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Abstract
This paper evaluates the effects of using graduate student instructors rather than regular faculty in a macro course. Experienced faculty presumably have a positive effect on student performance, yet graduate instructors appear to be as effective in teaching macro principles. What may be involved are different sets of skills: experienced faculty may have a greater depth of understanding of the material, more self-confidence, and a more critical approach. Graduate instructorS, on the other hand, may be able to grasp what students don't understand, and may make up in enthusiasm and approachability what they lack in understanding.
The author urges using more than one measure of effectiveness in studies of this type because of many things not captured: excitement with the subject, caution in accepting unsupported arguments, a perspective on the economic system, and the like.
