Keith Robinson and Robert Wilson,eds. Extending Economics Within the Curriculum.

Sussman examines the effectiveness of a personalized system of instruction in an introductory course in economics and suggests that personalized instruction may be a viable alternative to the teacher-dominated lecture system widely used in teaching the first course. The results of the author's small scale study may encourage others to experiment with this little-used method of instruction.     

Leveraging the power of experiential learning to achieve higher-order proficiencies

Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with “required” reflection exercises that are often perceived as taking time away from economic instruction. This article contributes to the existing literature by introducing a reflection mechanism based on programmatically appropriate project-management reports. This approach not only links experience and course content, essential elements of service-learning best-practice, but also facilitates the successful management of a complex project, thereby contributing to the development of higher-order proficiencies.     

Why it Pays to Major in Economics

In this article, the authors use a large, recent, and accessible data set to examine the effect of economics major on individual earnings. They find a significant positive earnings gain for economics majors relative to other majors, and this advantage increases with the level of education. Their findings are consistent with Black, Sanders, and Taylor (2003), documenting that about two-thirds of the bachelor's degree premium for economics majors can be attributed to the type of job economics majors perform, and about one-third is a premium that economics majors earn over other workers within the same job.     

Some Evidence on the Value of Instructors in Teaching Economic Principles

Using data collected from three universities, the authors of this article attempt to show that student attitude is “an important dimension of learning” and that the quality of instruction is indeed associated with attitude. The attitude referred to here is that of student opinions toward economics (as measured by Karstensson's “Questionnaire on Student Attitude Toward Economics”) rather than opinions on economic issues. Posttest scores on the TUCE and the attitude instrument were the dependent variables, while scores on the TUCE pretest, ACT scores, sex, major field, economics background, university attended, and quality of instruction were used as independent variables.     

Annual Index

The author of this article expands the background theory of voting to incorporate the undergraduate majors of members of Congress. Examining nine votes on trade across the 109th and 110th Congresses reveals that economics majors are the only category of college major to vote in favor of free trade in a predictable way. Controls for a variety of factors including ideology, race, campaign contributions, and the inclusion of votes specifically on Cuba fail to diminish the effect. While economics majors are more likely to take a free trade position, not every vote that presupposes a free trade outcome is supported by economics majors. On the issue of sugar subsidies, being an economics major does not influence the direction of a congressional member's vote.     

HeadsUp! Econ: Making exam review sessions fun and effective

Abstract

In this article, the authors describe an innovative charades-based educational game, HeadsUp! Econ, and its use for effective economics instruction. Results of a self-assessment survey of students demonstrate that implementing HeadsUp! Econ as an active learning game provides students opportunities to: (1) practice identifying which concepts are important, (2) practice recalling and understanding those concepts), (3) learn a new way to approach studying rooted in effective learning evidence, (4) compare their learning progress and preparation with their peers, and (5) engage with economics in a shared, fun and positive way. The authors provide suggested best practices and sample materials for instructor use of HeadsUp! Econ, and a review of recommendations for best-practices in using educational games.     

A Survey of Textbooks for Industrial Organization and Public Policy

All teachers of economics will be interested in the author's dissection of the industrial organization course into its components. Teachers of this specialty will find this survey particularly useful for its examination of how the major texts treat each of the components.     

Overhead Capital: A Study in Development Economics

Veblen's and Commons's contributions are outlined and related to the approaches to economics and political actions over the years of the author. Commons's philosophy and pragmatic contribution to economic and political institutions in order to help create decent living conditions for wage-earners within capitalism are reflected in the author's rethink in the late 1970s of what was possible for a social democratic government in Australia to achieve. The implication of John Kenneth Galbraith's example and writings on the war in Vietnam are linked to the author's actions in Australia during Australia's involvement in the war. The relevance of Veblen's damning critique of J.B. Clark's views on capital theory for the arguments of the Cambridge - Cambridge controversies in capital theory of the 1950s-1970s, first noted by Joan Robinson, are set out. Veblen's biting analyses of the nature of capitalism in his major writings are argued to be even more relevant now for the modern world of haves, have nots and have lots.     

A Preliminary Report on the Efficiency of Introductory Economics Courses

This article is the first report of a project in which the efficiency of the introductory economics course at Queen's University in Canada is being examined. Finding that the TUCE “relies too heavily on a knowledge of U.S. institutions,” Crowley and Wilton assembled a set of questions from several sources (including TUCE items adapted to the Canadian situation). Taking into account the student's initial understanding of economics, sex, major field, student year, the instructor's ability to arouse and maintain interest, and the amount of time spent on the course, the authors employ a regression model with student score on the posttest as the dependent variable. Their findings, although preliminary, add to the growing body of research on the introductory course and suggest some interesting possibilities. Among these possibilities is the fact that some “natural” learning may occur among students not exposed to a formal economics course.     

Implementing Hansen's Proficiencies

The authors describe the framework their department has adopted to incorporate the attainment of Hansen's (1986) proficiencies into the curriculum. Major changes include the identification of tools students should be able to use to complete specific activities, significant changes in prerequisites for upper-division courses, and the development of a capstone experience designed to bring together the various tools the student has been introduced to as he or she proceeds through the major. They believe that the design characteristics of their capstone experience promote the achievement of Hansen's proficiencies, and the framework described here could be easily adopted by other departments.     

