Pub Date : 2023-11-11DOI: 10.1080/00220485.2023.2277768
Wendy A. Stock
The author of this article summarizes which, when, where, and how students take introductory economics. Among students who began college in 2012, 74 percent never took economics, up from 62 percent in 2004. Fifteen percent of beginning college students in 2012 took some economics, and 12 percent were one-and-done students. About half of introductory economics students never took another economics class, and only about 2 percent majored in economics. The characteristics of one-and-done and some economics students are generally similar and closer to one another than to students with no economics. The implication is that efforts to diversify the profession should focus at least in part on attracting students who would otherwise not take introductory economics.
{"title":"Who does (and does not) take introductory economics?","authors":"Wendy A. Stock","doi":"10.1080/00220485.2023.2277768","DOIUrl":"https://doi.org/10.1080/00220485.2023.2277768","url":null,"abstract":"The author of this article summarizes which, when, where, and how students take introductory economics. Among students who began college in 2012, 74 percent never took economics, up from 62 percent in 2004. Fifteen percent of beginning college students in 2012 took some economics, and 12 percent were one-and-done students. About half of introductory economics students never took another economics class, and only about 2 percent majored in economics. The characteristics of one-and-done and some economics students are generally similar and closer to one another than to students with no economics. The implication is that efforts to diversify the profession should focus at least in part on attracting students who would otherwise not take introductory economics.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135041996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1080/00220485.2023.2274026
William L. Goffe
AbstractNew economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support “deliberate practice,” which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own “working memory,” and potentially limited resources of their students and institutions. The “Substitution, Augmentation, Modification, Redefinition” (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select.Keywords: deliberate practicenovice instructortechnologyJEL codes: A2A22 AcknowledgmentsThe author thanks the symposium and the Journal editors for many helpful comments that greatly improved this article.Disclosure statementThe author reports there are no competing interests to declare.Notes1 The seminal paper is Ericsson, Krampe, and Tesch-Römer (Citation1993). Deliberate practice has been the foundation of several important papers in physics education research, including Deslauriers, Schelew, and Wieman (Citation2011), Jones, Madison, and Wieman (Citation2015), and McCarty and Deslauriers (Citation2020), while in economics there is Boyle and Goffe (Citation2018).2 Those wishing to improve their slides for maximum student understanding should follow Davis (Citation2021).3 Two descriptions of large language models are Newport (Citation2023) and Wolfram (Citation2023).
摘要新经济学教师在选择课程技术时面临诸多挑战。由于经济学家在不同的机构任教，学生群体也各不相同，而且技术也在不断发展，因此本文主要关注新手教师在为其课程选择技术时应考虑的一般原则。其中一个原则是，技术应该支持“刻意练习”，这包含了许多类型的主动学习。教师应该意识到他们面临的各种限制，包括对有效教学的众多认知挑战，他们自己的“工作记忆”的局限性，以及他们的学生和机构的潜在有限资源。引入“替代、增强、修改、重新定义”(SAMR)框架来解释技术如何影响教学。最后，教师应该学会如何最佳地使用他们选择的技术。披露声明作者报告无竞争利益需要申报。注1开创性的论文是Ericsson, Krampe和Tesch-Römer (Citation1993)。刻意练习是物理教育研究领域几篇重要论文的基础，包括Deslauriers, Schelew, and Wieman (Citation2011)， Jones, Madison, and Wieman (Citation2015)，以及McCarty and Deslauriers (Citation2020)，而在经济学领域则有Boyle and Goffe (Citation2018)那些希望改进幻灯片以最大限度地提高学生理解的人应该遵循Davis (Citation2021)大型语言模型的两个描述是Newport (Citation2023)和Wolfram (Citation2023)。
{"title":"Educational technology for teaching economics–where to start and how to grow?","authors":"William L. Goffe","doi":"10.1080/00220485.2023.2274026","DOIUrl":"https://doi.org/10.1080/00220485.2023.2274026","url":null,"abstract":"AbstractNew economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support “deliberate practice,” which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own “working memory,” and potentially limited resources of their students and institutions. The “Substitution, Augmentation, Modification, Redefinition” (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select.Keywords: deliberate practicenovice instructortechnologyJEL codes: A2A22 AcknowledgmentsThe author thanks the symposium and the Journal editors for many helpful comments that greatly improved this article.Disclosure statementThe author reports there are no competing interests to declare.Notes1 The seminal paper is Ericsson, Krampe, and Tesch-Römer (Citation1993). Deliberate practice has been the foundation of several important papers in physics education research, including Deslauriers, Schelew, and Wieman (Citation2011), Jones, Madison, and Wieman (Citation2015), and McCarty and Deslauriers (Citation2020), while in economics there is Boyle and Goffe (Citation2018).2 Those wishing to improve their slides for maximum student understanding should follow Davis (Citation2021).3 Two descriptions of large language models are Newport (Citation2023) and Wolfram (Citation2023).","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"110 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/00220485.2023.2269142
