Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project

Georg Strasser and Marketa Wolfe

The Journal of Economic Education, 2014, vol. 45, issue 3, 191-210

Abstract: The authors describe their experience with integrating a semester-long economic analysis project into an intermediate macroeconomic theory course. Students work in teams of "economic advisors" to write a series of nested reports that analyze the current state of the economy, and propose and evaluate policies for a decision-maker. The project simulates real-world policy consulting with an emphasis on applying economic theory and models. The authors describe the project setup and how to tailor its theme to current events, explain methods for keeping it manageable in larger classes, discuss student learning outcomes, and document course evaluation results. Besides improving the learning experience, this project prepares economics students to contribute their own views to policy debates and buttress them with tight macroeconomic reasoning.

Date: 2014
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DOI: 10.1080/00220485.2014.917565

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