fordham supplemental essay questions

Fordham University 2023-24 Supplemental Essay Prompt Guide

Early Action/Decision: Nov 8

Regular Decision Deadline: Jan 22

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Fordham University 2023-24 Application Essay Explanations

The Requirements: One short essay of 150 words

Supplemental Essay Type(s): Community , Why

You may choose to answer one (1) of the optional questions below.  Keep in mind that your response is a maximum of 300 words.  Choose the question that you think will help the admission committee get a better understanding of your unique perspective and potential contributions to our community.

At fordham, we expect students to care for and engage with their communities and be active citizens for positive change. please share an experience you had that caused you to develop a new perspective, change your point of view, and/or empower you to take an action or be courageous. your response should include examples of your personal growth (e.g., what did you learn, did your point of view change, did you develop new skills or strengths). .

This prompt will likely stand out for those of you who have a background in or meaningful experience related to volunteer work or community service. This is your opportunity to tell admissions about a time when you gave back to your community or acted as an agent for positive change. Maybe you’ve volunteered at your local soup kitchen every other weekend since you were in middle school and developed a deeper understanding of the hardships faced by people experiencing homelessness or surviving on low wages. Perhaps you canvassed for political candidates who you believe will generate positive change for generations to come, and the experience empowered you to get more involved in local politics. Whatever your example(s) may be, be sure to reflect on what the experience meant to you, whether that be acquiring a new perspective, feeling motivated, or developing a new skill. And bonus points if you can connect your past service to the work you hope to do in the future, hopefully at Fordham!

Fordham, as a Jesuit university, recognizes the dignity, uniqueness and potential of each person. A Fordham education is student-centered and rooted in close collaboration among students, faculty, and staff. Describe how you would contribute to our campus community as an actively engaged learner and leader. Specifically draw on your personal story, identity, experiences, strengths, and perspectives. 

Odds are that this isn’t the first Diversity Essay prompt you’ve come across this year—even if the prompt doesn’t explicitly use the word. If it is, however, please read on. Fordham wants to accept students from a range of backgrounds who will contribute to a collaborative university community, so tell admissions about what makes you you and how you will engage with others on campus. Think about times when people have been intrigued by or curious about your identity, skillset, or background. Maybe you were a section leader for your high school choir and look forward to applying that leadership experience to help organize a tour with the University Choir. Perhaps you grew up in Singapore and you hope to design a lecture series about the different cultures and languages that mingle there. What do you hope to share with others about your lived experience? How will you incorporate this element of your identity into your college experience? Show admissions that you’re eager to contribute as an “actively engaged learner and leader.” We also encourage you to reference a specific component of the Fordham experience (think clubs, classes, volunteer opportunities, etc.) to demonstrate interest and fit.

Our motto is “New York is my campus, Fordham is my school.” New York City is a diverse and global city that provides Fordham students with a special kind of educational experience, full of both challenge and opportunity. What has prepared you to embrace the unique opportunity of living and learning in New York City?

This prompt is for all you applicants who are champing at the bit to study in New York City. (We at CEA totally get it—we live here!) In addition to offering your unique take on why an education in this “diverse and global city” is right for you, you’ll also want to make sure your response addresses what has prepared you to embrace this opportunity. How will living in New York affect you as a person? As a student? How will you grow? Your answer should be personal to you and, if possible, surprising. Remember that, while you have free rein to gush about how much you want to live in New York, a lot of your potential peers probably feel the same way. So, try not to focus on what you’d like to do or see. Instead, explain what your desire to move from your hometown to New York says about you and what has primed you to succeed in the city. Whether you’re trying to be courageous by leaving your small homogenous town with big dreams in tow or hoping to stay close to your family in Brooklyn, tell admissions a story that only you can tell.

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How to Respond to the 2023/2024 Fordham University Supplemental Essay Prompts

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Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Fordham University is a private Catholic research university in the Bronx, New York. Fordham University upholds the traditions of the Jesuits, so it’s important to highlight your values in your Fordham University supplemental essay. 

The Jesuit tradition is about educating the whole person—mind, body, and soul—and preparing students to create a more just, humane, and sustainable world. While this essay is optional, writing one will give you a better chance to distinguish yourself from other applicants. Colleges want to get to know who you are, and Fordham is no exception.

Keep reading this guide to learn more about writing your Fordham supplemental essay!

The Fordham prompts 

You may choose to answer one (1) of the optional questions below.  Keep in mind that your response is a maximum of 300 words .   Choose the question that you think will help the admission committee get a better understanding of your unique perspective and potential contributions to our community.

“At Fordham, we expect students to care for and engage with their communities and be active citizens for positive change. Please share an experience you had that caused you to develop a new perspective, change your point of view, and/or empower you to take an action or be courageous. Your response should include examples of your personal growth (e.g., what did you learn, did your point of view change, did you develop new skills or strengths?).”

This prompt is asking a lot from you! First and foremost, make sure you are being strategic and straight to the point in your response. Once you start writing, 300 words will be used up in no time! To begin responding to this prompt, share an experience or story of a time in which you changed your point of view. This story can range from a small story to a life-changing experience. Then, write a reflection about what you learned from this experience. How will you grow from it? Ultimately, Fordham wants to hear that its future students will be strong-minded individuals who are open to learning new perspectives. 

