Educating Economists The Teagle Discussion on Re-evaluating the Undergraduate Economics Major
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Biografisk notat
Edited by David Colander, Christian A. Johnson Distinguished Professor of Economics, Middlebury College, and KimMarie McGoldrick, Professor of Economics, E. Claiborne Robins Distinguished Professorship in Business, Department of Economics, University of Richmond, US<i>'The volume, full of thoughtful ideas by academic economists and administrators, is the outgrowth of a 2006 Teagle Foundation grant to help enrich undergraduate education. . . I recommend that this book be shared among colleagues in undergraduate liberal arts colleges with economics majors to initiate or further discussions on the appropriate goals and objectives of the major </i>vis-a-vis<i> liberal education. Doctoral and Master's comprehensive universities with undergraduate economics majors and accredited business schools would still find the discussions in </i>Educating Economists<i> useful in thinking creatively about appropriate undergraduate and graduate economics skills and content, especially to train future undergraduate professors.'</i>
- Deborah M. Figart, Eastern Economic Journal,
<i>'This volume is an excellent outcome of an American Economic Association Committee for Economic Education project aimed at advancing the teaching of economics within a liberal arts context. Dave Colander and KimMarie McGoldrick assembled a most able panel of contributors for this effort that includes dialogue on what should be taught, how it should be taught, and how that teaching and learning should be assessed and rewarded. To the editors' credit, they have not attempted to dictate policy but to stimulate debate on the topics. This volume is a must read for anyone seriously interested in the teaching of economics at the tertiary level.'</i>
- William E. Becker, Indiana University, Bloomington, US,
Responding to a Teagle Foundation initiative on the role of majors in higher education, the contributors - eminent economists and administrators - consider the relationship between the goals and objectives of the economics major and those of a liberal education. They address questions such as: What is the appropriate training for a person who will be teaching in a liberal arts school? What incentives would motivate the creation of institutional value through teaching and not simply research? They also explore whether the disciplinary nature of undergraduate education is squeezing out the 'big-think' questions, and replacing them with 'little-think' questions, and whether we should change graduate training of economists to better prepare them to be teachers, rather than researchers.
Providing a stimulating discussion of the economics major by many of the leaders in US economic education, this book will prove a thought provoking read for those with a special interest in economics and economics education, particularly academics, lecturers, course administrators, students and researchers.