Econometrics as a Capstone Course in Economics

The author describes an econometrics capstone course design at a large public university that offers economics degrees in both business (BBA) and liberal arts (BS). The goal of the capstone is to provide a research experience similar to those in the honors college but on the smaller scale of a one-semester course. The revisions for converting an existing course to a capstone, the student activities adopted, and sample outcomes are addressed. The hurdles overcome within the respective colleges in order to create a capstone course are discussed. Summaries of several student projects as well as publication of faculty-mentored student research papers illustrate the viability of econometrics as a capstone course for institutions unable to establish a stand-alone research course for that purpose.     

Doing Economics: Enhancing Skills through a Process-Oriented Senior Research Course

The author describes a senior-level course designed to promote student skills in "acting like economists." Although most departments offer senior-level courses, this one is unique in that it was developed on the basis of learning as opposed to content objectives, assignments are designed to reinforce and further develop research skills through a project of the student's choosing, and it more closely models what it means to "act like an economist" (W. L. Hansen 2006). The author discusses the development of this course and its unique features, the research process followed by students and the outcomes generated, and some of the advantages and disadvantages associated with this form of senior research course.     

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?     

Economics Goes to Hollywood: Using Classic Films and Documentaries to Create an Undergraduate Economics Course

The authors describe an interdisciplinary approach to teaching economics that uses a powerful contemporary medium, the motion picture, to establish the context for teaching elementary economics concepts. The plots and subplots in many films can be used to illustrate problems and issues that are amenable to economic analysis. They suggest how these films can be sequenced to create a general studies course for nonmajors.     

Alternative Ways to Teach and Learn Economics: Writing,Quantitative Reasoning,and Oral Communication

The authors describe an interesting attempt by one university to require of students demonstrated competencies in the areas suggested by the title—writing as freshmen, quantitative reasoning as sophomores and juniors, and oral communication as juniors or seniors. Quantitative measures of the effectiveness of the program are not provided.     

From Rhythm and Blues to Broadway: Using Music to Teach Economics

Although supporting this approach, the author discusses shortcomings and extensions of the original article in this journal.     

Using Art (Paintings,Drawings, and Engravings) to Teach Economics

The authors provide a brief review of how economists have dealt with art in their research and more popular writings, and then consider the case that has been made for using art and other visual materials in general education and—in very few cases—to teach economics. A new Web site on Art and Economics is introduced that makes it easier for economics instructors to find and use art with their students. They discuss several different ways of using the art in classes, and provide a table with over 50 paintings from the Introduction slide show at the Web site to illustrate the range of economic concepts and issues that can be taught with art.     

Using Empirical Point Elasticities to Teach Tax Incidence

Using point elasticities rather than using either arc elasticities or slopes of demand and supply curves provides the best method for teaching students about the economic impacts of excise taxes. Not only does a point-elasticity approach simplify theoretical analysis of tax impacts, but it also allows instructors to take advantage of publicly available empirical estimates of demand and supply elasticities to show students how theoretical results can be applied to real-world tax policy issues. To illustrate these advantages, the authors use several available estimates of point elasticities of demand and supply of raw sugar to calculate the economic impacts of a recently proposed penny-per-pound tax on raw cane sugar grown in the Florida Everglades.     

A Simple Model to Teach Business Cycle Macroeconomics for Emerging Market and Developing Economies

The canonical neoclassical model is insufficient to understand business cycle fluctuations in emerging market and developing economies. The author reformulates the model proposed by Aguiar and Gopinath (2007 Ahumada, I., and F. Butler. 2009. La enseñanza de la economía en México. Working Paper 672. Washington, DC: Inter-American Development Bank, Research Department. [Google Scholar]) in a simple setting that can be used to teach business cycle macroeconomics for emerging market and developing economies at the undergraduate level. The simplified model is employed for qualitatively explaining facts such as the highly countercyclicality of the trade balance and the higher volatility of output and consumption compared with those observed in advanced countries.     

