https://wikis.swarthmore.edu/div_econ/api.php?action=feedcontributions&user=130.58.196.151&feedformat=atomDiversifying Economic Quality: A Wiki for Instructors and Departments - User contributions [en]2024-03-28T14:43:34ZUser contributionsMediaWiki 1.31.8https://wikis.swarthmore.edu/div_econ/index.php?title=Main_Page&diff=2314Main Page2011-11-16T05:35:14Z<p>130.58.196.151: </p>
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<div><center><span style="color:darkmagenta; font-family:serif; font-style:roman; font-size:20pt; font-weight:normal">'''div'''<span style="color:black">ersifying </span>'''e'''<span style="color:black">conomic </span>'''q'''<span style="color:black">uality: a wiki for instructors and departments</span><br />
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The purpose of this wiki is to promote best teaching practices in economics, particularly practices that encourage women, students of color, and members of other underrepresented groups to continue their study of economics. Here, economics faculty can both disseminate and discover prescriptions for improving our teaching and the inclusiveness of our discipline. <br />
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The teaching strategies offered here are presented alongside evidence of their effectiveness and practical suggestions for implementation. Please spend time browsing the site; many of the strategies are effective and straightforward to incorporate. Our choices as instructors and gatekeepers affect student participation and achievement. <br />
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The wiki also provides data describing patterns of participation in our profession and opportunities for thoughtful reflection on why inclusion and diversity are important to the future of economic theory and policymaking.<br />
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*[[Read]] these pages.<br />
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* Use [[cooperative learning]].<br />
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* Avoid [[stereotype threat]].<br />
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* Consider the impact of [[wait time]] during classroom activities.<br />
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* Employ [[technology]] wisely.<br />
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* Promote [[inclusive communication]].<br />
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{{hidden|More proven strategies...|* Use [[inquiry-based learning]].<br />
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* Incorporate [[service learning]].}}<br />
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* Offer a course on Race, Ethnicity, and Gender in Economics or on [[heterodox theories of economics]].<br />
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* Encourage peer and faculty [[mentoring]].<br />
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* Utilize [[summer bridge programs]].<br />
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{{hidden|More proven policies...|* [[Alter the introductory textbooks]].<br />
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* [[Recruit and retain a diverse faculty]].<br />
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* [[Actively recruit]] students who may be underprepared or unsure.}}<br />
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* Provide opportunities for [[involvement with research]] early on.<br />
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* Reflect on and learn more about [[personal prejudices and values]].<br />
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* Emphasize that [[biology is not destiny]].<br />
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* [[Vary your assessments and retrieval exercises.]]<br />
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* Provide opportunities to [[get to know students personally]].<br />
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{{hidden|More proven practices...|* Incorporate [[heterodox theories of economics]] into curricula.<br />
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* Share these [[study tips]].<br />
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* Be aware of a third theory of [[discrimination]].<br />
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* [[participation data|Participation data]]<br />
* [[Nobel Laureates in Economic Sciences|Nobel Laureates]]<br />
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* [[consequences|Consequences]]<br />
* [[contributions to economics|Contributions]]<br />
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* [[useful links|Useful links]]<br />
* [[other readings|Other suggested reading]]<br />
* [[Upcoming Events|Upcoming events]]<br />
* [[contributors|Contributors]]<br />
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Find us on [http://www.linkedin.com/groups?gid=4167184&mostPopular=&trk=tyah LinkedIn] - Like us on [http://www.facebook.com/pages/diveq/262734863772281?sk=wall Facebook]</h2></div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Doctorate_participation_data&diff=2158Doctorate participation data2011-11-08T15:24:29Z<p>130.58.196.151: /* Race */</p>
<hr />
<div>==General==<br />
Since 2005, the percentage of women awarded PhD’s in economics has hovered around 32 percent demonstrating that between undergraduate economic programs, and graduate economic programs the economics pipeline isn’t necessarily “leaky.” Although this information demonstrates that the percentage of women gaining doctorate degrees in economics will only increase once there is a higher focus in retaining women at the undergraduate level. <br />