Carlos J. Asarta
AbstractFaculty often report limited student engagement in their economics courses. This deficiency makes it challenging for educators to excite students about our field, a situation that could have ripple effects in terms of the number of students who graduate as economics majors. For students, the lack of classroom engagement makes it unappealing to attend lectures and may hamper their learning outcomes. This article offers essential ideas, tools, activities, and resources that have been carefully filtered, curated, and annotated to lower the startup costs for new economic educators to maximize student engagement and interactions in their economics classrooms. Additionally, the resources presented in this article can be leveraged by more seasoned educators looking for ways to take their teaching to the next level.Keywords: Economics classroomstudent engagementteaching methodsJEL CODE: A22 Disclosure statementNo potential conflict of interest was reported by the author.Notes1 The quinquennial survey offers two major categories of questions: “Teaching Methods” and “Assessment and Grading.” Within the teaching methods category, respondents are asked to use a scale to indicate how often they use a particular method. The term “Chalk” relates to the question asking about the use of “Chalkboard or Whiteboard” in the economics classroom, while the term “Talk” relates to the question asking about the use of “Traditional Lectures.”2 While the more common way of implementing the one-minute paper is asking feedback questions at the end of a class period, some instructors prefer to ask those questions at the beginning of the next class period. This latter approach requires students to identify what is the most important thing they learned and what is the muddiest point still remaining from the previous class period.
{"title":"Student engagement and interaction in the economics classroom: Essentials for the novice economic educator","authors":"Carlos J. Asarta","doi":"10.1080/00220485.2023.2269142","DOIUrl":"https://doi.org/10.1080/00220485.2023.2269142","url":null,"abstract":"AbstractFaculty often report limited student engagement in their economics courses. This deficiency makes it challenging for educators to excite students about our field, a situation that could have ripple effects in terms of the number of students who graduate as economics majors. For students, the lack of classroom engagement makes it unappealing to attend lectures and may hamper their learning outcomes. This article offers essential ideas, tools, activities, and resources that have been carefully filtered, curated, and annotated to lower the startup costs for new economic educators to maximize student engagement and interactions in their economics classrooms. Additionally, the resources presented in this article can be leveraged by more seasoned educators looking for ways to take their teaching to the next level.Keywords: Economics classroomstudent engagementteaching methodsJEL CODE: A22 Disclosure statementNo potential conflict of interest was reported by the author.Notes1 The quinquennial survey offers two major categories of questions: “Teaching Methods” and “Assessment and Grading.” Within the teaching methods category, respondents are asked to use a scale to indicate how often they use a particular method. The term “Chalk” relates to the question asking about the use of “Chalkboard or Whiteboard” in the economics classroom, while the term “Talk” relates to the question asking about the use of “Traditional Lectures.”2 While the more common way of implementing the one-minute paper is asking feedback questions at the end of a class period, some instructors prefer to ask those questions at the beginning of the next class period. This latter approach requires students to identify what is the most important thing they learned and what is the muddiest point still remaining from the previous class period.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1080/00220485.2023.2265941
Gina C. Pieters