Questions to consider

• Why are multiple perspectives important? Why do you think people have different perspectives? 
• What have you learned from developing a new perspective or changing your point of view? 
• How will this knowledge be used in the Fordham community? 

“Fordham, as a Jesuit university, recognizes the dignity, uniqueness and potential of each person. A Fordham education is student-centered and rooted in close collaboration among students, faculty, and staff. Describe how you would contribute to our campus community as an actively engaged learner and leader. Specifically draw on your personal story, identity, experiences, strengths, and perspectives.”

Essentially, this prompt wants you to show how you’ve become who you are today and how you will use these traits to uplift the Fordham community. Begin by describing what makes you unique such as a particular background, piece of identity or strength. Try to tell a story or anecdote describing this uniqueness. Then, detail how your unique qualities will contribute to Fordham. For example, perhaps your Asian background and culture is an important part of your identity so you are excited to join the Chinese Cultural Appreciation Society at Fordham. Or perhaps running is an important part of your life so you are excited to participate in the annual Fordham running club Turkey Trot! Whatever your background, be sure you are focusing on how you would not only contribute to the Fordham community but thrive in it! 

• What makes you unique? 
• What opportunities are you excited to take advantage of at Fordham? 
• How will you use your uniqueness to better Fordham? 

“Our motto is “New York is my campus, Fordham is my school.” New York City is a diverse and global city that provides Fordham students with a special kind of educational experience, full of both challenge and opportunity. What has prepared you to embrace the unique opportunity of living and learning in New York City?”

New York City is famous for a reason! Therefore, use this prompt to highlight your excitement for studying in the city that never sleeps. Try to come up with a list of unique educational aspects of NYC you are excited to immerse yourself in. Be sure you are focusing on the educational experience, although you may be excited for $1 pizza and exploring Central Park, do not use this response as a time to go on about how awesome New York is. For each educational example you come up with, jot down a time in your life which has prepared you for that aspect of NYC. For example, perhaps you are nervous about being able to find some quiet areas to study in the bustling city but you are well-prepared to face this challenge head on because you have a lot of siblings which makes your house a loud environment! Wherever your excitement lies about studying in NYC and whatever experiences you have that will prepare you for the excitement, write about it! 

• What educational opportunities are you looking forward to in NYC? 
• What about NYC drew you to apply to Fordham? 
• How have you prepared for any challenges that may occur while learning in NYC? 

Final thoughts for students 

Since your Fordham supplemental essay will be on the shorter side, try to make your sentences more concise and focus on the big ideas rather than the smaller details. One way to do this is by pre-writing your essay by jotting down broad topics you want to cover to organize your thoughts. Remember, with the 300 word limit, you need to make the most of each word! 

Also see: Show, don’t tell essay primer

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Fordham University Undergraduate College Application Essays

These Fordham University college application essays were written by students accepted at Fordham University. All of our sample college essays include the question prompt and the year written. Please use these sample admission essays responsibly.

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College Application Essays accepted by Fordham University

The loss edgard duche, fordham university.

Sweat poured down my face as I struggled to breathe. I was dehydrated and exhausted, and I was trying as hard as I could not to give up. From the bleachers and the sidelines, the eyes of every member of the crowd were focused intently on me. One...

Growing Up in an Interfaith Home Michael Wainwright

Although I do not affiliate myself with any particular religion, I have been a Buddhist nun at temples and an altar server at Christian churches. I can chant the meditations of Buddha in Thai and Sanskrit and recite Catholic prayers in English and...

Autism Danielle Spano

"English, math, chemistry…" I was panicked over all the work I needed to finish, which had become increasingly difficult after doubling my hours at the barn. Overwhelmed, I just wanted to get home. Then, after I finally mastered my barrel pattern,...

Falling Toward the Future Samantha N. Gonzalez

“Samantha Nicole!” my mother began. The deliberate usage of my middle name indicated she was preparing to reprimand me. I instantly knew I had been caught peering underneath my neon pink Barbie bandage. As do most young children, I chose to...

Life Changing Experience Andrew Ahn

Smack! Within a fraction of a second, my life was changed forever. A homemade slingshot snapped and launched a funnel and water balloon at an unimaginable speed directly into my left ear. Once I’d been hit, an incredibly loud whistling screamed...

Finding Purpose as a Nanny Anonymous

As I watch the edges on the shiny four-by-six memories that I pinned to my wall warp and curl, I cannot help but feel my heart ache. I spent an entire school year and summer investing my time, energy, and love into my job as a nanny for six...

New People, New Dreams Amanda Grewer

“I think we’re lost,” I said to my parents as I stood on the corner of 114th Street and Broadway carrying a large bag of luggage. I stopped confused as to where I was going. I knew I was close; I could tell by the number of people wearing Columbia...

The Dojo-Kun Anonymous

“Repeat Dojo-kun. Seek perfection of character. Be faithful. Endeavor. Respect others. Refrain from violent behavior,” I call out. To my left, the line of kneeling students repeats my words. “Sensei-ni, rei,” I call to the line, and we bow to our...