<br />
Unfortunately, there is very little recent data available concerning the percentage of PhD’s in economics awarded to underrepresented minorities. The data provided by the Committee on the Status of Minority Groups in the Economics Profession states that between 1993-2004, of all economics doctorates awarded to U.S citizens, an average of 3.8% were awarded to African Americans, 3.6% to Hispanics, and 0.1% to Native Americans. <br />
<br />
'''Secondary Sources'''<br />
<br />
http://www.aeaweb.org/committees/CSMGEP/statistics/<br />
<br />
http://www.aeaweb.org/committees/CSMGEP/resources/newsletter/08/economic_faculties.html<br />
<br />
==Race==<br />
In 2009, the doctorate degrees awarded to underrepresented minorities in Economics, the Social Sciences, and the STEM fields varied significantly. Once again, significant differences in participation are especially evident for Black students. Black students were awarded 2.0% of the doctorate degrees in Economics, where areas in the Social Sciences Black students were awarded 6.8% of the doctorate degrees and in the STEM fields, 4.8% of the doctorate degrees. The percentage of Hispanic students earning doctorate degrees in Economics (4.4%)is fairly close to the percentage of Hispanic students earning doctorate degrees in STEM fields (4.3%) as well as in the Social Sciences (5.2%). Similarly, American Indian/Alaska Native students are represented at the doctorate level in Economics (0.4%), the Social Sciences (1.0%), and the STEM Fields (0.5%) at comparable participation rates.<br />
<br />
[[File:DocEcon.png|315px]][[File:DoctorateDegreeSS.png|315px]][[File:DoctorateDegreeSTEM.png|315px]]<br />
Source: U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Includes only U.S. citizens and permanent residents. Created by data provided by WebCaspar.<br />
<br />
==Gender==<br />
Similar to the undergraduate level, women are significantly underrepresented at the doctorate level in Economics when compared to the STEM fields and to the Social Sciences. In 2009, women earned 38.2% of the doctorate degrees in Economics, where areas in the Social Sciences, women actually earned 50.5% of the doctorate degrees, and in the STEM fields women were awarded 54.1% of the doctorate degrees. <br />
<br />
[[File:DocDegreeEcon.png|315px]][[File:DocDegreeSSGen.png|315px]][[File:DocDegreeSTEMGen.png|315px]]<br />
Source: U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Includes only U.S. citizens and permanent residents. Created by data provided by WebCaspar.</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Doctorate_participation_data&diff=2157Doctorate participation data2011-11-08T15:24:05Z<p>130.58.196.151: /* Gender */</p>
<hr />
<div>==General==<br />
Since 2005, the percentage of women awarded PhD’s in economics has hovered around 32 percent demonstrating that between undergraduate economic programs, and graduate economic programs the economics pipeline isn’t necessarily “leaky.” Although this information demonstrates that the percentage of women gaining doctorate degrees in economics will only increase once there is a higher focus in retaining women at the undergraduate level. <br />
<br />
Unfortunately, there is very little recent data available concerning the percentage of PhD’s in economics awarded to underrepresented minorities. The data provided by the Committee on the Status of Minority Groups in the Economics Profession states that between 1993-2004, of all economics doctorates awarded to U.S citizens, an average of 3.8% were awarded to African Americans, 3.6% to Hispanics, and 0.1% to Native Americans. <br />
<br />
'''Secondary Sources'''<br />
<br />
http://www.aeaweb.org/committees/CSMGEP/statistics/<br />
<br />
http://www.aeaweb.org/committees/CSMGEP/resources/newsletter/08/economic_faculties.html<br />
<br />
==Race==<br />
In 2009, the doctorate degrees awarded to underrepresented minorities in Economics, the Social Sciences, and the STEM fields varied significantly. Once again, significant differences in participation are especially evident for Black students. Black students were awarded 2.0% of the doctorate degrees in Economics, where areas in the Social Sciences Black students were awarded 6.8% of the doctorate degrees and in the STEM fields, 4.8% of the doctorate degrees. The percentage of Hispanic students earning doctorate degrees in Economics (4.4%)is fairly close to the percentage of Hispanic students earning doctorate degrees in STEM fields (4.3%) as well as in the Social Sciences (5.2%). Similarly, American Indian/Alaska Native students are represented at the doctorate level in Economics (0.4%), the Social Sciences (1.0%), and the STEM Fields (0.5%) at comparable participation rates.<br />
<br />
[[File:DocEcon.png|315px]][[File:DoctorateDegreeSS.png|315px]][[File:DoctorateDegreeSTEM.png|315px]]<br />
Source: U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Created by data provided by WebCaspar.<br />
<br />
==Gender==<br />
Similar to the undergraduate level, women are significantly underrepresented at the doctorate level in Economics when compared to the STEM fields and to the Social Sciences. In 2009, women earned 38.2% of the doctorate degrees in Economics, where areas in the Social Sciences, women actually earned 50.5% of the doctorate degrees, and in the STEM fields women were awarded 54.1% of the doctorate degrees. <br />
<br />
[[File:DocDegreeEcon.png|315px]][[File:DocDegreeSSGen.png|315px]][[File:DocDegreeSTEMGen.png|315px]]<br />
