The Education of Economists: Teaching What Economists Do.
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| Title: | The Education of Economists: Teaching What Economists Do. |
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| Authors: | Peart, Sandra J.1 |
| Source: | Journal of Economic Education. Winter94, Vol. 25 Issue 1, p81-87. 7p. |
| Subject Terms: | *Economics education, *University faculty, *Business education, *Graduate education, *Academic achievement |
| Geographic Terms: | United States |
| Abstract: | The purpose of this article is to offer an alternative to the Committee of College Faculty (CCF)'s advanced theory proposal, a two-semester course consisting of a broad series of topics in advanced economics. The Committee on Graduate Education in Economics (COGEE) study finds that the graduate curriculum all too frequently leads to disenchantment among graduates of liberal arts colleges, who find the core curriculum "is not economics as they know it." The advanced topics course would introduce students who are bound for graduate school to recent theoretical and applied research in economics. Like the advanced theory courses, the proposed course would be a transitional class for students intending to go on to graduate studies in economics. It would, however, be a different type of transitional course. Its purpose would be to help students to apply theory creatively and to use technique. Regardless of the number of students enrolled, the two proposals would entail fairly similar preparation costs. Because enrollment in the topics course would be limited, the contact hours associated with the topics course would be no greater than those associated with advanced micro and macroeconomics. |
| Database: | Education Research Complete |
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| Abstract: | The purpose of this article is to offer an alternative to the Committee of College Faculty (CCF)'s advanced theory proposal, a two-semester course consisting of a broad series of topics in advanced economics. The Committee on Graduate Education in Economics (COGEE) study finds that the graduate curriculum all too frequently leads to disenchantment among graduates of liberal arts colleges, who find the core curriculum "is not economics as they know it." The advanced topics course would introduce students who are bound for graduate school to recent theoretical and applied research in economics. Like the advanced theory courses, the proposed course would be a transitional class for students intending to go on to graduate studies in economics. It would, however, be a different type of transitional course. Its purpose would be to help students to apply theory creatively and to use technique. Regardless of the number of students enrolled, the two proposals would entail fairly similar preparation costs. Because enrollment in the topics course would be limited, the contact hours associated with the topics course would be no greater than those associated with advanced micro and macroeconomics. |
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| ISSN: | 00220485 |
| DOI: | 10.2307/1182899 |