The Impostor Anonymous

I couldn’t find the elevator button. Minutes away from my first big meeting, my first real taste of corporate America, and the elevator seemed determined to snatch away my moment of glory. I tried to maintain my self-assured countenance, practiced...

Home Run Kevin Tente

“Home run!” my teammate yelled, laughing.

I winced, trying to hide my embarrassment; a home run would have been great if I had been playing baseball, but I was at my first high school tennis practice, and instead of the ball ending up on...

Becoming a Model Anonymous

It wasn’t my first audition, yet as I looked into the intimidating mirror, I needed to reassure myself: "You are Beyonce." I gasped for oxygen as I entered the dimly lit room, attempting to calm the fire in my stomach, but listening to other...

Religious Diversity Anonymous

For the past three years, I have been the diversity. Seventy-five percent of the students around me share in the Roman Catholic faith, while I am a devout Presbyterian. However, attending a Catholic school has not diverted me from my Presbyterian...

What I Learned from My Mom Anonymous

Hair a mess, eyelids heavy, and bags under her eyes: every day I would see my mom come home, looking like this, tired from a day’s load of work. My mother, who had me at a young age, was forced to raise and support me all on her own. Where was my...

The Time I Quit- A Runner's Perspective Anonymous

I heard the final call for my race. By now I should have been done with my warm up jog and run-outs and heading over to the check-in tent, spikes in hand, ready to run the 3200 meter race at the State Championship meet. Instead of pinning on my...

A Memory of Crab Legs Anonymous

Each of our plates was piled high with crab legs, easily the best part of the buffet, our taste buds descended from the seafood rich island that had raised us. We passed around the poor quality plastic crackers, at first, patience feeding off of...

Reader Anonymous

On January 14th, 2002, my father stopped reading to me. Early on, my bibliophile father decided he would never dictate a lesson or give me an answer, but rather that I would learn through literature. Every celebration, every birthday or holiday I...

The Butter Knife Sydney Schultz

My mother and I -- weary with travel, drained from a day of sightseeing, and armed with only a butter knife -- once dismantled a bathroom door in a Paris apartment. We were exhausted, having, in true Schultz family vacation style, walked about 10...

The Shadow Anonymous

Everyone thinks me strange because I love it all as though it were a person.

I love the quiet road named after my great-uncle Pintor Ruano as though it were my great-uncle himself; I love the old church like an old friend; I love the sound of its...

On Spending a Lot of Time with Old Women Danielle Agugliaro

I round the corner into my cubicle and toss my coat on my chair. I chat with April as my computer starts up, and then check my Threads calendar, which is riddled with deadlines. My day could be filled with writing blog posts, driving over to help...

The Apartment Mahin Rahaman

Thank goodness apartments don’t have emotions. If my one bedroom apartment did, I can guarantee that its paint would be chipping off as rapidly as the layers of my sanity. Every morning, I'd wake up to the sound of my alarm clock simultaneously...

Bus Stop Amelia Grace Avis

Even at 6:30 in the morning, with blurry eyes, wet hair and a to-go mug of tea, I always find that my breath is taken away by the sight of my bus stop. It faces the Chesapeake Bay, looking over a stretch of grass that slopes down to the water. On...

From Another Mother Anonymous

I have two brothers. They’ve always been everything I’ve ever hoped to become. From the beginning of my life, they enchanted me. I was not only drawn to them because they bore a strong resemblance to me, but because everyone else was fascinated by...

Finding My Purpose Anonymous

As I walked through the door there she stood, staring into oblivion with a dazed look on her face. Alice was my first Adaptive student, and the only discernible sound that she emitted was "ribbit." I was intrigued, but not surprised, because the...

Wandering Feet Anonymous

It’s been three years. The edges of the photo are soft now, and the colors have dimmed. It has been worn thin and fragile, and there is a deepening crease down its center from the years it spent folded between my fingers. I don't usually keep...

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The Department of Economics at Fordham offers M.A. and Ph.D. degree programs. Our courses are taught in small classes led by our widely published and recognized tenured or tenure track faculty. We provide individualized, personal mentorship to all members of the graduate program.

Graduate students have a variety of concentrations and elective courses to choose from, including game theory, programming, economic history, health economics, and more. We offer concentrations in development, international, financial, and monetary economics. Our M.A. students take a preparatory course in mathematics as well as either financial or applied econometrics.

Ph.D. students take our advanced mathematics course plus three courses in econometrics, both theory and applied. We also offer a distinctive, one-semester teaching practicum, which prepares students to become effective instructors. We hold a yearly workshops for our Ph.D. students to perfect their presentations skills and we have courses designed to teach dissertation writing and research methods. We also have a detailed job market preparation guide and twice yearly meetings for our students to prepare them for the job market.

For more information about Graduate-level Economics, please  visit our page  on the Fordham website.

Completed applications will include each of the following items:

Official Transcripts

Please be sure to order official final transcripts from all previously attended institutions confirming degree conferral (if applicable) at least one month before the posted  application deadline . Transcripts should be sent directly from your prior institution(s) via secure electronic delivery to the Office of Admissions at  [email protected] . If electronic delivery is not available, please request that your transcripts be submitted by postal service in a sealed envelope from the institution to:

Graduate School of Arts and Sciences Office of Admissions Keating Hall Room 216 Fordham University 441 E. Fordham Rd. Bronx, NY 10458

Please note: We strongly recommend that you upload unofficial copies of your academic transcripts to your application while the Office of Admissions awaits receipt of your official transcripts. 