AbstractUsed correctly, assessments play a vital role in the success of a course: they provide valuable feedback to students regarding their knowledge gaps, encourage deeper understanding of the material, help students to develop critical thinking, and guide students to accomplish a course’s learning goals. They also provide a signal to future employers, graduate programs, or future course instructors about the quality of a student’s understanding of the material. Used incorrectly, assessments likely achieve none of these. To avoid the latter outcome, this article’s author helps new instructors by (1) summarizing pedagogical theory of sound assessment design, (2) applying it to assessment design in economics courses, and (3) assembling examples of assessments from the economics literature for instructors who may wish to experiment with different assignments.Keywords: Assessmentscritical thinkingeconomicsgradingpedagogyJEL CODES: A2A20A22 AcknowledgmentsThe author thanks Chris Clapp, Joe Hardwick, Nazanin Khazra, Hyunmin Park, and the members and participants of the 2022 AEA session “If You Only Had Two Hours—Best Advice for New Instructors of Economics” for their insightful comments and perspectives on early drafts of this article.Disclosure statementNo potential conflict of interest was reported by the author.Notes1 The original Perry framework in Perry et al. (Citation1968) and Perry (Citation1970) developed nine positions to organize relationships between students and their understanding of knowledge, solutions, and authority (“the instructor” in this article) based on the male undergraduate Harvard students. Belenky et al. (Citation1986) refined the Perry framework into the “Women’s Way of Knowing” framework (WWK) by placing the nine positions into four aggregated levels and adding a level of complete disconnect from knowledge (“silence”), resulting from their studies incorporating women of a variety of ages (16–60), educational history, socio-economic class, and ethnicity. This article presents the hybrid of the two frameworks, WWK + Perry, which merges the two frameworks (“levels” and “positions”) and interprets them in the context of a standard economics class environment (table 2). The WWK model is helpful in the simplicity of having only four levels encountered in higher education settings (individuals in level zero don’t seek higher education) and is helpful as the starting point for a new instructor trying to determine their students’ critical thinking development. However, the granularity of the Perry model can help further hone interventions and highlights the variation of behavior possible even within a level (early multiplicity and late multiplicity, for example).
摘要正确使用评价对课程的成功与否起着至关重要的作用:它为学生的知识空白提供有价值的反馈，鼓励学生对材料有更深的理解，帮助学生培养批判性思维，并指导学生完成课程的学习目标。他们还向未来的雇主、研究生项目或未来的课程教师提供了一个关于学生对材料理解质量的信号。如果使用不当，评估很可能无法实现这些目标。为了避免后一种结果，本文作者通过以下方式帮助新教师:(1)总结健全评估设计的教学理论，(2)将其应用于经济学课程的评估设计，以及(3)从经济学文献中收集评估示例，供可能希望尝试不同作业的教师使用。作者感谢Chris Clapp, Joe Hardwick, Nazanin Khazra, Hyunmin Park，以及2022年AEA会议“如果你只有两个小时-经济学新导师的最佳建议”的成员和参与者，感谢他们对本文早期草稿的深刻评论和观点。披露声明作者未报告潜在的利益冲突。注1 Perry et al. (Citation1968)和Perry (Citation1970)的原始Perry框架以哈佛大学男本科生为基础，发展了九种位置来组织学生与他们对知识、解决方案和权威(本文中的“指导者”)的理解之间的关系。Belenky等人(Citation1986)将Perry框架细化为“女性的认知方式”框架(WWK)，他们将九个职位分为四个汇总级别，并添加了一个与知识完全脱节的级别(“沉默”)，这是他们的研究结果，纳入了不同年龄(16-60岁)、教育历史、社会经济阶层和种族的女性。本文介绍了两个框架的混合:WWK + Perry，它合并了两个框架(“层次”和“位置”)，并在标准经济学课堂环境的背景下对它们进行解释(表2)。WWK模型有助于简化高等教育环境中只有四个层次的情况(处于零层次的个人不寻求高等教育)，并且有助于作为试图确定学生批判性思维发展的新教师的起点。然而，Perry模型的粒度可以帮助进一步完善干预措施，并强调甚至在一个级别内(例如，早期多重性和晚期多重性)可能发生的行为变化。
{"title":"Designing effective assessments in economics courses: Guiding principles","authors":"Gina C. Pieters","doi":"10.1080/00220485.2023.2265941","DOIUrl":"https://doi.org/10.1080/00220485.2023.2265941","url":null,"abstract":"AbstractUsed correctly, assessments play a vital role in the success of a course: they provide valuable feedback to students regarding their knowledge gaps, encourage deeper understanding of the material, help students to develop critical thinking, and guide students to accomplish a course’s learning goals. They also provide a signal to future employers, graduate programs, or future course instructors about the quality of a student’s understanding of the material. Used incorrectly, assessments likely achieve none of these. To avoid the latter outcome, this article’s author helps new instructors by (1) summarizing pedagogical theory of sound assessment design, (2) applying it to assessment design in economics courses, and (3) assembling examples of assessments from the economics literature for instructors who may wish to experiment with different assignments.Keywords: Assessmentscritical thinkingeconomicsgradingpedagogyJEL CODES: A2A20A22 AcknowledgmentsThe author thanks Chris Clapp, Joe Hardwick, Nazanin Khazra, Hyunmin Park, and the members and participants of the 2022 AEA session “If You Only Had Two Hours—Best Advice for New Instructors of Economics” for their insightful comments and perspectives on early drafts of this article.Disclosure statementNo potential conflict of interest was reported by the author.Notes1 The original Perry framework in Perry et al. (Citation1968) and Perry (Citation1970) developed nine positions to organize relationships between students and their understanding of knowledge, solutions, and authority (“the instructor” in this article) based on the male undergraduate Harvard students. Belenky et al. (Citation1986) refined the Perry framework into the “Women’s Way of Knowing” framework (WWK) by placing the nine positions into four aggregated levels and adding a level of complete disconnect from knowledge (“silence”), resulting from their studies incorporating women of a variety of ages (16–60), educational history, socio-economic class, and ethnicity. This article presents the hybrid of the two frameworks, WWK + Perry, which merges the two frameworks (“levels” and “positions”) and interprets them in the context of a standard economics class environment (table 2). The WWK model is helpful in the simplicity of having only four levels encountered in higher education settings (individuals in level zero don’t seek higher education) and is helpful as the starting point for a new instructor trying to determine their students’ critical thinking development. However, the granularity of the Perry model can help further hone interventions and highlights the variation of behavior possible even within a level (early multiplicity and late multiplicity, for example).","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135801435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.1080/00220485.2023.2261926
Tisha L. N. Emerson, KimMarie McGoldrick, Scott P. Simkins
AbstractThis article’s authors use student transcript data to identify differences in the study of economics among Black students at HBCUs and PWIs. The data show that a higher fraction of Black students at HBCUs initially intend to study economics, relative to those at PWIs (4.0% vs. 1.3% of micro principles enrollees) and persist in the major (9.4% vs. 3.8%). Logit analysis suggests that (1) academically stronger Black students are less likely to persist to an economics degree at both institution types and (2) Black female students at HBCUs are as equally likely to persist to a degree in economics as their male counterparts while those at PWIs are less likely to persist. Additional research is needed to determine the causal factors responsible for these outcomes.Keywords: Economics educationHBCUprinciples of economicsPWIstudent achievementJEL CODE: A2 Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The study began in 2015 and follows a cohort of freshmen through graduation at 20 treatment schools and at least 30 control schools.2 Both Bayer and Wilcox (Citation2017) and Bayer and Rouse (Citation2016) provide research evidence on “why economists should care about diversity,” including fairness, broadened views of economic policy outcomes, and higher quality research. Former Federal Reserve Chair Janet Yellen (see Yellen [Citation2014] and Chaney [Citation2018]) has similarly emphasized the value of diversity in the discipline and the Fed’s commitment to promoting diversity in the profession.3 Studies discussed here were part of a 2021 ASSA session entitled “Increasing Diversity in Economics: From Students to Professors.”4 See appendix A for a description of Historically Black Colleges and Universities (HBCUs). Hispanic-Serving Institutions (HSIs) are defined by the U.S. Department of Education as an institution of higher education that meets particular eligibility criteria and “has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application” (U.S. Department of Education Citationn.d.)5 Clewell, de Cohen, and Tsui (Citation2010) examine the role that the NSF’s HBCU-UP (Historically Black Colleges and Universities Undergraduate Program) grant program has played in building institutional capacity at HBCUs to educate STEM students. In particular, they note the “success of these institutions (HBCUs) in creating a nurturing environment that fosters psychosocial health among African American students, resulting in their satisfaction with and integration into the academic environment” (p. 7).6 While we focus on HBCUs in this study, data in Sharpe and Swinton (Citation2018) illustrate that HSIs also have grown in importance as producers of baccalaureate degrees in economics for Blacks in the last two decades. In 2006, the number of Blacks earning undergraduate economics degrees at HBCUs was mor
{"title":"The study of economics at HBCUs and PWIs","authors":"Tisha L. N. Emerson, KimMarie McGoldrick, Scott P. Simkins","doi":"10.1080/00220485.2023.2261926","DOIUrl":"https://doi.org/10.1080/00220485.2023.2261926","url":null,"abstract":"AbstractThis article’s authors use student transcript data to identify differences in the study of economics among Black students at HBCUs and PWIs. The data show that a higher fraction of Black students at HBCUs initially intend to study economics, relative to those at PWIs (4.0% vs. 1.3% of micro principles enrollees) and persist in the major (9.4% vs. 3.8%). Logit analysis suggests that (1) academically stronger Black students are less likely to persist to an economics degree at both institution types and (2) Black female students at HBCUs are as equally likely to persist to a degree in economics as their male counterparts while those at PWIs are less likely to persist. Additional research is needed to determine the causal factors responsible for these outcomes.Keywords: Economics educationHBCUprinciples of economicsPWIstudent achievementJEL CODE: A2 Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The study began in 2015 and follows a cohort of freshmen through graduation at 20 treatment schools and at least 30 control schools.2 Both Bayer and Wilcox (Citation2017) and Bayer and Rouse (Citation2016) provide research evidence on “why economists should care about diversity,” including fairness, broadened views of economic policy outcomes, and higher quality research. Former Federal Reserve Chair Janet Yellen (see Yellen [Citation2014] and Chaney [Citation2018]) has similarly emphasized the value of diversity in the discipline and the Fed’s commitment to promoting diversity in the profession.3 Studies discussed here were part of a 2021 ASSA session entitled “Increasing Diversity in Economics: From Students to Professors.”4 See appendix A for a description of Historically Black Colleges and Universities (HBCUs). Hispanic-Serving Institutions (HSIs) are defined by the U.S. Department of Education as an institution of higher education that meets particular eligibility criteria and “has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application” (U.S. Department of Education Citationn.d.)5 Clewell, de Cohen, and Tsui (Citation2010) examine the role that the NSF’s HBCU-UP (Historically Black Colleges and Universities Undergraduate Program) grant program has played in building institutional capacity at HBCUs to educate STEM students. In particular, they note the “success of these institutions (HBCUs) in creating a nurturing environment that fosters psychosocial health among African American students, resulting in their satisfaction with and integration into the academic environment” (p. 7).6 While we focus on HBCUs in this study, data in Sharpe and Swinton (Citation2018) illustrate that HSIs also have grown in importance as producers of baccalaureate degrees in economics for Blacks in the last two decades. In 2006, the number of Blacks earning undergraduate economics degrees at HBCUs was mor","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/00220485.2023.2258876
Mary Lopez, Kirsten Wandschneider
AbstractThe authors of this article demonstrate best practices for creating belonging in economics, which allows diverse students to feel respected and accepted within the discipline. Opportunities to connect with economics allow students to understand and be empowered by the value they add to the classroom. The suggested practices thus include providing students with ample opportunities to apply their economics knowledge to their own personal experiences and giving them the support that sustains interest in and a connection with economics. Introductory classroom practices that are most useful for new instructors of economics (Level I activities) are presented, followed by a discussion of the various ways that new instructors can build out these practices in future iterations of their courses (Level II activities).Keywords: Belongingbest practicesmarginalized studentsJEL CODES: A2A22 Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 See the 2020 Report of the Committee on the Status of Women in the Economics Profession found at https://www.aeaweb.org/content/file?id=13749.2 See Appendix Table 4 in the 2020 Report of the Committee on the Status of Minority Groups in the Economics Profession found at https://www.aeaweb.org/content/file?id=13728.3 Ibid.4 For example, the UWE (https://scholar.harvard.edu/goldin/UWE), the EDUCATE workshop (https://www.aeaweb.org/about-aea/committees/economic-education/educate-workshop) organized by the Committee on Economic Education, the University of Chicago’s Expanding Diversity in Economics (https://bfi.uchicago.edu/ede/) undergraduate summer program, the American Economic Association’s (AEA) department seed grants (https://www.aeaweb.org/about-aea/committees/csmgep/diversity-initiatives/dept-seed-grants) for innovation in diversity and inclusion, the AEA’s best practices (https://www.aeaweb.org/resources/best-practices) for creating a more diverse and inclusive profession (Bayer et al. Citation2019), Research In Color (https://www.researchincolor.org/), the Sadie Collective (https://www.sadiecollective.org/), the AEA’s Committee on Equity, Diversity and Professional Conduct (https://www.aeaweb.org/about-aea/committees/equity-diversity-professional-conduct), and the Committee on the Status of the LGBTQ + Individuals in the Economics Profession (https://www.aeaweb.org/about-aea/committees/aealgbtq).5 The ASSETS (Aspiring Scholars Studying Economics to Succeed) program was designed as a first-year learning community, where a cohort of students were concurrently enrolled in the Economics Department’s yearlong introductory sequence and the College’s yearlong first-year writing sequence. See Lopez, Ma, and Wandschneider (Citation2023) for details on the program and its effect on student outcomes.6 The American Economic Association compiles an extensive list of resources and best practices at Diversifying Economics Quality (https://diversifyingecon.org/).7 The authors state that
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Pub Date : 2023-09-13DOI: 10.1080/00220485.2023.2254756
Jennifer Imazeki
Effective communication is at the heart of good teaching, and one of the central tenets of effective communication is to know your audience. What often gets less attention is the need for good teachers to know themselves and consider how they are the same, or different from, their students. To build supportive relationships with students, instructors must be aware of the beliefs and assumptions they carry into the classroom because those beliefs inevitably influence virtually every pedagogical choice that instructors make. The author of this article provides advice and resources for new instructors to interrogate the beliefs they hold about their students, about teaching, and about their own identity as an economics instructor, and includes discussion of how these beliefs may manifest in pedagogical choices.
{"title":"New instructor identity: Knowing yourself and knowing your audience","authors":"Jennifer Imazeki","doi":"10.1080/00220485.2023.2254756","DOIUrl":"https://doi.org/10.1080/00220485.2023.2254756","url":null,"abstract":"Effective communication is at the heart of good teaching, and one of the central tenets of effective communication is to know your audience. What often gets less attention is the need for good teachers to know themselves and consider how they are the same, or different from, their students. To build supportive relationships with students, instructors must be aware of the beliefs and assumptions they carry into the classroom because those beliefs inevitably influence virtually every pedagogical choice that instructors make. The author of this article provides advice and resources for new instructors to interrogate the beliefs they hold about their students, about teaching, and about their own identity as an economics instructor, and includes discussion of how these beliefs may manifest in pedagogical choices.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135742255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1080/00220485.2023.2246238
KimMarie McGoldrick, Sam Allgood
"Editorial statistics." The Journal of Economic Education, ahead-of-print(ahead-of-print), p. 1
“编辑统计。”《经济教育杂志》，印刷前，第1页
{"title":"Editorial statistics","authors":"KimMarie McGoldrick, Sam Allgood","doi":"10.1080/00220485.2023.2246238","DOIUrl":"https://doi.org/10.1080/00220485.2023.2246238","url":null,"abstract":"\"Editorial statistics.\" The Journal of Economic Education, ahead-of-print(ahead-of-print), p. 1","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135465757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-15DOI: 10.15294/jeec.v9i1.36774
A. Arman, B. Purwandaya, A. Saefuddin
Education is the basic capital to create quality economic growth. Skillful and competitive human resources are a source of basic capital to create religious industrial technological innovation in order to support quality economic growth. This study aims to (1) analyze the relationship between education and growth in Indonesia and (2) compile a formulation of education policy as an important driving factor in long-term growth. The observation units analyzed were 33 provinces in Indonesia in the period 2013-2015. The data is then analyzed using the Data Analysis Panel approach. The results showed that the level of prosperity and prosperity was positively correlated with regional economic growth. This shows that the more qualified human development and increasing prosperity, the better economic growth in the region. Furthermore, the better the quality of education, the better economic growth. This result is inversely proportional to the large number of universities where the number of tertiary institutions does not have an influence on regional economic growth. This shows that the number of universities does not have a positive effect if it is not balanced with the number of qualified lecturers.
{"title":"The Impact of Quality of Education and Higher Education on Economic Growth","authors":"A. Arman, B. Purwandaya, A. Saefuddin","doi":"10.15294/jeec.v9i1.36774","DOIUrl":"https://doi.org/10.15294/jeec.v9i1.36774","url":null,"abstract":"Education is the basic capital to create quality economic growth. Skillful and competitive human resources are a source of basic capital to create religious industrial technological innovation in order to support quality economic growth. This study aims to (1) analyze the relationship between education and growth in Indonesia and (2) compile a formulation of education policy as an important driving factor in long-term growth. The observation units analyzed were 33 provinces in Indonesia in the period 2013-2015. The data is then analyzed using the Data Analysis Panel approach. The results showed that the level of prosperity and prosperity was positively correlated with regional economic growth. This shows that the more qualified human development and increasing prosperity, the better economic growth in the region. Furthermore, the better the quality of education, the better economic growth. This result is inversely proportional to the large number of universities where the number of tertiary institutions does not have an influence on regional economic growth. This shows that the number of universities does not have a positive effect if it is not balanced with the number of qualified lecturers.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"32 1","pages":"64-70"},"PeriodicalIF":0.9,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81326722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-05DOI: 10.15294/jeec.v9i1.38671
Achyarnis Lilik Andrietya, A. Pujiati, A. Setyadharma
This study aimed to assess whether there is influence between HDI, GRDP, Unemployment, Investment and Dummy (mainstay and not mainstay areas) on Poverty in Central Java. Based on data from BPS, poverty in Central Java Province in 2013-2018 are in number 2 after DI Yogyakarta in Java. This research use panel data with a Fixed Effect Model (FEM) approach. Sources of data obtained from the Central Statistics Agency and the Directorate General of Indonesian Financial Balance. The results showed that the variable HDI, GRDP and investment had a negative and significant effect on poverty in Central Java Province. While the Unemployment and Dummy variables (mainstay and non-mainstay areas) have a negative and not significant effect on poverty in Central Java Province. Simultaneously, shows that the overall independent variable can show its effect on poverty. The coefficient of determination R2 of 0.9899 which means 98.99 percent of poverty can be explained by the independent variable. While the remaining 1.01 percent is explained by variables outside the model.
{"title":"Determinants of Poverty in Central Java Province 2013-2018","authors":"Achyarnis Lilik Andrietya, A. Pujiati, A. Setyadharma","doi":"10.15294/jeec.v9i1.38671","DOIUrl":"https://doi.org/10.15294/jeec.v9i1.38671","url":null,"abstract":"This study aimed to assess whether there is influence between HDI, GRDP, Unemployment, Investment and Dummy (mainstay and not mainstay areas) on Poverty in Central Java. Based on data from BPS, poverty in Central Java Province in 2013-2018 are in number 2 after DI Yogyakarta in Java. This research use panel data with a Fixed Effect Model (FEM) approach. Sources of data obtained from the Central Statistics Agency and the Directorate General of Indonesian Financial Balance. The results showed that the variable HDI, GRDP and investment had a negative and significant effect on poverty in Central Java Province. While the Unemployment and Dummy variables (mainstay and non-mainstay areas) have a negative and not significant effect on poverty in Central Java Province. Simultaneously, shows that the overall independent variable can show its effect on poverty. The coefficient of determination R2 of 0.9899 which means 98.99 percent of poverty can be explained by the independent variable. While the remaining 1.01 percent is explained by variables outside the model.","PeriodicalId":51564,"journal":{"name":"Journal of Economic Education","volume":"90 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83542412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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