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Doing Economics: Enhancing Skills through a Process-Oriented Senior Research Course

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  • KimMarie McGoldrick

Abstract

The author describes a senior-level course designed to promote student skills in "acting like economists." Although most departments offer senior-level courses, this one is unique in that it was developed on the basis of learning as opposed to content objectives, assignments are designed to reinforce and further develop research skills through a project of the student's choosing, and it more closely models what it means to "act like an economist" (W. L. Hansen 2006). The author discusses the development of this course and its unique features, the research process followed by students and the outcomes generated, and some of the advantages and disadvantages associated with this form of senior research course.

Suggested Citation

  • KimMarie McGoldrick, 2008. "Doing Economics: Enhancing Skills through a Process-Oriented Senior Research Course," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(4), pages 342-356, September.
    • Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:342-356
    DOI: 10.3200/JECE.39.4.342-356
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    Citations

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    Cited by:

    1. W. Lee Hansen, 2011. "An Expected Proficiencies Approach to the Economics Major," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 17, Edward Elgar Publishing.
    2. 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.
    3. Ishuan Li & Robert Simonson, 2016. "Capstone senior research course in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(2), pages 161-167, April.
    4. Allison Shwachman Kaminaga & Aziz N. Berdiev & Laura Beaudin, 2024. "Using the Fed Challenge to Enrich the Teaching of a Money and Banking Class," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 50(2), pages 213-234, April.
    5. Prakarsh Singh & Hongye Guo & Alvaro Morales, 2015. "A Research-Based Development Economics Course for Undergraduates," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(3), pages 274-284, July.
    6. Juan Luis Jiménez & Jordi Perdiguero & Ancor Suárez, 2011. "Debating as a classroom tool for adapting learning outcomes to the European higher education area," IREA Working Papers 201109, University of Barcelona, Research Institute of Applied Economics, revised Jun 2011.
    7. Gail M. Hoyt & KimMarie McGoldrick, 2017. "Promoting Undergraduate Research in Economics," American Economic Review, American Economic Association, vol. 107(5), pages 655-659, May.
    8. 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.
    9. Li, Ishuan & Simonson, Robert D., 2016. "The value of a redesigned program and capstone course in economics," International Review of Economics Education, Elsevier, vol. 22(C), pages 48-58.
    10. Katherine Schmeiser, 2017. "Teaching writing in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 48(4), pages 254-264, October.

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