Peer reviewed
ERIC Number: EJ703042
Record Type: Journal
Publication Date: 2004-Mar-22
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0485
EISSN: N/A
Do as I Do, Not as I Say: Assessing Outcomes when Students Think like Economists
Santos, Joseph; Lavin, Angeline M.
Journal of Economic Education, v35 n2 p148 Spr 2004
The authors measured the pedagogical value of sharing with students what economists do and how they do it. Ostensibly, thinking and researching like economists will transform students into better and more engaged learners as well as provide instructors with effective assessment tools. One way to bring students closer to what economists do is to implement an empirical economics research curriculum that teaches students how to access, chart, and interpret macroeconomic data; search and access peer-reviewed journal articles; and formulate, in writing, positions on economic issues. The authors assess student results with respect to an empirical research curriculum that they designed and introduced in a money and banking course at South Dakota State University.
Descriptors: Economics Education, Macroeconomics, Higher Education, Student Research, Economic Factors, Banking, Money Management, Economic Research, Business Education, Curriculum Development, Program Evaluation, Program Effectiveness
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A