Illustrates the bias of the ordinary least squares (OLS) estimator for the first-order stochastic difference equations. Utilizes a small letter y denote a value of the corresponding random variable Y because it is important for students to distinguish a random variable from its realization. (CMK)

Reports on a statistical analysis of the determinants of success among more than 300 graduate students who applied for admission to a particular "top five" university economics department. Explains that the job placements of the students after nine years were used to measure the graduate students' success. (CMK)

Investigates trends in the percentage of high school graduates taking economics using data from the "1994 High School Transcript Study" (HSTS) that analyzes the transcripts of approximately 25,000 students who graduated in 1994. Indicates that about 44 percent of high school graduates took a course in economics in 1994. (CMK)

Explores gender differences in persistence (economics students who continue until they graduate or leave their university) in the economics major. Finds that hazard profiles of females and males are indistinguishable and students who earn lower grades and earned only a small amount of credits in economics are more likely to switch majors. (CMK)

States that short-run production theory and U-shaped cost curves do not conform to industrial reality. Explores in detail the reality of manufacturing stating that fixed proportions seem more suited to describing short-run manufacturing processes. Addresses fixed proportions in short-run production and short-run cost functions. Includes…

Explores the importance of second-order conditions in the cost-minimization problem confronting the monopsonistic employer of factor inputs. Describes an alternative approach to the presence of pecuniary effects that does not depend on the assumption that firms are monopsonistic in factor markets. (CMK)

Discusses the use of active learning within economics focusing on moot courts. Explains how moot courts fit into economics and presents examples of how moot courts can be used within law and economics, history of economic thought, and environmental economics courses. Highlights student perceptions of moot courts. Includes a bibliography. (CMK)

Provides classroom activities to enable students to learn about the economics of auctions. Explains that the students complete a written assignment listing products that are sold at auctions and participate in a classroom discussion. Includes ideas following the discussion, such as the alternative hypothesis strategy, housing auctions, and…

Focuses on the computer-based mapping tool called a geographic information system (GIS) that presents variations in economic indicators in thematic maps. Discusses thematic mapping benefits for students. Provides examples of thematic mapping in economics courses, addresses hardware and software requirements, and explains the process of creating…

Provides background information on the Salem Witch Trials (Salem, Massachusetts) and the medical explanation of the young village girls' behavior in Salem called ergotism (bread poisoning). Presents an economic interpretation of those trials, stating that the ministers employed religious beliefs about witchcraft to maintain their churchs' monopoly…

Focuses on the process economics departments process used to screen placement applicants in tenure-track professorships. Argues that the research seminar and guest lecture methods be integrated in this process to ensure that candidates are gifted in both research and teaching. Discusses the benefits and costs of this integrated screening method.…

Investigates the factors that affect procuring job interviews for new Ph.D. economists. Used a data set from the personal surveys of a cohort of first-time job seekers who attended the 1997 American Economic Association (AEA) meeting in New Orleans (Louisiana). States that estimation results suggest a heterogeneity in the interview decision across…

Using the American Economic Association's fFall 1998 universal academic questionnaire, examines how many college and university students in the United States enroll in at least one economics course. Reports that 40 percent of the students who matriculated in fall 1998 took at least one economics course. (CMK)

Presents a Web site that utilizes the Learning-by-Objective (LBO) model that integrates Internet tools for knowledge transmission, communication, and assessment of learning. Explains that the LBO model has been used in creating micro and macroeconomic course Web sites with WebCT software. (CMK)

Discusses the commercialization of academic research at New England's colleges and universities. Describes the origins of the trend, the region's leadership in research funding, the role of venture capital and business incubators in academic research, and the long-term impacts. Includes tables of research and development spending and patents…