Please ensure that all official transcripts from previously attended post-secondary institutions are submitted in English, or are accompanied by a certified English translation. For academic transcripts from institutions outside the United States, applicants are strongly encouraged to obtain a course-by-course credential evaluation. Transcripts and credentials conversion information is available on the GSAS  International Students  page

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Scores should be sent directly by the testing service to the Office of Graduate Admissions, Fordham University, Graduate School of Arts and Sciences – Code #2259

Submitted via the online application.

Statement of Intent

Up to 500 words, submitted electronically, via the online application.

Supplemental Essay (Optional)

You may choose to answer this optional essay question. Your answer will help the admission committee get a better understanding of your unique perspective and potential contributions to our community.  Please discuss how your life experiences, perspective, or worldview have motivated or inspired you, posed challenges, helped you build skills, or taught you valuable lessons. We are eager to learn how these experiences have helped shape who you are and prepared you for graduate study, in keeping with our mission of "graduate education for the global good."

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Submitted directly via the online application. Enter the following information for each of your recommendation providers: name, address, email address, phone number, and institution. Make sure you enter your recommenders' email addresses correctly so that they each receive an automated email instructing them on how to submit their recommendations online. Mark the waiver statement for each recommender you enter.

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International applicants whose native language is not English are required to complete and submit to GSAS prior to matriculation their official scores from one of the following accepted English language competency exams:

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• PTE Academic
• Cambridge English Qualifications  - We accept the  B2 First ,  C1 Advanced , or  C2 Proficiency  exams

Official TOEFL, IELTS, DET, PTE Academic, or Cambridge English Qualifications scores should be sent directly by the testing service to the Office of Graduate Admissions, Fordham University, Graduate School of Arts and Sciences (our ETS TOEFL score code is #2259).  

Preferred minimum score requirements:

Exemptions from this requirement can be requested by the applicant in her/his application, or can be made in writing by the applicant to  [email protected] . Exemptions are generally permitted for international applicants who:

• are native English speakers from countries where English is an official language; and/or
• have completed, within the past five years, at least two years of study at an undergraduate or graduate institution in the United States or in a country where English is the official language of instruction.

GSAS retains the right to request language evaluation from any applicant. The Fordham English Language Test (FELT), administered by Fordham’s Institute of  American Language and Culture (IALC) , may be required for those students whose English proficiency scores do not meet GSAS program requirements. Additional coursework may also be recommended by the IALC.

Students are permitted to register for two GSAS courses during the academic term in which they are completing any IALC-recommended coursework, which generally occurs during their first semester of study.

Please note: Tuition costs associated with the learning of English as a second language are the responsibility of the student and will not be covered by a GSAS tuition scholarship. GSAS merit-based tuition scholarships are not applicable to the costs of additional coursework recommended by the IALC.

Please contact  [email protected]  with any admissions-related questions.

For more information about admissions to the Graduate School of Arts and Sciences, please  visit our page  on the Fordham website.

• M.A. in Economics
• Dual Degree in Economics (M.A.) and Data Science (M.S.)
• Ph.D. in Economics
• M.A. in International Political Economy and Development (Interdisciplinary)
• Advanced Certificate in Financial Econometrics and Data Analysis (Interdisciplinary)

ECON 5005. Fair Trade Entrepreneurship. (3 Credits)

Fair trade is a global response to social injustice and poverty. Whether it is capital for “startups” or markets for fair trade coffee, the fair trade movement promotes socially and environmental responsibility business practices here and abroad. This course reviews the fair trade movement’s successes and failures to find alternatives to business as usual that reduce poverty and build a sustainable global economy. Students focus on country specific examples of fair trade and microfinance social innovation that reduce poverty by creating viable livelihoods. Marketing, insurance, finance and management can all be applied to build a socially justice and sustainable global economy. “We urgently need a humanism capable of bringing together the different fields of knowledge, including economics, in the service of a more integral and integrating vision” Pope Francis argues in his recent Encyclical Letter, this course explores this vision.

Attributes: CEED, CENS, GSSE, LALS, LASS.

ECON 5006. Programming Economics and Finance. (3 Credits)

This course introduces the student to various computer programs and their applications in economics and in finance. The course begins with a general review of programming skills using MATLAB. It then presents other statistical and econometric packages such as SAS and STATA. The course concludes with a review of the LATEX program.

Attribute: EDFI.

ECON 5011. Economic Analysis. (3 Credits)

This course provides a survey of macroeconomic and microeconomic theory intended to prepare those international political economy and development (IPED)students who did not major in economics as undergraduates for IPED's core courses in economics.

Attribute: IPED.

ECON 5012. Foundations of Economics. (3 Credits)

This course is designed for students who did not major in economics but wish to pursue a master's degree in economics. It covers the foundations of microeconomic and macroeconomic theory and is intended to prepare new M.A. or M.S. students in economics for the core economics courses in the M.A. program in economics or the dual M.A./M.S. program in economics and data science. This course cannot be taken concurrently with ECON 6010 or 6020 .