Using the Consumer Expenditure Survey to Teach Poverty Measurement

Poverty measurement is often controversial, but good public policy relies crucially on a broadly supported and understood poverty measure. In 2010, the U.S. Census Bureau announced it would begin regular reporting of a new supplemental poverty measure in October 2011. The present article provides background information for a student exercise (available, on request, from the author) on alternative poverty measurement techniques. The exercise allows students to use current data from the Consumer Expenditure Survey (available through the Bureau of Labor Statistics at http://www.bls.gov/cex/; U.S. Department of Labor 2010 U.S. Bureau of the Census. 2011. Developing a Supplemental Poverty Measure Federal Register. May 26, Vol. 75, No. 101, http://edocket.access.gpo.gov/2010/pdf/2010-12628.pdf (accessed May 15, 2011) [Google Scholar]) and other sources to calculate and compare several absolute and relative poverty thresholds. The exercise invites students to draw their own conclusions about the pros and cons of different measures, including the new supplemental measure. Data sources are easily updated as new information becomes available.     

Teaching Economics to Undergraduates in Europe: Volume,Structure, and Contents

The structure and contents of undergraduate programs in economics and management sciences differ among the major European universities. Based on analyses of curriculums, course syllabuses, and adopted textbooks, the author looks at how much time is spent in pertinent programs, how time is allocated among different courses within programs, what common thematic denominators exist, and finally and most importantly, whether and in what way content taught in micro and macro courses differs. Based on examinations of how the coverage in major textbooks has evolved through successive editions, he also looks for trends and cycles in what is taught in undergraduate micro and macroeconomics.     

A Historical Note on the Use of Fiction to Teach Principles of Economics

The use of the novel to teach economics is traced back from its contemporary form to the early nineteenth century. The degree of economic sophistication in the earliest books is particularly impressive.     

Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how instructors can use Classroom Response Systems (clickers) to promote engagement in the Principles course. He draws heavily on his own experience in teaching a one semester Principles course at the University of North Carolina at Chapel Hill but also reports on how others have used clickers to promote engagement. He concludes with evidence that students find clickers very beneficial and with an assessment of the costs and benefits of adopting a clicker system.     

论GIS在社会经济领域中的运用

地理信息系统是一种新兴的技术工具,它不仅被应用在现代测绘、军事国防、野外数据采集等自然科学方面,而且被广泛应用在社会经济领域中,在管理和决策中具有重要的作用.随着人类获取空间数据能力的不断提高和信息技术的发展,地理信息系统的应用将提升到一个新的深度和广度,它将在国民经济信息化中发挥重要的作用.本文介绍地理信息系统的基本概念及其在经济、管理、法律等领域中的应用实例,着重强调在社会经济领域中开展地理信息系统应用研究的意义.     

Father Knows Best: Using Adam Smith to Teach Transactions Costs

Adam Smith's moral philosophy can be used to introduce economics students to the important idea of transactions costs. The author provides a brief background in this article to Smith's moral philosophy and connects it to the costs of transacting in a way that fits easily into the standard principles of microeconomics classroom. By doing so, instructors can also demonstrate to students that there are connections between ethical behavior and market outcomes.     

Using Hicksian Surplus Measures to Examine Consistency of Individual Preferences: Evidence from a Field Experiment

This paper pits neoclassical theory against prospect theory by investigating several clean tests of the competing hypotheses. Consistent with previous work, the field experimental data suggest that prospect theory adequately organizes behavior among inexperienced consumers, whereas consumers with intense market experience behave largely in accordance with neoclassical predictions. The data indicate that the convergence in values occurs entirely because of lower Hicksian equivalent surplus values.     

融资制度绩效的信息经济学分析

融资机制的运行效率是一个国家保持经济持续增长的一个制度性基础。由于信息不对称现象的普遍存在,它所引起的逆向选择和道德风险,降低了融资绩效。因此,判断直接融资和间接融资的孰优孰劣及其适用性,关键在于这种融资制度能否有效减少信息的不对称程度,进而促进金融体系的有效性。一般而言,直接融资要求的信息充分程度较高,发展中国家具有发展间接融资的相对优势,应重视培育有效的银行体系,充分发挥商业银行的金融中介作用。