This paper discusses a variety of empirical findings suggesting that surprise is positively related with enhanced memory recall. This opens the door for the assumption that surprising stimuli can be used in a controlled way to enhance learning. A predictive model based on a Darwinian interpretation of this phenomenon is proposed. The model is coined CLEBS, which stands for "computer-based learning enhanced by surprise". A discussion on how the model can be tested is provided in the context of a finance-oriented Web-based learning task, where subjects learn about investment instruments such as stocks and bonds. Important implications are discussed, including possible applications in a variety of areas of interest to organizations in general.
{"title":"Surprise and Computer-Mediated Learning: A Theoretical Model Based on a Darwinian Perspective","authors":"N. Kock","doi":"10.2139/ssrn.886526","DOIUrl":"https://doi.org/10.2139/ssrn.886526","url":null,"abstract":"This paper discusses a variety of empirical findings suggesting that surprise is positively related with enhanced memory recall. This opens the door for the assumption that surprising stimuli can be used in a controlled way to enhance learning. A predictive model based on a Darwinian interpretation of this phenomenon is proposed. The model is coined CLEBS, which stands for \"computer-based learning enhanced by surprise\". A discussion on how the model can be tested is provided in the context of a finance-oriented Web-based learning task, where subjects learn about investment instruments such as stocks and bonds. Important implications are discussed, including possible applications in a variety of areas of interest to organizations in general.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129642430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper addresses the following question: how does a higher education funding system influence the trade-off that universities make between research and teaching? We do so by constructing a general model that allows universities to choose actively the quality of their teaching and research when faced with different funding systems. In particular, we derive the feasible sets that face universities under such systems and show how, as the parameters of the system are varied, the nature of the university system itself changes. The “culture” of the university system thus becomes endogenous. This makes the model useful for the analysis of reforms in funding and also for international comparisons.
{"title":"University Funding Systems and Their Impact on Research and Teaching: A General Framework","authors":"J. Beath, Joanna Poyago-Theotoky, D. Ulph","doi":"10.2139/ssrn.901832","DOIUrl":"https://doi.org/10.2139/ssrn.901832","url":null,"abstract":"This paper addresses the following question: how does a higher education funding system influence the trade-off that universities make between research and teaching? We do so by constructing a general model that allows universities to choose actively the quality of their teaching and research when faced with different funding systems. In particular, we derive the feasible sets that face universities under such systems and show how, as the parameters of the system are varied, the nature of the university system itself changes. The “culture” of the university system thus becomes endogenous. This makes the model useful for the analysis of reforms in funding and also for international comparisons.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131379672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When students are taught how to do original research in courses outside economics, they are taught to begin with the collection of data. This is not the approach followed by economists, who typically begin an answer to a research question by developing a model. The model then guides the search for evidence. We argue that the economic approach is more likely to lead to the development of a persuasive argument, and that greater awareness of the contrast between the economic approach and its alternatives can enable economists to improve the teaching of the research process.
{"title":"Don't Put the Cart Before the Horse: Teaching the Economic Approach to Empirical Research","authors":"M. Hansen, Bradley A. Hansen","doi":"10.2139/ssrn.909283","DOIUrl":"https://doi.org/10.2139/ssrn.909283","url":null,"abstract":"When students are taught how to do original research in courses outside economics, they are taught to begin with the collection of data. This is not the approach followed by economists, who typically begin an answer to a research question by developing a model. The model then guides the search for evidence. We argue that the economic approach is more likely to lead to the development of a persuasive argument, and that greater awareness of the contrast between the economic approach and its alternatives can enable economists to improve the teaching of the research process.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125462364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper takes measure of an emerging scholarly field that sits at the intersection of many important areas of study. Critical Information Studies (CIS) considers the ways that culture and information are regulated and their relationship to commerce, creativity, and other human affairs. CIS captures the variety of approaches and bodies of knowledge needed to make sense of interesting, important phenomena such as copyright policy, electronic voting, encryption, the state of libraries, the preservation of ancient cultural traditions, and markets for cultural production. It necessarily stretches to a wide array of scholarly subjects, employs multiple complementary methodologies, and influences conversations far beyond the gates of the university. This field can serve as a model for how engaged, relevant scholarship in other areas might be done. Economists, sociologists, linguists, anthropologists, ethnomusicologists, communication scholars, lawyers, computer scientists, philosophers, and librarians have all contributed to this field. CIS interrogates the structures, functions, habits, norms, and practices that guide global flows of information and cultural elements. Instead of being concerned merely with one's right to speak (or sing or publish), CIS asks questions about access, costs, and chilling effects on, within, and among audiences, citizens, emerging cultural creators, indigenous cultural groups, teachers, and students. Central to these issues is the idea of semiotic democracy, the ability of citizens to employ the signs and symbols ubiquitous in their environments in manners that they determine.