Mutually Exclusive: ECON 5011 .

ECON 5015. Economic Development Policy. (3 Credits)

Using economic methodology, this course examines the interaction between political and economic institutions in the determination of economic policy in developing countries. Topics may include population control, urban bias, agrarian reform, trade policies, foreign aid, and macroeconomic adjustment policies.

Attributes: CEED, CENS, HUCB, IPED, URSG.

Prerequisite: ECON 5011 .

ECON 5020. African Economic Development. (3 Credits)

The key objective of this course is to develop an understanding of the economic development problems of Africa, the trade patterns and financial relationships of Africa to the rest of the world. With examples, application, and country case studies, the course covers major development challenges and the possible solutions, the growing influence of African economics in industrialized and developing countries as well as future prospects.

Attribute: HULI.

ECON 5032. Economic Theory and Application of Transfer Pricing. (3 Credits)

The reorganization of corporations into large multinational units with diverse operations has renewed interest in the issue of transfer pricing of goods and services as they move between corporate units. Transfer pricing gives rise to a host of taxation and economic issues. In this course, we focus on economic models for transfer pricing using agency theory and game theory and discuss Hirshleifer's theories of corporate organization. We then discuss a variety of tax issues that arise under different pricing schemes and work through case studies to provide a well-rounded perspective of how theory relates to practice. Undergraduate seniors who wish to enroll in ECON 5032 must have successfully completed ECON 3118 and obtained the written permission of the professor, graduate department program director, and senior class dean to register for this course.

ECON 5040. Strategic Financial Management. (3 Credits)

This course provides students with an introduction to the basic questions facing an investor evaluating firm policy. It covers debt/equity choice, dividend policy, and principle-agent problems within the firm as well as the value of the firm under different financial and managerial structures. Current research is surveyed to determine how investors interpret various financial arrangements such as dividend policy, taxes, and stock offerings. Specific attention will be paid to information and incentives of each party in a financial contract in the context of structuring the firm, running the firm efficiently, and if all else fails, bankruptcy.

ECON 5105. Topics in Economic History. (3 Credits)

The course aims to examine how to apply the core ideas and methods of economics to a wide range of historical issues, while at the same time broadening and deepening the exchange of ideas between economists and historians.

Attributes: EDAM, HIST, PSIC.

ECON 5260. Epidemics and Development Policy. (3 Credits)

In this course, students examine epidemics in developing countries, their transmission and governmental policy related to their control. Students are expected to have completed the equivalent of Intermediate Microeconomics at the Undergraduate level.

Attributes: CEED, CENS, EDAM, GSSE, HUCB, INST, IPED, ISIN, PSIC.

ECON 5280. Urban Economics. (3 Credits)

The field of urban economics addresses a wide variety of urban questions and topics. At the most general level, the field introduces space into economic models and studies the location of economic activity. Urban economics typically addresses four sets of questions: development of urban areas, patterns of development within metropolitan areas, the spatial dimensions of urban problems, and the spatial aspects of local government.

Attributes: CEED, CENS, EDAM, PSIC.

ECON 5415. Gender & Economic Development. (3 Credits)

In this course, students analyze the social nature of gender and economic development from a cross-cultural perspective. Topics include household labor, occupational segregation and earnings, inequality in market work, poverty, family structure, public policy, and gender equity. The course draws on material from economics and other social sciences to analyze the social nature of gender and economic development in a cross-cultural perspective. Topics include women's household labor; occupational segregation and earnings inequality in market work; the intersections of gender, class, race, and ethnicity; women and poverty; family structure; public policy and gender equity.

Attributes: CEED, CENS, EDAM, HULI, PSIC.

ECON 5442. Emerging Markets: South Africa. (3 Credits)

Intended for students from South Africa participating in Fordham's ADV EMRA program, this course is offered every August at the University of Pretoria. Students will collect and analyze economic and financial data on South Africa and compare it to similar data on the emerging markets as well as with more established markets. In addition, students will have the opportunity to interact with South African business, labor, and government representatives as well as with U.S. business and government representatives. At the end of the course, students will attempt to determine the prospects for foreign equity investment for a particular country.

ECON 5500. Financial Analysis. (3 Credits)

An examination of the pricing of financial instruments and the working of the markets for stocks, bonds, options, and futures contracts.

ECON 5510. International Economic Policy. (3 Credits)

Using economic methodology, this course examines the interaction between political and economic institutions in the determination of international economic policy. Topics may include protectionism, strategic trade policy, sanctions, and macroeconomic coordinations.

Attributes: INST, IPED, ISIN.

ECON 5515. International Monetary Policy. (3 Credits)

This graduate-level course in international macroeconomics and finance is part of the core courses of the International Political Economy and Development program. It is designed to help students develop an understanding of international capital markets and provide a conceptual framework for the analysis of macroeconomic policy in an open economy.

