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Courses || Awards
Courses
ECON 101 Principles
of Microeconomics
This first course in economics introduces students
to the market system. Microeconomics considers the decisions of households and
firms about what to consume and what to produce, and the efficiency and equity
of market outcomes. Supply and demand analysis is developed and applied. Policy
issues include price floors and ceilings, competition and monopoly, income distribution,
and the role of government in a market economy. Syllabus
ECON 214 Trade and Immigration
An introduction to international trade in theory
and practice. Emphasis on the application of microeconomic principles in international
economics. Topics to be covered include the debate over free versus fair trade;
trade and the welfare of workers in developed and developing nations; the use
of tariffs, quotas, and other instruments of protection; trade deficits; and
the costs and benefits of international migration. Syllabus
ECON 220 Development Economics
Survey and analysis of problems and circumstances
of less developed nations. Examination of theories of economic growth for poor
nations. Review of policy options and prospects for low and middle income economies.
Specific topics include: population growth, poverty and income distribution,
foreign aid, and human resource strategies. Syllabus
ECON 335 Seminar. Economic Journalism
Students will combine their knowledge of economics,
including macro, micro and econometrics, with their skills at exposition, in
order to address current economic issues in a journalistic format. Students will
conduct independent research to produce weekly articles. Assignments may include
coverage of economic addresses, book reviews, recent journal articles, and interviews
with academic economists. Class sessions will be organized as workshops devoted
to critiquing the economic content of student work. Enrollment limited to 10. Syllabus
Awards
The
Anna and Samuel Pinanski Teaching Prize
The Pinanski Teaching Prize is awarded annually
to members of the Wellesley College faculty to honor fine teaching. The Prize
may
be awarded to as many as three members of the faculty each year,
preferably one in each of the College's three academic areas: the
humanities, the social sciences, and the natural sciences. The
Prize is meant to recognize some particular strength, some style
or method or course, or some other describable event that has been
especially successful.
Nominations are submitted by the College community.
The selection is made by the President in consultation with the Pinanski Prize
Committee. The prizes are awarded in recognition of the high quality
of teaching at Wellesley. The community does not know the names
of the recipients until they are announced at Commencement.
David L. Lindauer
Department of Economics
Winner, 2001 Pinanski Prize for Excellence in Teaching
"When
I poked through brochures of colleges during my college search,
I laughed at Wellesley's claims to having an amazing faculty,"
wrote one nominator. "I thought, surely every college must
make this claim, what makes this one different? The answer came
to me
during the spring semester of my sophomore year when I took Economics
212 with Professor David Lindauer."
Students
consistently praised Professor Lindauer's teaching style. Two students,
in a joint nomination, wrote: "When he says 'good work,' we
know he means it. When he challenges us in class, it is affirming
rather
than intimidating."
Another
student explained, "it is a rare professor who has the ability
to challenge each of his students to reach her ultimate potential
without
causing a single student to feel as though she sits at the margin
of the classroom discussion." David Lindauer's students provide
ample evidence that he is such a professor. "He always expected
a lot of us," wrote another student, "but at the same time
he had faith in our ability to meet his high standards, which in
turn gave us confidence."
Yet another nominator concurred, writing "he is not just an
amazingly clear lecturer, but also an exceptionally devoted educator
who brings
out the best in his students by expecting only the best."
To
illustrate the exceptional devotion about which many of his students
commented, one related this story. "Last semester," she
wrote, "when
I returned to Wellesley unsure of what I wanted to do my final year,
Professor Lindauer walked back with me from class and said 'let's
have a Wellesley moment.' He sat down with me on a bench in
the academic quad and we talked for over an hour about my options
for classes
and graduate school." Another student, praising his commitment
to tailoring his advice to fit the needs of each individual student,
noted
that she largely attributes to Professor Lindauer's thoughtful guidance
the choices she made in college and those she's making as she launches
a career.
Perhaps
the ultimate compliment from a student to a teacher - the ultimate
legacy any teacher can hope to leave - was expressed by a student
in her nomination of Professor David Lindauer for this award when
she wrote: "I aspire one day to be the type of professor that
Mr. Lindauer has been for me."
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