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The Teagle Foundation Report: The Economics Major as Part of a Liberal Education

In: Educating Economists

Author

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  • David Colander
  • KimMarie McGoldrick

Abstract

The economics major is a central part of a college education. But is that economics major doing what it is meant to do? And if not, how should it be changed? This book raises a set of provocative questions that encourage readers to look at the economics major in a different light than it is typically considered and provides a series of recommendations for change.

Suggested Citation

  • David Colander & KimMarie McGoldrick, 2009. "The Teagle Foundation Report: The Economics Major as Part of a Liberal Education," Chapters, in: David Colander & KimMarie McGoldrick (ed.), Educating Economists, chapter 1, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:13586_1
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    Citations

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    Cited by:

    1. Allgood, Sam & Bayer, Amanda, 2016. "Measuring College Learning in Economics," MPRA Paper 85104, University Library of Munich, Germany.
    2. A. Arrighetti & A. Lasagni, 2018. "Insegnare Economia Industriale ‘in a digital age’," Economics Department Working Papers 2018-EP06, Department of Economics, Parma University (Italy).
    3. Richard Vogel & James Payne, 2010. "Introduction to the symposium on mathematics and economics: some perspectives from the Mathematical Association of America Curriculum Foundation seminar," Journal of Economics and Finance, Springer;Academy of Economics and Finance, vol. 34(4), pages 468-470, October.
    4. Geoffrey Schneider, 2011. "The Purpose, Structure and Content of the Principles of Economics Course," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 27, Edward Elgar Publishing.
    5. Carlos Liard-Muriente & Christina Robinson, 2015. "The Write Experience in Economics: A Case Study from Central Connecticut State University," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 21(4), pages 453-465, November.
    6. KimMarie McGoldrick & Robert Garnett, 2013. "Big Think: A Model for Critical Inquiry in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 389-398, October.
    7. Dubas, Justin M. & Toledo, Santiago A., 2016. "Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom," International Review of Economics Education, Elsevier, vol. 21(C), pages 12-20.
    8. Sam Allgood & William B. Walstad & John J. Siegfried, 2015. "Research on Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 53(2), pages 285-325, June.
    9. Robert F. Garnett, Jr., 2009. "Rethinking The Pluralist Agenda In Economics Education," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 58-71.
    10. Vera Brusentsev & Jeffrey Miller, 2011. "The Educational Value of the College Fed Challenge," Working Papers 11-07, University of Delaware, Department of Economics.
    11. David H. Dean & Robert C. Dolan, 2011. "Curricular and Co-curricular Aspects of the Economics Major at Highly Ranked Schools," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 69, Edward Elgar Publishing.

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    Keywords

    Economics and Finance; Education;

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