Large-Class Retention: The Effects of Method in Macroeconomics

This article deals with some of the same questions addressed by Kohen and Kipps in their article in this issue. There were important differences, however, in the approach to teaching economics; and these authors focus on some aspects of the retention issue not dealt with by the others. Class size was considered by Craig, O'Neill, and Elfner; and student attitude toward economics was also taken into account. Teachers who are interested in the lasting effects of economics instruction will want to study both articles very carefully.     

The Principles of Economics Course: A Historical Perspective

The author's research provides an amusing and thoughtful account of what has happened to the teaching of the beginning course in economics over the past century and should cause the profession to reflect upon what is known for sure about the relative effectiveness of various methods of presenting the subject to students. As one example, what is the role of close personal contact between teacher and student (as indicated by class size) in providing a favorable environment for learning the art and/or the science of economics?     

Integrating econometrics: A modern undergraduate economics capstone experience

Angrist and Pischke (2017) call for a pedagogical paradigm shift by pointing out that econometrics courses often do not align with modern empirical approaches employed by economists. This article's authors propose a modern capstone experience, designed to address these concerns by integrating econometrics into the traditional capstone approach. They couple a full econometrics course with a traditional capstone course by weaving a cohesive econometrics-heavy research paper through the two courses. They feel this approach addresses the lack of econometrics skills among economics majors while simultaneously making some necessary improvements to undergraduate econometrics content. They hope this article will be a valuable resource for programs changing course requirements or revamping their curriculum to better fit the increasing demand for data analysis skills in the job market.     

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).     

A Student Learning Inventory for Economics Based on the Students' Experience of Learning: A Preliminary Study

The authors present the initial development of a student learning inventory (SLI) that is specific to economics. This approach, which is based on the student experience of learning (SEL) literature, emphasizes aspects of prior knowledge in the learning history of entering first-year students. Preliminary insights from a first SLI suggest that on entry to university, students show considerable variation in their perceptions of what economics is and what economists do. From the SEL perspective, such variation affects student learning. It is argued that continued development of an economic-specific SLI may result in a better understanding of students' learning engagement with economics and ultimately assist instructors in better understanding student learning difficulties and increase student success in first-year economics.     

Schutz,Machlup and rational economic man: some problems for economic imperialism?

Starting from a question posed by Schutz's ‘postulate of adequacy’, and its enndorsement by Machlup, the author asks what constraints there should be in the representation of human action in our models, given that it is our action that is being represented. He argues that metholdological individualism has, historically, been interpreted in two different ways: as leading to subjectivism or to mamimization approaches which exhibit little interest in the specific content of people's motivation. The author suggests that the latter should be seen as a special case of the former, which there is a rationale for adopting only in distinctive circumstances. ‘Economic imperialism’, however, typically extends the latter approach without regard to the presence of the factors which legitimate its use within economics. The paper also contains some more general argument concerning how subjectivism may be combined with realism, and a comparison of the author's conclusions with those of Machlup.     

The Economic Emergence of Women: Bergmann's Six Commitments

I suggest in this essay that Barbara Bergmann's approach to the economics of women is characterized by six striking dimensions, or what I call 'commitments', namely: (1) a willingness to incorporate values into her analysis openly; (2) a commitment to applied economics - economic analysis that supports policy change that will improve women's and children's lives; (3) a commitment to empirical economics, i.e. to data collection and data-based analysis; (4) a commitment to communication with the public; (5) a commitment to the truth even if it challenges convenient orthodoxy; (6) a commitment to focus on how change can occur - to be positive not defeatist. A review of these six commitments, I demonstrate, reveals that they are held together by the first one, her willingness to incorporate values into her scholarly work openly.     

The Committee on Economic Education: Its Effect on the Introductory Course and Women in Economics

The percentage of women economics majors has stagnated for decades. This is creating a bottleneck in the pipeline of female economists. The Committee on Economic Education (CEE) of the American Economic Association (AEA) is charged with fostering economic understanding and effective teaching. An examination of its structure, membership and activities over the past 35 years, however, suggests that it has narrowed the scope of economic ideas presented in introductory economics and has not convinced instructors of the benefits of a more active learning environment. The task of engaging students in the search for greater knowledge has largely been left to heterodox “visionaries,” members of the profession who have tried to find ways to make economics courses more interesting and inviting to all students, and especially to under-represented groups. We conclude that the CEE’s membership and structure contribute to the small percentage of the increasingly female undergraduate population who major in economics.     

An Alternative View of Citation Patterns of Quantitative Literature Cited by Business and Economic Researchers

Using nationally representative data, the authors examine the effects of preprofessional education on the earnings of lawyers. They specify and estimate a statistical earnings function on the basis of well-established theory and principles. Along with standard control variables, categorical variables are included to represent graduate degrees in addition to the law degree and an assortment of undergraduate major fields. Holding a Ph.D. or M.B.A. degree, with the law degree, is associated with significantly higher earnings in some sectors. Lawyers with undergraduate training in economics earn more than other lawyers, ceteris paribus, and economics is the only undergraduate field associated with earnings that differ significantly. The available evidence supports the hypothesis that economics training increases a lawyer's human capital compared with other undergraduate majors.     

Enhancing the teaching of introductory economics with a team-based,multi-section competition

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic tools and theories to comprehensively examine the topics. Students present their analyses in their own sections with one team from each section moving on to compete in an inter-section round. Students are judged on technicality, creativity, and applicability of economic concepts. The competition has the potential to advance students' creativity, collaboration, communication, and critical and analytical thinking skills, while enhancing their ability to apply foundational economic concepts to real-world settings.