{"title":"Critical Information Studies: A Bibliographic Manifesto","authors":"S. Vaidhyanathan","doi":"10.2139/ssrn.788984","DOIUrl":"https://doi.org/10.2139/ssrn.788984","url":null,"abstract":"This paper takes measure of an emerging scholarly field that sits at the intersection of many important areas of study. Critical Information Studies (CIS) considers the ways that culture and information are regulated and their relationship to commerce, creativity, and other human affairs. CIS captures the variety of approaches and bodies of knowledge needed to make sense of interesting, important phenomena such as copyright policy, electronic voting, encryption, the state of libraries, the preservation of ancient cultural traditions, and markets for cultural production. It necessarily stretches to a wide array of scholarly subjects, employs multiple complementary methodologies, and influences conversations far beyond the gates of the university. This field can serve as a model for how engaged, relevant scholarship in other areas might be done. Economists, sociologists, linguists, anthropologists, ethnomusicologists, communication scholars, lawyers, computer scientists, philosophers, and librarians have all contributed to this field. CIS interrogates the structures, functions, habits, norms, and practices that guide global flows of information and cultural elements. Instead of being concerned merely with one's right to speak (or sing or publish), CIS asks questions about access, costs, and chilling effects on, within, and among audiences, citizens, emerging cultural creators, indigenous cultural groups, teachers, and students. Central to these issues is the idea of semiotic democracy, the ability of citizens to employ the signs and symbols ubiquitous in their environments in manners that they determine.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128092840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Societies are characterized by customs governing the allocation of non-market goods such as marital partnerships. We explore how such customs affect the educational investment decisions of young singles and the subsequent joint labor supply decisions of partnered couples. We consider two separate matching paradigms for agents with heterogeneous abilities - one where partners marry for money and the other where partners marry for romantic reasons orthogonal to productivity or debt. These generate different investment incentives and therefore have a real impact on the market economy. While marrying for money generates greater investment efficiency, romantic matching generates greater allocative efficiency, since more high ability individuals participate in the labour market. The analysis offers the possibility of explaining cross-country differences in educational investments and labor force participation based on matching regimes.
{"title":"Education, Matching and the Allocative Value of Romance","authors":"Alison L. Booth, M. Coles","doi":"10.1162/JEEA_A_00003","DOIUrl":"https://doi.org/10.1162/JEEA_A_00003","url":null,"abstract":"Societies are characterized by customs governing the allocation of non-market goods such as marital partnerships. We explore how such customs affect the educational investment decisions of young singles and the subsequent joint labor supply decisions of partnered couples. We consider two separate matching paradigms for agents with heterogeneous abilities - one where partners marry for money and the other where partners marry for romantic reasons orthogonal to productivity or debt. These generate different investment incentives and therefore have a real impact on the market economy. While marrying for money generates greater investment efficiency, romantic matching generates greater allocative efficiency, since more high ability individuals participate in the labour market. The analysis offers the possibility of explaining cross-country differences in educational investments and labor force participation based on matching regimes.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114641560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To address the issue of when minority and nonminority candidates compete for admissions to a college, we show that an academic quality--oriented college maximizes the test score of its incoming class by adopting an admissions rule that favors the minority. Such a "handicapping" rule increases competition and induces candidates to invest more in educational attainment. These results reconcile the often-assumed conflicts between diversity and academic quality. However, we also show that the non-minority responds to the affirmative action admissions more aggressively, which tends to widen the racial test score gap. (JEL H0, J7) Copyright 2006, Oxford University Press.
