolved public policy debates.   Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 351 – Law and Economics

Use of economic analysis to understand the incentives, workings and efficiency of the legal system.  Topics include: torts, contracts, property, criminal law, corporate law, and antitrust and regulation statutes. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 352 – Economics of Networks

Application of economic and statistical tools to understanding markets involving social or technological networks such as financial markets, manufacturing supply chains, labor markets and information markets.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 354 – Issues in Urban and Regional Economics

Factors affecting the spatial distribution of economic activity within cities and between different regions of a country. Choice of residential and workplace location.  Applications of economic analysis to problems of urban areas such as housing markets, zoning restrictions, and racial and social patterns of employment and housing. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 355 – Transportation Economics and Public Policy

Economics of all forms of transportation and the regulatory and public policy environment in which they operate.  Topics include: demand by passengers and freight shippers, costs of production, optimal pricing, regulatory interventions, subsidies, evaluation of investment, and dealing with congestion.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 358 – Economics of Art and Culture

NEW COURSE - SUBJECT TO APPROVAL.  Application of economic analysis to creative and performing arts, and the heritage and cultural industries. The economic organization of the cultural sector and with the behavior of producers, consumers and governments in that sector.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 359 – Economics of Nonprofit Organizations

The economic rationale for the non-profit sector in a mixed economy. Topics include: objectives and behavior of non-profit organizations, competition with commercial firms, volunteerism, and charitable donations. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

Economics of Nonprofit Organizations will explore the economic rationale for the non-profit sector, with a particular focus on how to model theoretically the value added of a nonprofit organization and how to estimate empirically its likely impact.

This is an “experiential learning” course. Students, in groups of no more than four, will work directly with nonprofit organizations to conduct an "impact audit", a new tool and standard for assessing nonprofit effectiveness. In addition to completing the pre-requisites (ECON 281, 310-1,2; or equivalent with permission of the instructor), students must complete a brief application linked here:  

https://northwestern.az1.qualtrics.com/jfe/form/SV_82DVU7l9tbUupzD

Contact the instructor if you are interested in taking the class but have not completed all of the pre-requisites.

ECON 360-1 – Foundations of Corporate Finance Theory

How corporations allocate resources over time as facilitated by capital markets. Topics include: discounting techniques and applications, stock and bond valuation, asset pricing models, diversification and portfolio choice, capital budgeting, and basic option theory. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0. (May not receive credit for both this course and BUS_INST 304-0. Not for students who have previously taken KELLG_FE 310-0.)

ECON 360-2 – Investments

Analysis of the issues and tradeoffs involved in forming a portfolio of financial instruments from the perspectives of individual and institutional investors. Prerequisites: ECON 360-1  (Should not be taken by students who have taken KELLG_FE 312-0.)

ECON 361 – International Trade

Factors influencing trade in goods and services between countries and the implication of globalization. The reasons for, and the effects of, trade policy instruments  such as  tariffs, quotas, and voluntary export restrictions. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0.

ECON 362 – International Finance

Determination of exchange rates, balance of payments, and international asset flows and prices; international transmission of macroeconomic disturbances. Prerequisites: ECON 281-0, ECON 310-1, ECON 311-0.

ECON 371 – Economics of Energy

Analysis of the functioning and regulation of electricity, oil and natural gas markets.  Topics include: the role of competition and environmental concerns.  Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2.

ECON 372 – Environmental Economics

Economic analysis of scarcity and incentives explaining environmental issues such as pollution and climate change. Modeling and evaluation of public policy. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2. ( Students may not receive credit for both ECON 370-0 and ECON 372-0.)

ECON 373 – Natural Resource Economics

Evaluation of economics models and public policy concerning natural resources such as farming, fisheries, forests, minerals, ores and fossil fuels. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2. ( Students may not receive credit for both ECON 370-0 and ECON 373-0.)

ECON 380-1 – Game Theory

Game theory is a collection of mathematical models of interaction among decision makers. It is used widely in understanding economic phenomena.  This course will present some of the basic ideas of game theory Prerequisites: ECON 310-1, ECON 310-2, MATH 220-2, MATH 230-1.  (Should not be taken by students who have completed MMSS 211-2.)  

ECON 380-2 – Game Theory

This course extends the material presented in ECON 380-1 to explore more advanced models in game theory.  Prerequisite: ECON 380-1 or consent of instructor.

ECON 381-1 – Econometrics

First part of the specialized sequence in econometrics.  A more rigorous and higher level alternative to ECON 281-0.  Economics majors completing ECON 381-1 will have the ECON 281-0 requirement waived.  Prerequisites: ECON 310-1, (ECON 310-2, ECON 311-0 recommended), MATH 226-0, MATH 230-1, MATH 230-2, MATH 240-0 and MATH 314-0 (or equivalent).

