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Notes
1. When I pushed a top macro economist at a top graduate program on whether the contents of the graduate core macro course should be part of the graduate core, and what he really wanted students to get out of his course, he stated that it was really meant to introduce them to dynamic stochastic programming. Macro could be removed from the core as long as dynamic stochastic programming was added somewhere else in the core curriculum.
2. When I interviewed graduate students (Colander Citation2008b) they told me that IS/LM was almost impossible to understand, let alone teach.
3. I made my attempt to introduce beginning students to DSGE modeling in my introductory book, starting in the 7th edition (Colander Citation2008a). I included a chapter on modern macro that introduced students to the reasoning process underlying DSGE and also to the problems with applying the model to policy. It was a conceptual, not a technical, introduction. Most professors chose to skip it, and in more recent editions, I include it as a Web chapter only. There seems to be little demand for teaching broad conceptual issues in macro.