A Non-Graphical Approach to Teaching Utility/Choice Theory in Undergraduate Economics Courses

2004 ◽  
Author(s):  
Mickey A. Hepner
Keyword(s):  
Choice Theory ◽  
Graphical Approach ◽  
Undergraduate Economics ◽  
Approach To Teaching ◽  
Economics Courses

School, Department, and Instructor Determinants of Assessment Methods in Undergraduate Economics Courses

2011 ◽  
Vol 38 (3) ◽  
pp. 381-400 ◽  
Author(s):  
Georg Schaur ◽  
Michael Watts ◽  
William E Becker
Keyword(s):  
Assessment Methods ◽  
Undergraduate Economics ◽  
Economics Courses

scholarly journals Combating the Stress of an Urgent Move to Remote Learning Caused by the COVID Pandemic

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Alina M. Zapalska ◽  
Christopher LaMonica ◽  
Stephen Hart
Keyword(s):  
Online Education ◽  
Teaching Effectiveness ◽  
University Education ◽  
Learning Mechanisms ◽  
On Line ◽  
Undergraduate Economics ◽  
Economics Courses ◽  
First Time ◽  
Academic Year ◽  
Remote Learning

Remote learning became the primary venue for university education throughout the world during the COVID-19 pandemic. While some academic institutions already had remote learning mechanisms in place by design, many higher education institutions – along with faculty and students – had to adapt to virtual or online education for the first time, while school was in session, in spring 2020. The continued effort to improve on-line pedagogy during the 2020-21 academic year suggests new pedagogical norms are now being established, with longer term implications for educators and students alike. In this paper, the authors explore different technologies used in the “classroom” and observed impacts on teaching effectiveness, particularly as they relate to an undergraduate economics course. The authors find that while it is challenging to replicate the in-person class experience, basic economics courses can be effectively taught in a remove environment by leveraging technology.

Ethics and Learning in Undergraduate Economics Education

2014 ◽  
pp. 713-734
Author(s):  
Robert F. Garnett
Keyword(s):  
Academic Freedom ◽  
Liberal Education ◽  
Reflective Judgment ◽  
Dual Role ◽  
Economics Education ◽  
Education Outcomes ◽  
Undergraduate Economics ◽  
Economics Courses ◽  
Epistemic Asymmetry

To address the epistemic asymmetry and insufficiency that characterize the role of the undergraduate economics educator, the author advocates (pace DeMartino 2011) an ethical turn in the scholarship of economics education. The ideals of liberal education and academic freedom are widely admired among economics educators. To expand professional understanding of how and why undergraduate economics courses should foster liberal education outcomes, such as the expansion of students’ capacity for reflective judgment, mainstream and heterodox economists should acknowledge and explore the ethical dimensions of their dual role as disciplinary experts and academic citizens.

The state of undergraduate economics courses in Tamilnadu universities

2002 ◽  
Vol 7 (2) ◽  
pp. 363-385
Author(s):  
R. Srinivasan
Keyword(s):  
The State ◽  
Undergraduate Economics ◽  
Economics Courses

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

2021 ◽  
pp. 056943452110379
Author(s):  
Cynthia Harter ◽  
Carlos J. Asarta
Keyword(s):  
Cooperative Learning ◽  
Small Group ◽  
Teaching Methods ◽  
Recent Article ◽  
Gender Issues ◽  
Assessment Methods ◽  
The Past ◽  
Undergraduate Economics ◽  
Method Of Instruction ◽  
Economics Courses

This article is an extension of a recent article published in The American Economist (Asarta et al., 2021) and presents the second report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods in economics. Consistent with the results from the first report, we find that “chalk and talk” remains the staple method of instruction across the entire undergraduate economics curriculum. Lessons, activities, and references that address diversity, inclusion, or gender issues are almost never used in intermediate theory, statistics and econometrics, and other upper-division field courses. There has been notable growth in the use of cooperative learning/small-group assignments, as well as in instructor-led and “student(s) with student(s)” discussions over the past 25 years. Overall, however, there have been minimal changes in teaching methods over time.JEL Classifications: A20, A22

Teaching Methods in U.S. Undergraduate Economics Courses

2001 ◽  
Vol 32 (3) ◽  
pp. 269-279 ◽  
Author(s):  
William E. Becker ◽  
Michael Watts
Keyword(s):  
Teaching Methods ◽  
Undergraduate Economics ◽  
Economics Courses

Graphical Analysis and the Visually Impaired in Undergraduate Economics Courses

1996 ◽  
Vol 27 (3) ◽  
pp. 224 ◽  
Author(s):  
Penny Kugler ◽  
Kim Andrews
Keyword(s):  
Visually Impaired ◽  
Graphical Analysis ◽  
Undergraduate Economics ◽  
Economics Courses

Graphical Analysis and the Visually Impaired in Undergraduate Economics Courses

1996 ◽  
Vol 27 (3) ◽  
pp. 224-228 ◽  
Author(s):  
Penny Kugler ◽  
Kim Andrews
Keyword(s):  
Visually Impaired ◽  
Graphical Analysis ◽  
Undergraduate Economics ◽  
Economics Courses
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