ECON 5540. Emerging Markets. (3 Credits)

This course is intended primarily for IPED students interested in analyzing the dynamics of emerging financial markets in Africa, Asia, and Latin America. It compliments POGA 6991- Political Risk Analysis. Students must prepare a study of one country's basic macroeconomic performance, foreign exchange market, and stock market. The use of a computer and the internet are incorporated into the course to gather data and analyze it statistically. Intended primarily for IPED students, this course explores the dynamics of emerging financial markets in Africa, Asia, Eastern Europe, and Latin America. Complementing and expanding upon the skills learned in POGA 6991 Political Risk Analysis, students learn how to prepare a country study regarding their country's leading macroeconomic indicators, the stability of its foreign exchange market, and the likely returns and risks associated with its stock market. Real-time data is obtained from the university's Bloomberg Terminal and the internet. Additional data is available from standard written and CD-ROM statistical sources. Students are taught how to analyze this data using standard statistical software to forecast trends as well as to estimate returns, volatility, and cross-correlations. An optimal portfolio of equity investments in emerging markets is estimated. Students also analyze the dynamics of emerging financial markets in Africa, Asia, Eastern Europe, and Latin America.

ECON 5541. Emerging Markets: South Africa. (3 Credits)

In this course, students will analyze economic and financial data in order to judge the prospect for foreign equity investment in South Africa. Students will also meet with union, business, government, and political leaders. This course can substitute for ECON 5540 Emerging Markets and count toward the requirements for the Emerging Markets and Country Risk Analysis certificate.

ECON 5542. Emerging Markets: South Africa. (3 Credits)

Intended for students from South Africa participating in Fordham's ADV EMRA Program, this course is offered every August at the University of Pretoria. Students will collect and analyze economic and financial data on South Africa and compare it with similar data on other emerging markets as well as with more established markets. In addition, students will have the opportunity to interact with South African business, labor, and government representatives as well as with U.S. business and government representatives. At the end of the course, students will attempt to determine the prospects for foreign equity investments for the particular country.

ECON 5545. Microfinance in Emerging Economies. (3 Credits)

This class will present the basic concepts related to microfinance, its origins and evolution. Students will analyze the main "emerging economies" microfinance models. The course will also present a detailed analysis of successful MFIs, their results in terms of micro-business development, and their impact on development and social inclusion. The class will present a detailed analysis of successful MFIs, their results in terms of micro-business development, and their impact on development and social inclusion. Students will also focus on the products and instruments used and how MFIs make them attractive and accessible for their clients, and at the same time profitable, creating a self-sustaining business model.

ECON 5551. Domestic and International Banking. (3 Credits)

A survey of domestic, and international banking activities and regulations, foreign exchange futures and options, foreign exchange rates, Eurocurrency markets, interest rate swaps, American banking regulations, hedging foreign exchange and interest rate risk, and financial innovation.

ECON 5570. Global Financial Markets. (3 Credits)

The course describes the markets and regulatory structures in which firms operate and the types of financial instruments used in developed and developing countries. Examines souces of risk investors face as well as how the financialsystem itself plays a role in development. An examination of financial markets in developed and developing countries. This course describes the markets and regulatory structures in which firms operate to raise funds and the type of financial instruments used. Attention is paid to sources of risk investors face domestically and internationally and the pricing of that risk. The course also looks at how firms operate under the financial constraints of a developing economy as well as how the financial system itself may play a role in affecting the rate of development. Satisfies IPED students the GBA certificate prerequisite of FN6411 Financial Environment. Designed to complement topics covered in ECGA 5551 Domestic and International Banking.

ECON 5590. Health Economics. (3 Credits)

The aim of this course is to evaluate health expenditures and health policies in both the U.S. and in developing countries using a common framework that integrates equity and efficiency. The course covers cost minimization, cost-effectiveness analysis, cost-utility analysis, and cost-benefit analysis. All theories are matched with an application related to an actual policy expenditure decision. Applications related to the U.S. include valuing physician service, alcohol treatment, inpatient care, diagnostic related groups (DRGS), psychiatric hospitals, Medicare payments, and bills charged to patients. Applications of special interest to developing countries include vaccinations, Disability-Adjusted Life Years (DALYS) and the global burden of disease, user fees, and various interventions for HIV/AIDS.

Attribute: EDAM.

ECON 5600. Health and Development. (3 Credits)

This course introduces students to the field of health and development. The objective is to cover a range of theoretical and empirical topics relevant to understanding health and health-care policies in developing countries. Microeconomic techniques are used to understand the demand and supply of health, the measurement of health over the human life cycle (in-utero, early childhood, adolescence, working-age population, aging population), and the role of public policy in improving the demand and supply of health over the human life cycle. In this interdisciplinary course, students will be exposed to studies from many related fields, in particular development studies, public health, and disability studies. For select topics, students will learn how to measure and analyze data that contributes to health policy debates (related to subsidies, incentives, insurance, and others) in developing countries. The course is aimed toward students interested in understanding health and health-care policies in developing countries.

Attributes: EDAM, PSIC.

ECON 5700. Mathematical Methods in Economics I. (3 Credits)

The primary objective of this course is to provide incoming Ph.D. students with solid mathematical foundations necessary for the first-year sequence of theory and econometric courses. This course is designed on the presumption that students will have already been exposed to some of this material in previous studies.

