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ERIC Number: ED102059
Record Type: Non-Journal
Publication Date: 1974
Reference Count: N/A
The Vanderbilt-JCEE Experimental Course in Elementary Economics.
The Journal of Economic Education, n2 Winter 1974
Alternatives to the standard lecture course in introductory economics are presented in this series exploring new teaching methods in college level economics. In this issue "elementary" or introductory economics taught at Vanderbilt University is described. It relies on two techniques: case method and self-paced instruction. Self-paced instruction is seen to provide mastery of economic principles while case study reinforces theory by applying it. The rationale for the course and the components of the course--techniques to ensure mastery learning, evaluation plans, use of proctors, record keeping, cost vs. benefits, course adaptations, and choice of textbooks--are spelled out in the introduction. The bulk of the document consists of the course syllabus and study guides for each of the 10 self-paced sections and for the final examination. Included in the appendixes are an example of a case study, an article on developing independent problem-solving ability in elementary economics, and textbook alternatives keyed to the self-paced syllabus. Also provided in the appendix is "The Case Method in an Otherwise Conventional Course," a course description containing instances where case study is incorporated in a lecture class. An "Afterword" notes changes that the authors would like to make in the content of various sections of the self-paced course. (JH)
Descriptors: Case Method (Teaching Technique), Case Studies, College Instruction, Course Content, Course Organization, Economics, Economics Education, Higher Education, Individualized Instruction, Instructional Innovation, Introductory Courses, Mastery Learning, Problem Solving, Programed Instruction, Social Sciences, Teaching Methods
Joint Council on Economic Education, 1212 Avenue of the Americas, New York, New York 10036 ($2.00)
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: Joint Council on Economic Education, New York, NY.