{"title":"A Theory of Affirmative Action in College Admissions","authors":"Qiang Fu","doi":"10.2139/ssrn.694441","DOIUrl":"https://doi.org/10.2139/ssrn.694441","url":null,"abstract":"To address the issue of when minority and nonminority candidates compete for admissions to a college, we show that an academic quality--oriented college maximizes the test score of its incoming class by adopting an admissions rule that favors the minority. Such a \"handicapping\" rule increases competition and induces candidates to invest more in educational attainment. These results reconcile the often-assumed conflicts between diversity and academic quality. However, we also show that the non-minority responds to the affirmative action admissions more aggressively, which tends to widen the racial test score gap. (JEL H0, J7) Copyright 2006, Oxford University Press.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125044293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Executive Committee of the Association of American Law Schools has adopted a Statement of Good Practices that purports to limit the times when law schools may make offers to hire faculty members at other schools. Schools are generally not to make offers for indefinite appointments to professors on other faculties after March 1, subject to extension for two months with the consent of the incumbent's dean. They also are not to make offers contemplating resignation from a current faculty position more than two weeks following those deadlines. Proceeding on the assumption that the AALS policy, whose express terms are precatory, speaks to what is in fact an agreement among law schools, this essay concludes this policy memorializes an understanding in violation of Federal antitrust law.
{"title":"Should Antitrust Education Be Mandatory (for Law School Administrators)?","authors":"R. R. Barondes, T. Lambert","doi":"10.2139/SSRN.597841","DOIUrl":"https://doi.org/10.2139/SSRN.597841","url":null,"abstract":"The Executive Committee of the Association of American Law Schools has adopted a Statement of Good Practices that purports to limit the times when law schools may make offers to hire faculty members at other schools. Schools are generally not to make offers for indefinite appointments to professors on other faculties after March 1, subject to extension for two months with the consent of the incumbent's dean. They also are not to make offers contemplating resignation from a current faculty position more than two weeks following those deadlines. Proceeding on the assumption that the AALS policy, whose express terms are precatory, speaks to what is in fact an agreement among law schools, this essay concludes this policy memorializes an understanding in violation of Federal antitrust law.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114681924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A student’s future log-wage is given by the sum of a skill premium and a random personal “ability” term. Students observe only a private, noisy signal of their ability, and universities can condition admission decisions on the results of noisy tests. We assume first that universities are maximizing social surplus, and contrast the results with those obtained when they maximize rents. If capital markets are perfect, and if test results are public knowledge, then, there is no sorting on the basis of test scores. Students optimally self-select as a result of pricing only. In the absence of externalities generated by an individual’s higher education, the optimal tuition is then greater than the university’s marginal cost. If capital markets are perfect but asymmetries of information are bilateral, i.e., if universities observe a private signal of each student’s ability, or if there are borrowing constraints, then, the optimal policy involves a mix of pricing and pre-entry selection based on the university’s private information. Optimal tuition can then be set below marginal cost, and can even become negative, if the precision of the university’s private assessment of students’ abilities is high enough.
