Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project
We describe experiences from integrating a semester-long economic analysis project into an intermediate macroeconomic theory course. Students work in teams of "economic advisors" to write a series of nested reports for a decision-maker, analyzing the current economic situation, evaluating and proposing policies while responding to events during the semester in real-time. The project simulates real-world policy con- sulting with an emphasis on applying economic theory and models. We describe the project setup and how to tailor its theme to current events, explain methods for keep- ing it manageable in larger classes, and document student learning outcomes by survey results and report summaries. Besides improving the learning experience, this project equips economics students to contribute their own views to policy debates and buttress them with tight macroeconomic reasoning.
|Date of creation:||11 Aug 2013|
|Date of revision:||23 Apr 2014|
|Publication status:||published, Journal of Economic Education, 2014, 45:3, 191-210|
|Contact details of provider:|| Postal: Boston College, 140 Commonwealth Avenue, Chestnut Hill MA 02467 USA|
Web page: http://fmwww.bc.edu/EC/
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- Steven Yamarik, 2007. "Does Cooperative Learning Improve Student Learning Outcomes?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 259-277, July.
- Robert J. Shiller, 2010. "How Should the Financial Crisis Change How We Teach Economics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(4), pages 403-409, September.
- Peter Docherty & Harry Tse & Ross Forman & Jo McKenzie, 2010. "Extending the Principles of Intensive Writing to Large Macroeconomics Classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(4), pages 370-382, September.
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