ECON 5710. Mathematical Analysis in Economics. (3 Credits)

Economists use models to analyze economic issues, and these models are usually expressed as sets of relationships that take a mathematical form. This course teaches students the core set of mathematical tools and techniques used in constructing and solving economic models. It will mainly develop the mathematical tools of calculus and matrix algebra and demonstrate how these tools may be used in economic analysis. Topics covered include matrices, determinants, and inverse matrices; calculus (differential and integral) and comparative statics; exponential and logarithmic functions; optimization of functions of one variable, and unconstrained and constrained optimization of functions of several variables.

ECON 5730. Econometrics and Finance Using R - Part I. (3 Credits)

This course will introduce students to R software, which they will use to work through statistical applications in economics and finance, as well as other fields.

Attribute: EDST.

ECON 5735. Econometrics and Finance Using R - Part 2: Topics. (3 Credits)

In this course, students will continue the analysis of problems in economics and finance using econometrics in R software, focusing on various topics. The course provides instruction in both econometrics and empirical implementation using R.

ECON 5740. GIS Mapping: Stata and R Prog. (3 Credits)

This course studies the mapping of long data sets into geographical information systems (GIS) by programming SATA and R.

ECON 5750. Game Theory. (3 Credits)

In this course, we examine economic and social networks and their corresponding economic effects. We cover the measurement and common regularities of social network properties and popular models of network formation. We apply these tools to topics of interest which may include labor markets; the spread of infectious diseases; the spread of financial information; the spread of new technologies, fads, and fashions; marketing; social norms; game theory and other strategic interactions; immigration and social capital; and industrial organization.

Attributes: EDST, PSIC.

ECON 5760. Computational Macroeconomics/Finance. (3 Credits)

The aim of this course is to explore methods used to compute numerical solutions to dynamic stochastic general equilibrium (DSGE) models with applications to both macroeconomics and finance. The course begins with a rigorous exploration of numerical methods including function approximation, numerical differentiation and integration, non-linear equations, numerical optimization, and the simulation of multivariate Markov processes. Utilizing these tools, we will pursue solution methods such as perturbation methods, discrete state space methods, and parameterized expectations.

ECON 5771. Project Assessment. (3 Credits)

Uses the logical framework analysis frequently mandated by USAID to design a results based system to monitor and evaluate small community development projects.

Attribute: HUCB.

ECON 5808. Microfinance and Migration. (3 Credits)

Migration, access to credit (microfinance), and remittances can create employment and education opportunities for poor families, particularly women. Interdisciplinary case studies from Mexico, the Dominican Republic, the Bronx, Amsterdam, Nigeria, China, Bangladesh, and India show how race, class, and gender affect employment outcomes.

Attributes: CEED, CENS, HULI.

ECON 6010. Microeconomic Theory I. (3 Credits)

This course covers a variety of topics, including methodology, theory of consumer behavior and demand, theory of production and factor prices under varying market structures, and welfare economics.

ECON 6020. Macroeconomic Theory I. (3 Credits)

This course introduces students to the foundation of contemporary macroeconomics and equips them with the relevant analytic techniques for understanding advanced macroeconomic research. The first section of Macro I will be focused on tools for understanding the economy at an aggregate level. The remaining sections will apply those tools to a dynamic general equilibrium model of the economy and consider questions about economic growth. A framework for understanding basic fiscal policy in a dynamic general equilibrium context will be discussed as well. The last section of the course introduces frictions into the dynamic general equilibrium model to allow us to understand business cycles and the impact of monetary policy on unemployment and inflation.

Attributes: ASDM, IPED.

ECON 6030. Global Managerial Economics. (3 Credits)

This course focuses on the application of economic theory and decision science tools by global firms to find optimal solutions to managerial decisions problems. The topics covered are new managerial theories of organizations in the globalized world of today, as well as the theory and estimation of demand, production, and costs, and their relationship to output and prices under various market structures.

ECON 6240. Financial Economics. (3 Credits)

This course is a study of the fundamental methods and pricing techniques in financial economics. The course studies the valuation of fixed income securities, stocks, and derivative contracts. Additionally, an analysis of asset pricing and financial market structure will be covered.

Attributes: EDFI, IPED.

ECON 6310. Monetary Policy. (3 Credits)

This course covers the impact, transmission, and incidence of monetary policy, central bank control of the money supply, rational expectations, and the effectiveness of monetary policy.

ECON 6320. Monetary Theory. (3 Credits)

This course is designed as an advanced macroeconomics course for students interested in pursuing monetary or macroeconomics topics beyond core topics in a graduate course. The course develops a baseline, simplified, general equilibrium model with money and then considers a fully specified New Keynesian general equilibrium model. The course covers a number of traditional issues in monetary theory: price and wage rigidity as well as unemployment. It also covers recent issues: financial frictions and search frictions in the labor market.

ECON 6340. Financial Theory. (3 Credits)

The theory of financial decision-making, risk and risk aversion, advanced asset pricing models, and empirical regularities of financial markets will be covered in this course.

Prerequisites: ECON 6710 or ECON 6700 .