{"title":"Efficient Tuition & Fees, Examinations and Subsidies","authors":"Robert J. Gary-Bobo, A. Trannoy","doi":"10.2139/ssrn.551424","DOIUrl":"https://doi.org/10.2139/ssrn.551424","url":null,"abstract":"A student’s future log-wage is given by the sum of a skill premium and a random personal “ability” term. Students observe only a private, noisy signal of their ability, and universities can condition admission decisions on the results of noisy tests. We assume first that universities are maximizing social surplus, and contrast the results with those obtained when they maximize rents. If capital markets are perfect, and if test results are public knowledge, then, there is no sorting on the basis of test scores. Students optimally self-select as a result of pricing only. In the absence of externalities generated by an individual’s higher education, the optimal tuition is then greater than the university’s marginal cost. If capital markets are perfect but asymmetries of information are bilateral, i.e., if universities observe a private signal of each student’s ability, or if there are borrowing constraints, then, the optimal policy involves a mix of pricing and pre-entry selection based on the university’s private information. Optimal tuition can then be set below marginal cost, and can even become negative, if the precision of the university’s private assessment of students’ abilities is high enough.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127874468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the learning opportunities of rounds, involving facilitated peer conversations among clinic students that is focused on their fieldwork. Through rounds stories, the authors, experienced clinical teachers, describe the ways that rounds conversations teach students important professional habits, including reflecting on experience, engaging in contextualized thinking and making ethical decisions. The article identifies the challenge for faculty in planning and conducting rounds and provides concrete suggestions for improving rounds conversations and student learning.
{"title":"Rounds: A 'Signature Pedagogy' for Clinical Education?","authors":"S. Bryant, Elliott S. Milstein","doi":"10.2139/SSRN.1007504","DOIUrl":"https://doi.org/10.2139/SSRN.1007504","url":null,"abstract":"This article explores the learning opportunities of rounds, involving facilitated peer conversations among clinic students that is focused on their fieldwork. Through rounds stories, the authors, experienced clinical teachers, describe the ways that rounds conversations teach students important professional habits, including reflecting on experience, engaging in contextualized thinking and making ethical decisions. The article identifies the challenge for faculty in planning and conducting rounds and provides concrete suggestions for improving rounds conversations and student learning.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123263001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advocates for social change, including lawyers and law professors, explicitly inquire into the relationship between theory and practice in law reform efforts. Theory is intentionally used to develop novel legal principles and procedures in an attempt to produce just results. The study of lawyering for social change offers law students an angle other than that of traditional legal education on what they are learning in law school and on lawyering choices. How lawyers design strategies to attempt to bring about social change, how they determine what is good policy, how they develop theories about the appropriate relationship between lawyers and their communities, and how the legal system resists effective social change are important and intriguing inquiries.This article discusses a seminar entitled "Law and Social Reform." This seminar gives students a forum in which to consider the types of change that hey think are desirable, to propose change and strategies for securing it, and to evaluate the effectiveness of a reform effort. After studying law reform efforts from an historical perspective, participants focus on and present their own proposals for law reform. While collaborating with advocates in the community working on the chosen topic, each student writes a paper on a reform idea and the strategy necessary for its attainment. Each participant's paper is carefully supervised in preparation for classroom presentation.
{"title":"Teaching Law Reform in the 1990s","authors":"Jane E. Schukoske","doi":"10.2139/ssrn.1425645","DOIUrl":"https://doi.org/10.2139/ssrn.1425645","url":null,"abstract":"Advocates for social change, including lawyers and law professors, explicitly inquire into the relationship between theory and practice in law reform efforts. Theory is intentionally used to develop novel legal principles and procedures in an attempt to produce just results. The study of lawyering for social change offers law students an angle other than that of traditional legal education on what they are learning in law school and on lawyering choices. How lawyers design strategies to attempt to bring about social change, how they determine what is good policy, how they develop theories about the appropriate relationship between lawyers and their communities, and how the legal system resists effective social change are important and intriguing inquiries.This article discusses a seminar entitled \"Law and Social Reform.\" This seminar gives students a forum in which to consider the types of change that hey think are desirable, to propose change and strategies for securing it, and to evaluate the effectiveness of a reform effort. After studying law reform efforts from an historical perspective, participants focus on and present their own proposals for law reform. While collaborating with advocates in the community working on the chosen topic, each student writes a paper on a reform idea and the strategy necessary for its attainment. Each participant's paper is carefully supervised in preparation for classroom presentation.","PeriodicalId":337841,"journal":{"name":"Legal Education eJournal","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131525941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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