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Principles for a Successful Undergraduate Economics Honors Program

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  • John J. Siegfried

Abstract

An honors program fits the current passion for active, in-depth learning and “capstone experiences.” Principles that guide a successful undergraduate economics honors program include simplicity, accessibility, skill development, risk minimization, and incentives to combat procrastination. The model program specifies three of the usual six electives and requires a senior thesis that makes an original contribution to economics understanding. It can be started as late as the middle of the junior year, providing accessibility and limiting student risk. A required econometrics course and a policy seminar prepare students to write a thesis. A series of short-term deadlines helps combat procrastination. Although an honors program is not for everyone, its emphasis on quality rather than quantity can add a valuable dimension to most economics degree programs.

Suggested Citation

  • John J. Siegfried, 2001. "Principles for a Successful Undergraduate Economics Honors Program," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(2), pages 169-177, January.
    • Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:169-177
    DOI: 10.1080/00220480109595182
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    Cited by:

    1. Stephen B. Deloach & Elizabeth Perry-Sizemore & Mary O. Borg, 2012. "Creating Quality Undergraduate Research Programs in Economics: How, When, Where (And Why)," The American Economist, Sage Publications, vol. 57(1), pages 96-110, May.
    2. Gail M. Hoyt & KimMarie McGoldrick, 2017. "Promoting Undergraduate Research in Economics," American Economic Review, American Economic Association, vol. 107(5), pages 655-659, May.
    3. Carlos J. Asarta & Roger B. Butters & Andrew Perumal, 2013. "Success in Economics Major: Is it Path Dependent?," Working Papers 13-11, University of Delaware, Department of Economics.
    4. Gregory A. Lilly & Thomas Tiemann, 2008. "On the Struggle To Attain Universal Competence in a Complex Skill: The Case of a Senior Capstone Experience," Working Papers 2008-06, Elon University, Department of Economics.
    5. William Bosshardt & Michael Watts & William E. Becker, 2013. "Course Requirements for Bachelor's Degrees in Economics," American Economic Review, American Economic Association, vol. 103(3), pages 643-647, May.
    6. Jason E. Dowd & Michelle P. Connolly & Robert J. Thompson & Julie A. Reynolds, 2015. "Improved Reasoning in Undergraduate Writing through Structured Workshops," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(1), pages 14-27, March.

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