ECON 6440. Development Economics. (3 Credits)

The objective of this course is to provide students with an understanding of the causes and consequences of economic deprivation. In this course, the household is the major unit of analysis. The course covers topics in poverty, health, education, program evaluation (randomized control trials and selected non-experimental evaluation methods), microfinance, and the interplay between development and psychology. We will draw lessons from policy experiments in developing countries to understand what "works" and what does not.

Attributes: EDAM, IPED, PSIC.

ECON 6460. Agriculture and Development. (3 Credits)

The objective of this course is to provide students with an understanding of agricultural economics, including food security and environmental issues.

Attributes: ABGS, CEED, CENS, EDAM, HULI, IPED, PSEV, PSIC.

ECON 6470. Growth and Development. (3 Credits)

A survey of growth models and statistical evidence to determine what causes growth rate to vary among countries and over time. Topics include the source of economic growth, growth with balance of payments adjustments, capital inflows and growth, and north-south growth models. Growth models and statistical evidence are surveyed to determine what causes growth rates to vary among countries and over time. Topics include the sources of economic growth, growth with balance of payments adjustment, capital inflow and growth, and North-South growth models.

Attributes: EDST, INST, IPED, ISIN.

Prerequisites: ECON 5710 or ECON 5700 .

ECON 6480. Environmental and Resource Economics. (3 Credits)

This course considers environmental protection and natural resource management as elements of international policy development and planning.

Attributes: EDAM, GSSE, HULI, IPED, PSIC.

ECON 6490. Foreign Aid and Development. (3 Credits)

This course examines the economic and political roles of foreign aid in development. Economic topics may include economic growth, agricultural development, food aid, the environment, health, education, and emergencies. Political topics may include alliance building, conflict resolution, and governance.

Attributes: CEED, CENS, GSSC, HULI, INST, IPED, ISIN, PSIC.

ECON 6510. International Trade. (3 Credits)

The objective of this course is to provide students with an understanding of various topics involving international trade, including absolute and comparative advantage; factor price equalization and important trade theorems; empirical tests of the Leontief Paradox; factor growth; technical progress in a simple, open economy; tariffs in large and small countries; effective protection; theory of second best; and theory of customs unions.

Attributes: EDST, IPED.

ECON 6530. International Economics of Growth and Development. (3 Credits)

International Economics of Growth and Development studies those aspects of development that are related to international economics. Subjects covered can include the connection between economic growth and international trade, the terms of trade and economic development, export instability and economic development, import substitution versus export promotion, international labor migration, and international capital flows.

ECON 6560. International Finance. (3 Credits)

The purpose of this course is to cover the various topics concerning international finance, including the balance of payments; the foreign exchange market; the nature, disturbance, and readjustments of the balance of payments; capital exports and the theory of transfer; development of international economic institutions and the world economy; flexible exchange rates; purchasing power parity; covered interest arbitrage; short-term capital movements; and the efficiency of the foreign exchange market.

ECON 6700. Mathematical Methods in Economics II. (3 Credits)

This course covers advanced mathematical techniques used in economics, including exponential and logarithmic functions, integration, multivariate and equality-constrained optimization, dynamic equations and systems of dynamic equations, as well as more advanced optimization techniques.

ECON 6910. Applied Econometrics. (3 Credits)

Basic techniques of econometric theory, including applications in consumer theory, theory of the firm, and in macroeconomics, as well as a review of statistical methods. Some computer work is assigned.

Attributes: DATA, IPED.

ECON 6950. Financial Econometrics. (3 Credits)

This course covers hypothesis testing and modeling with respect to financial data.

Attributes: ASDM, DATA.

ECON 6970. Applied Microeconometrics. (3 Credits)

The primary goal of the course is to improve students’ ability to conduct high-level empirical research, combining economics, econometrics, and data. The course will specifically cover instrumental variables estimation, regression discontinuity, propensity score matching, control function approach, randomized control trials, static panel data models, and dynamic panel data models. The course is intended to be particularly useful for advanced Ph.D. students and master's students planning to write or currently writing a thesis. The course will mainly draw on a series of high-quality journal publications from the field of applied microeconomics that use the aforementioned applied econometric techniques for causal inference.

Prerequisite: ECON 6910 .

ECON 6990. Topics in Econometric Theory. (3 Credits)

The purpose of this course is to provide Ph.D. students with the econometric tools they need for dissertation work. The main topic for this course will rotate among a variety of advanced econometrics topics such as time series econometrics, nonparametric econometrics, and machine learning, among others.

Prerequisites: ECON 7910 and ECON 7920 (may be taken concurrently).

ECON 6999. Research in Economics Capstone. (1 Credit)

Does Fordham have a supplement essay?

<p>Their supplement page on the Common App has no essay, but their Your Choice Application on their website has 3 essay questions. So do they have a supplement? or are the essay questions on their website’s application just there since they won’t be recieving common app essays if I apply through them?</p>

<p>If you are applying through commonapp, you do not have to write any essays for the supplement. The “Your Choice Application” is not anything special. It simply waives the $60 (or whatever) application fee. </p>

<p>I applied through commonapp last year. I’d gladly pay $60 not to have to ******** three essays that could have hindered my application. (I tend to write snarky and sarcastically on crap I don’t care about, such as college supplement essays)</p>

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