Effective teaching of computational methods to economists in an introductory graduate-level course requires difficult choices regarding the material to be covered, the level at which the material will be covered, and the role of assigned exercises, laboratory sessions, and required readings. In this paper, I discuss the goals that I set and the pedagogical choices that I make in teaching computational methods to doctoral students in economics in a quarter-length course. The discussion is based on 15 years of teaching computational methods to students with a broad range of research interests and professional objectives. I also discuss some of the pedagogical obstacles that I often face when teaching the course and how I address them. I hope that the discussion will provide a useful starting point for instructors wishing to develop computational methods courses in other economics graduate programs. Copyright Springer Science + Business Media, Inc. 2005
Download Info
To download:
If you experience problems downloading a file, check if you have the
proper application to
view it first. Information about this may be contained
in the File-Format links below. In case of further problems read
the IDEAS help
page. Note that these files are not on the IDEAS
site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 25 (2005) Issue (Month): 3 (June) Pages: 229-254 Download reference. The following formats are available: HTML
(with abstract),
plain text
(with abstract),
BibTeX,
RIS (EndNote, RefMan, ProCite),
ReDIF
References listed on IDEAS Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.: