Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research

The authors of this article describe an empirical research project as a component of an upper-level undergraduate economics writing-in-the-discipline course, thus aiming to reduce the high fixed costs associated with designing an empirical research project assignment and encourage more undergraduate economics research. This project is central to the course structure and has a dual-purpose: to teach students economics writing conventions and reproducible empirical research methods. The authors present a sequenced project design and replication documentation protocol and posit that this promotes student learning and leads to improvements in organization and coherence throughout the entire research and writing process. As an essential element of the course, students learn to do econometrics through effective writing, data management, and empirical analysis.     

Using Field Experiments to Change the Template of How We Teach Economics

In this article, the author explains why field experiments can improve what we teach and how we teach economics. Economists no longer operate as passive observers of economic phenomena. Instead, they participate actively in the research process by collecting data from field experiments to investigate the economics of everyday life. This change can be shown to students by presenting them with evidence from field experiments. Field experiments related to factor markets, behavioral economics, and discrimination are presented to explain how this approach works across different economic content. The three questions that are highlighted are the following: (1) Why do women get paid less than men in labor markets? (2) How can we use behavioral economics to motivate teachers? (3) What seven words can end third-degree price discrimination?     

The economics of online dating: A course in economic modeling

The author discusses the development of a unique course, The Economics of Online Dating. The course is an upper-level undergraduate course that combines intensive discussion, peer review, and economic theory to teach modeling skills to undergraduates. The course uses the framework of “online dating,” interpreted broadly, as a point of entry, via Paul Oyer's popular economics book Everything I Ever Needed to Know about Economics I Learned from Online Dating. The author then explores an approach to teaching students how to not just solve models, but to create economic models from abstract ideas. This approach to teaching modeling is supported by Albert Bandura's work on self-efficacy as a bedrock pedagogical principle.     

Qui docet discit

Academic economists play many roles; researchers, policy advisor, teacher, etc. While each of these roles is important for the career advancement of an economist, the most important role of academic economists is teaching future citizen economists. It is incumbent upon economists qua teacher to prepare them to make sense of the world they will inhabit. We must, therefore, not teach economics, at least at the introductory level, as if it is the first course on the way to a Ph.D., but as if it is the last class the students will ever take in economics. A consistently subjectivist economics is the best way to teach future citizen economists. When students understand economics as something that helps them make sense of the world, rather than a course in applied mathematics, they will be better citizen economists less likely to fall prey to those selling them free lunches.     

Journal Articles of Interest from Other Disciplines

The authors describe the present state of economic education in Japan. There is a larger number of undergraduate students who major in economics, but their purpose of studying economics and their economic literacy differ. Precollege economic education is regulated by the course of study and limited by the poor ability of teachers to teach the economics content.     

Pretesting students to improve teaching and learning

The focus of this paper is on developing ways to evaluate teaching performance on a regular basis as a means of improving teaching effectiveness and increasing student learning in the classroom. In particular, this paper shows how an instructor-developed pretest, when given at the start of an introductory economics course as part of a pre- and post-test strategy, can be used as a diagnostic and developmental tool for instructors to assess and improve teaching effectiveness. Evidence of students' deficiencies in basic economic and math or graphing skills has led to making changes in content and delivery to increase students' chances of success in the economics course. In addition, pre- and post-test results can be used to determine which economic concepts are being taught effectively and which areas need improvement.     

Using FRED data to teach price elasticity of demand

In this article, the authors discuss the use of Federal Reserve Economic Data (FRED) statistics to teach the concept of price elasticity of demand in an introduction to economics course. By using real data in its computation, they argue that instructors can create a value-adding context for illustrating and applying a foundational concept in economics. Additionally, this pedagogical strategy contributes to developing an expected proficiency for economics majors related to “interpreting and manipulating data” (Hansen 2009, 2012). The authors provide step-by-step instructions on how to use FRED to compute the price elasticity of demand for motor vehicle fuels and gasoline as well as examples of in-class discussion questions and take-home assignments related to this instructional technique.     

Integrating Applied Field Work into the Undergraduate Economics Curriculum

This article documents the development and implementation of an undergraduate research methods course incorporating field work. Conducted in collaboration between the UW-Eau Claire Department of Economics and local elected officials and county staff in Buffalo County, Wisconsin undergraduate students were assigned the task of developing and presenting initiating a county-wide economic redevelopment strategy during the Spring term 2018. Course specific learning goals included: Hard skills development (software usage, data acquisition and analysis, benchmarking, and survey design) and soft skills development (presentation of sensitive economic information to lay audiences and teamwork). Initial results suggest that field-based coursework improves student learning, student interest in economics, improve local economic performance, and may help to bridge the “Town versus Gown” divide.     

经济思想史学科界定及研究方法的技术性要求

本文从科学方法论视角讨论了经济思想史学科及理论经济学的学科界定和研究方法的技术性要求。经济思想史、经济学说史作为理论经济学分支学科，其研究对象、研究内容及学科界定应有范式框架的识别和限制，以实现分析技术的积累和理论的发展。在研究方法上应遵循科学的认识论和方法论，使经济学理论研究符合公理化、体系化、逻辑化要求。     

Students' persistent preconceptions and learning economic principles

Economic views held by the general public tend to differ significantly from those of economic experts. Would these differences fade away if people were exposed to some economic instruction? In this article, the authors identify college students' preconceptions about economic issues at the beginning of the semester, verify their persistence throughout the semester, and test whether their beliefs are correlated to course performance. The authors conduct a survey at the beginning and end of the semester on a sample of first-year students taking an economic principles course. They find evidence of preconception persistence and reasoning inconsistencies, pointing to some cognitive biases as a plausible cause. Most students do not integrate the newly learned tools into their thinking process, even if they perform well in tests.     

The place of the capability approach within sustainability economics

The connections between the capability approach and sustainability economics have been explored recently. I argue here that for engaging in a more substantive study of those connections, we must first understand the place of the capability approach within the history of economic thought, as a second stage of the revival of classical surplus theory. Once this is clear, we can then use the capability approach in order to specify concepts such as well-being, surplus, scarcity, and sustainable reproduction, which are essential for the development of sustainability economics.     

Teaching (un)sustainability? University sustainability commitments and student experiences of introductory economics

The three largest public universities in British Columbia, Canada have signed the Talloires Declaration, committing themselves to promoting sustainability and creating expectations that they will integrate sustainability across the curriculum in order to improve students' environmental literacy and stewardship. About 40% of North American university students take a mainstream introductory economics course; few of these students take economics at more advanced levels. As such, introductory economics courses are an important vehicle for students to learn economic theory; they have the potential to contribute to the knowledge that students can mobilize to foster sustainability. Interviews were held with 54 students who had recently completed an introductory level mainstream economics course at one of the three universities. Students reported that introductory economics courses place little emphasis on the environment and sustainability, they recalled course content with normative connotations that are problematic from a sustainability perspective and they described how discussion of the limitations of mainstream theory was set aside. Student reports of the insights introductory economics offers into environmental problems imply that these courses are failing to substantively increase students' understanding of sustainability and linkages between the environment and the economy. Findings suggest that current introductory economics curriculum undermines the universities' sustainability commitments.     

Learning to do: Facilitating practice in a large introductory macroeconomics class

Contemporary pedagogy encourages instructors to move away from memorization to teaching the ability to “do economics.” In such an environment, students are taught to apply knowledge of economic measurement, the economic model, and economic policy to analyze current events and policies. In this article, the authors build on existing literature describing independent activities by sharing a set of class exercises and assignments that comprise an entire course. The course discussed in this article is a large enrollment introductory course and presents a novel approach to active learning, adapted to this often-challenging context. The course emphasizes engaging students by encouraging them to practice using macroeconomic tools.     

Contributions to Law and Economics: A Survey of Recent Books

The interaction between law and economics has become an important specialty of the economics discipline. This article reviews several of the important books in this field and the schools of thought they embody. The review provides a useful guide for personal reading in this specialty as well as for course needs.     

Whither the history of economic thought? Going nowhere rather slowly?∗

Abstract

The paper argues that economics is not a perfect selection mechanism that preserves each and every economic idea that is valid and useful and jettisons all ideas that are not. The teleological view of the subject cannot be sustained. Therefore the task of the history of economic thought cannot be limited to the study of the past from the present state of economics. Another important task is to study the present state of economics from the standpoint of past authors in order to see what has been gained and what lost in the course of time. The history of the subject is a treasure trove of ideas. The history of economic thought may play a useful role by preserving valuable ideas which otherwise would fall into oblivion. To foster the subject is therefore also in the interest of general economists.     

Behavioral Objectives and Student Learning Contracts in the Teaching of Economics

The authors present a series of writing assignments that teaches students how to evaluate and critique the written economic work of others. The foundation text is McCloskey's (2000) Economical Writing. The students' dialogues with McCloskey, with each other, and with the authors of the pieces they evaluate sharpen their understanding of, and ability to use, language as an instrument of economic thought. Interviews with former students identify specific benefits from the student perspective of this approach. The authors show how the assignment series can be modified in several ways and how the general approach, as well as the foundation text, can be used in different economics courses.     

Applications of Generative Learning for the Survey of International Economics Course

Generative learning provides students with opportunities to organize course content, integrate new content with students' current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The authors offer categories of generative learning strategies and briefly discuss their merits. They offer ideas for implementing generative strategies into the day-to-day events of an economics course. Although the authors use a survey of international economics course as their example, the ideas in this article could be applied in a variety of economics courses.     

Gordon Tullock and Richard McKenzie. The New World of Economics.

The authors extend the literature on the efficacy of high school economics instruction in two directions. First, they assess how much economic knowledge that California students acquired in their compulsory high school course is retained on their entering college. Second, using as a control group some college students from the state of Washington, where there is no mandate for high school economics instruction, the authors evaluate the impact of California's high school economics mandate on students’ economic literacy when they enter college. The testing instrument is the Test of Economic Literacy (TEL).     

New perspectives on emergence in economics

This article serves as an introduction to the special issue of this Journal on the topic of emergence in economics. After providing a brief explanation of what ‘emergence’ actually is, the article then examines how the concept is used by exponents of various schools of thought in contemporary economics. It then goes on to summarise the contributions to the special issue, all of which explore the nature of emergence in economic life and how the use of notions of emergence can inform and enrich economic analysis.     

The undergraduate economics coursework of elementary and secondary school teachers

Abstract

In this study, the authors analyze the undergraduate economics coursework of U.S. college graduates who became pre-college classroom teachers. The results show that teachers successfully completed on average the equivalent of about half an economics course in their undergraduate coursework. About 6 in 10 teachers earned no course credits in economics. Of teachers certified to teach social studies—the ones most likely to teach economics—40 percent did not take an undergraduate course in economics. The percentages are 19 percent for high school teachers, 48 percent for middle school teachers, and 76 percent for elementary school teachers. High school teachers certified to teach social studies completed an average of only about one and a half economics courses as undergraduates.