Effect of Graduate-Program Rank on Success in the Job Market

Economic educators often profess the goal of teaching our students to “think like economists.” Since Siegfried and colleagues (1991) coined this phrase, its meaning has been interpreted as a focus on analytical concepts and methods of economics as opposed to the broader goal of preparing students for independent, critical thought in the complex world beyond college. Colander and McGoldrick (2009b) argued that students are more likely to achieve both of these objectives when the learning process includes open-ended questions that encourage them to move beyond algorithmic application of textbook principles. In this article, the authors operationalize this “big think” approach through an instructional module on differential tuition pricing, the development of which was enhanced by careful attention to contemporary learning theory.