Abstract

What do we know about how well graduate teaching in economics addresses cognitive challenges to learning? In short, very little. There is a dearth of research that investigates how graduate student, program and professor characteristics, and choices impact graduate student learning and other outcomes. Some of the broader literature on graduate education in economics includes findings that can be linked to Chew and Cerbin’s cognitive challenges to provide suggestive evidence, but many open research questions remain. Research is needed to understand whether improvements like clear communication, clear requirements and expectations, better advising, and adopting a learning-driven approach to graduate courses would mitigate cognitive challenges to learning and improve graduate education in economics.

摘要

我们对经济学的研究生教学如何很好地解决学习方面的认知挑战有什么了解？简而言之，很少。缺乏研究来研究研究生，课程和教授的特征以及选择如何影响研究生的学习和其他成果。有关经济学研究生教育的一些较广泛的文献包括一些发现，这些发现可以与Chew和Cerbin的认知挑战相联系，以提供暗示性证据，但仍有许多开放性研究问题。需要进行研究以了解诸如清晰的沟通，清晰的要求和期望，更好的建议以及对研究生课程采用学习驱动的方法之类的改进是否将减轻学习方面的认知挑战并改善经济学方面的研究生教育。