ECON 381-2 – Econometrics

Second part of the upper-level econometrics sequence.  The course introduces additional econometrics tools beyond those introduced in ECON 381-1.  The course also explores the empirical application of these tools, and how to evaluate critically econometric and statistical methods used in policy analysis.  Prerequisite: ECON 381-1, (ECON 310-2, ECON 311-0 recommended).

ECON 383 – Applied Econometrics

Methods for using actual data together with modern software to build, assess critically, and interpret econometric models of real world phenomena and policy issues. Prerequisites: ECON 281-0, ECON 310-1.

ECON 398-1,2 – Senior Seminar

For students of superior ability. Original research on a topic of interest to the student, culminating in a senior thesis. By department invitation only. Grade of K given in 398-1. Prerequisites: ECON 281-0, ECON 310-1, ECON 310-2, ECON 311-0, MATH 220-2, MATH 230-1; at least four 300-level economics electives.

ECON 399 – Independent Study

Advanced work through reading, research, and discussion to build on economics coursework taken by the student. Project to be decided by mutual agreement with a faculty member.

Courses Primarily for Graduate Students

Econ 401 – mathematical methods of economic theory.

A preparatory course held prior to the Fall Quarter of the student’s first year.  Emphasizing mathematical concepts and results applied in graduate economics courses.  Topics include linear algebra, multivariate calculus, constrained optimization and probability theory.  Registration is only necessary for students obtaining a combined BA/MA degree in Economics.  PhD students should not register.

ECON 410 – Microeconomics

Theoretical treatment of the behavior of consumers and firms.  Topics include: uncertainty, monotone comparative statics, competitive equilibrium, matching, game theory, informational asymmetries, and mechanism design (Required sequence.)

ECON 411 – Macroeconomics

Theoretical methodologies and their application to the study of dynamic economies. Topics include: economic growth and business cycles, the determinants of consumption and investment, and the effects of monetary and fiscal policy. (Required sequence.)

ECON 412 – Economic Theory and Methods

Methodological aspects of modern economic theory. Problems in economic decision making, strategic interaction, and welfare economics.

ECON 414 – Economics of Information

Information imperfections and asymmetries in markets and organizations. The theory and application of mechanism design to markets and contracts. Topics include: modeling information, search, the value of information, games with incomplete information, adverse selection and moral hazard. 

ECON 415 – Advanced Microeconomics

Current topics in microeconomic theory.  Mathematical formulations and techniques and their applications in fields such as political economy, industrial organization, and finance.

ECON 416 – Advanced Macroeconomics

Recent contributions to macroeconomics. Topics may include: models with heterogeneous agents, the role of financial markets and of the housing market, models of search and unemployment, the role of market power in good markets, and inequality.

ECON 420-1 – American Economic History

Application of economic theory and other quantitative techniques to research on long-term factors in the development of the American economy.

ECON 420-2 – European Economic History

Application of economic theory and other quantitative techniques to studies of European economic evolution.

ECON 425 – Development Economics

Theoretical and empirical study of economic behavior and institutions in developing countries.

ECON 436 – Public Finance

Theoretical and empirical aspects of government spending and taxation.

ECON 440 – Labor Economics

Theoretical and empirical study of the structure and functions of labor markets.

ECON 450 – Industrial Organization

Theoretical and empirical analysis of the behavior of firms, the structure of markets and related public policy issues.

ECON 460 – International Economics

Analytical tools for understanding international trade and international macroeconomics. Topics include: the relationship between trade and growth, international trade policy, international effects of monetary and fiscal policy, capital flows, and the choice of exchange rate regimes.

ECON 480 – Econometrics

Nonparametric and linear regression, identification, principles of statistical inference, extremum estimators, asymptotic statistical theory, discrete response analysis, and and structural microeconometrics. (Required sequence.)

ECON 481 – Advanced Econometrics

Advanced theory of identification, estimation, and statistical inference. Topics include: partial identification of probability distributions, the bootstrap, refinements of asymptotic theory, and semi- and nonparametric structural microeconometrics.

ECON 482 – Applied Time-Series Econometrics

Methods used to analyze time-series data with a focus on macroeconomic applications.

ECON 483 – Applied Microeconometrics

Methods used to analyze cross-section and panel data sets with an emphasis on applications.

ECON 498 – Advanced Topics in Economics

Topics vary with the field of specialization of visiting or regular faculty.

ECON 499 – Independent Study

Permission of instructor and department required. May be repeated for credit.

ECON 501 – Graduate Student Seminar

Student presentations of research papers. Primarily aimed at third year students.

ECON 515 – Research Seminar in Economic Theory

Open to graduate students with research interests in economic theory.

ECON 520 – Research Seminar in Economic History

Open to graduate students with research interests in economic history.

ECON 525 – Research Seminar in Development Economics

Open to advanced graduate students with research interests in development economics .

ECON 530 – Research Seminar in Macroeconomics

Open to graduate students with research interests in macroeconomics.

