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A May American Economic Review Papers Seminar and an Analytic Project for Advanced Undergraduates

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  • Catherine S. Elliott

Abstract

The author describes two learning activities for teaching economics at the advanced undergraduate level: a May American Economic Review (AER) papers seminar and an analytic project. Both activities help students learn to "do economics." The May AER papers seminar promotes in-depth synthesis and interpretation on the basis of printed session papers of the American Economics Association's annual meetings. The seminar relies on four structured components: a session-choice process, an advance question and answer exercise, a seminar discourse strategy, and a critical impact paper. The analytic project requires independent formulation and solution of a problem. Components include a procedure to write the project report, an oral class presentation, a listener-response exercise, and feedback in two phases.

Suggested Citation

  • Catherine S. Elliott, 2004. "A May American Economic Review Papers Seminar and an Analytic Project for Advanced Undergraduates," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(3), pages 232-242, July.
    • Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:232-242
    DOI: 10.3200/JECE.35.3.232-242
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    Cited by:

    1. Christopher C. Klein, 2013. "Econometrics as a Capstone Course in Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(3), pages 268-276, September.
    2. 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.

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