This paper provides insight into the skill development activities of graduate students at U.S. institutions providing graduate education in economics. It documents the extent of student participation in and preparation for research and teaching activities while in graduate school. Over fifty...

In addition to critiques of the content and methodology of neoclassical economics, feminist economists have also offered constructive reflections on the way economics is taught. The "Voluntary Economics Content Standards for PreCollege Economics Education," developed in 1997 by the U.S. National...

The present study uses conjoint analysis to examine college students' choices of elective courses. The relative contributions to student satisfaction or 'utility' of six course and instructor attributes are computed. Results suggest that choice is in large part a function of the perceived...

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...

In a review of the purpose and structure of the undergraduate economics major, J. Siegfried et al. (1991) suggested that every student should be required to "do economics" and specifically recommended the development of skills through writing requirements and research-oriented courses, as in a...

Service-learning is an experiential learning pedagogy that enables students to integrate their study of economics in the classroom with service activities in their communities. It enhances student learning because it encourages deep learning. Furthermore, it is a method by which economics can be...