ECON 535 – Research Seminar in Applied Microeconomics

Open to graduate students with research interests in health care, education, labor, and public finance economics.

ECON 536 – Research Seminar in Public Finance

Open to graduate students with research interests in public finance.

ECON 540 – Research Seminar in Labor Economics

Open to graduate students with research interests in labor economics.

ECON 550 – Research Seminar in Industrial Organization

Open to graduate students with research interests in industrial organization.

ECON 560 – Research Seminar in International Economics

Open to graduate students with research interests in international economics.

ECON 580 – Research Seminar in Econometrics

Open to graduate students with research interests in econometrics.

Eye On Housing

National Association of Home Builders Discusses Economics and Housing Policy

Home Prices Increase for January

• Home Sales and Prices

The S&P CoreLogic Case-Shiller U.S. National Home Price Index (HPI), reported  by S&P Dow Jones Indices, rose at a seasonally adjusted rate of 4.36%. Although this rate has been slowing the previous four months, January saw its first uptick from 2.32% in December 2023.  

On a year-over-year basis, the S&P CoreLogic Case-Shiller U.S. National Home Price NSA Index posted a 6.03% annual gain in January, following a 5.57% increase in December. The year-over-year rate has been increasing since May of 2023, and is at its highest since December of 2022.  

Meanwhile, the Home Price Index released  by the Federal Housing Finance Agency (FHFA), declined at a seasonally adjusted annual rate of -0.86% in January, following a 1.1% increase in December. On a year-over-year basis, the FHFA Home Price NSA Index rose 6.33% in January, down from 6.63% in the previous month.  

In addition to tracking national home price changes, S&P Dow Jones Indices also reported home price indexes across 20 metro areas in January on a seasonally adjusted basis. While seven out of 20 metro areas reported negative home price appreciation, 13 metro areas had positive home price appreciation. Their annual growth rates ranged from -5.53% to 18.80%. Among all 20 metro areas, only four metro areas exceeded the national average of 4.36%. San Diego has the highest rate at 18.80%, followed by Washington, DC at 10.74%, and Charlotte with a 6.46% increase. The six metro areas that experienced price declines were Denver (-5.53%), Phoenix (-4.16%), Cleveland (-1.74%), Seattle (-1.47%), Portland (-1.37%), Detroit (-1.04%), and Miami (-.25%).  

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First refuelling for Russia’s Akademik Lomonosov floating NPP

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The FNPP includes two KLT-40S reactor units. In such reactors, nuclear fuel is not replaced in the same way as in standard NPPs – partial replacement of fuel once every 12-18 months. Instead, once every few years the entire reactor core is replaced with and a full load of fresh fuel.

The KLT-40S reactor cores have a number of advantages compared with standard NPPs. For the first time, a cassette core was used, which made it possible to increase the fuel cycle to 3-3.5 years before refuelling, and also reduce by one and a half times the fuel component in the cost of the electricity produced. The operating experience of the FNPP provided the basis for the design of the new series of nuclear icebreaker reactors (series 22220). Currently, three such icebreakers have been launched.

The Akademik Lomonosov was connected to the power grid in December 2019, and put into commercial operation in May 2020.

Electricity generation from the FNPP at the end of 2023 amounted to 194 GWh. The population of Pevek is just over 4,000 people. However, the plant can potentially provide electricity to a city with a population of up to 100,000. The FNPP solved two problems. Firstly, it replaced the retiring capacities of the Bilibino Nuclear Power Plant, which has been operating since 1974, as well as the Chaunskaya Thermal Power Plant, which is more than 70 years old. It also supplies power to the main mining enterprises located in western Chukotka. In September, a 490 km 110 kilovolt power transmission line was put into operation connecting Pevek and Bilibino.

Image courtesy of TVEL

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New & Custom Home Builders in Elektrostal'

Location (1).

• Use My Current Location

Popular Locations

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• Elektrostal', Moscow Oblast, Russia

Featured Reviews for New & Custom Home Builders in Elektrostal'

• Reach out to the pro(s) you want, then share your vision to get the ball rolling.
• Request and compare quotes, then hire the Home Builder that perfectly fits your project and budget limits.

Before choosing a Builder for your residential home project in Elektrostal', there are a few important steps to take:

• Define your project: Outline your desired home type, features, and layout. Provide specific details and preferences to help the builder understand your vision.
• Establish a budget: Develop a comprehensive budget, including construction expenses and material costs. Communicate your budgetary constraints to the builder from the beginning.
• Timeline: Share your estimated timeline or desired completion date.
• Site conditions: Inform the builder about any unique site conditions or challenges.
• Local regulations: Make the builder aware of any building regulations or permits required.
• Custom Homes
• Floor Plans
• House Framing
• Land Surveying
• Site Planning

What do new home building contractors do?

Questions to ask a prospective custom home builder in elektrostal', moscow oblast, russia:, business services, connect with us.