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Writing Requirements and Economic Research Opportunities in the Undergraduate Curriculum: Results from a Survey of Departmental Practices

Listed author(s):
  • KimMarie McGoldrick

In a review of the purpose and structure of the undergraduate economics major, J. Siegfried et al. (1991) suggested that every student should be required to "do economics" and specifically recommended the development of skills through writing requirements and research-oriented courses, as in a capstone experience. The author describes results of a survey of economics departments at U.S. institutions designed to determine the degree to which writing assignments are required and the existence and form of research-oriented opportunities, such as honors, capstone and senior experiences, and the senior thesis. Results indicate that, although a majority of departments (70 percent) require a writing component as part of the major, less than half offer research-intensive experiences consistent with capstone and senior experience courses (49 percent), honors programs (37 percent), or senior theses (17 percent). When institutions offer such research courses, however, respondents state overwhelmingly that such experiences are indeed designed to encourage students to develop skills associated with "doing economics"

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Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 39 (2008)
Issue (Month): 3 (July)
Pages: 287-296

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Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:287-296
DOI: 10.3200/JECE.39.3.287-296
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