Making Course Content Conducive To A Marriage Between Theory And Practice: One Instructors Experience

Abstract

This essay describes the changes made in the structure of a course on gender and economics that have the potential for improving undergraduate economics education by providing opportunities for students to “be economists” in their communities. Specifically, it describes the value of incorporating exercises that send students into the field to observe and gather data that they can bring back into the classroom to analyze and integrate into their own understanding of the issues.