Source: U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Includes only U.S. citizens and permanent residents. Created by data provided by WebCaspar.</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Heterodox_theories_of_economics&diff=2047Heterodox theories of economics2011-10-28T04:12:38Z<p>130.58.196.151: /* References */</p>
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<div>==Incorporate heterodox theories of economics into curricula.==<br />
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The term “heterodox” refers to any idea that critiques or stands in contrast to conventional, generally-accepted canon – that is, the status quo. As such, heterodox views are always unorthodox, frequently interdisciplinary, and, more often than not, dissident. Heterodox theories of economics can depart from mainstream or neoclassical economics in a multitude of ways. Most take issue with narrow focus of economics today, which is primarily concerned with the rational agent and the distribution of material wealth. Heterodox theories seek to redefine and expand classical economics, often criticizing and deconstructing the key dogmatic assumptions and techniques underlying “the invisible hand”. <br />
<br />
Despite the diversity of “outside views” on economics, heterodox frameworks are very rarely taught at the university level. What follows is a brief review of feminist, queer theory, and post-colonial perspectives on economics. These reviews rely heavily on one or two central texts in the field and are meant as suggestions for instructors who would like to make course content more representative and inclusive of less well-known but equally valid approaches to economics. <br />
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==Feminist Theory==<br />
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<p style="text-indent: 30px;">Ferber and Nelson’s 1992 <u>Beyond Economic Man</u> was the first text of its kind to put forth a very radical notion -- that the ideal of impartiality in economic study is itself androcentric. For many, it is at first difficult to acknowledge that objectivity is a cultural construct, let alone a masculine one. The feminist critique of this scientific methodology seems like an outside interests intruding and undercutting the pristine, neutral study of natural phenomena. What all the essays within this anthology make immediately and overwhelmingly clear, however, is that economics as a field already has inherent “inside interests”. Historically, economics was constructed by men in the image of man. <u>Beyond</u> asserts that not only is the field and its objects of inquiry intrinsically male-skewed as a result of this history, but also that the “objective” practice, methodology, and models of economics are themselves partial and, frequently, incomplete. </p><br />
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<p style="text-indent: 30px;">Objectivity is often heralded as the greatest strength within the scientific practice of economics. Yet gender (or lack of it) is deeply embedded within this practice. This last idea is rarely recognized or acknowledged; in fact, men and women inside and outside the field have become accustomed to regarding subjective, emotional, and/or holistic approaches to the study of economics – characteristics that are largely ascribed as “feminine” – as inferior. For this reason, the simple inclusion of women in economics alone is not sufficient to shift the androcentric paradigms of economic practice. The preface to the collection provides a great introduction to this sort of basic feminist critique of science. Ferber and Nelson briefly document the prevalent gender imbalance in economics (in terms of history, participation, etc) and then move on to describe the spectrum of feminist perspectives on the issue. In so doing, they explain complex concepts like [http://en.wikipedia.org/wiki/Essentialism essentialism] and [http://en.wikipedia.org/wiki/Feminist_epistemology feminist epistemology] in a very direct and easy-to-understand way. The intro carefully builds up to the notion that objectivity or the separation from the object of study is a loaded, cultural construct. Both editors – indeed, all of the writers included in the collection – repeatedly and loudly disclaim that these essays are not a dismissal of objectivity but rather a call for inclusion of a wide range of economic practices. This characteristic of the book is itself a commentary on how firmly entrenched and highly pedestaled objectivity is. Regardless, the book remains a radical critique not only of the way economic tools are being applied, but of the tools themselves. </p><br />
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<p style="text-indent: 30px;">The first few essays tackle the basic models of neoclassical economics; the field, it seems, has come to focus on a very narrow and biased definition of exchange -- how economic man goes about allocating scarce resources. Implicit within this definition is the idea that Nature (always a her) is a withholding entity to be conquered by economic man. Furthermore, most neoclassical models assume rational choice. Studying how individuals respond to their environments inherently assumes a degree of empowerment, than an individual can respond, a prerequisite that could not be fulfilled by women around the world at the time theories of rational choice were being developed. Would women behave in the same selfish, self-interested manner as economic man? Paula England’s piece, “The Separative Self: Androcentric Bias in Neoclassical Assumptions,” exposes the masculine (and Western nature) of this independent decision making in a way that could be informative to students of economics. She dissects three main assumptions of the field in a considered and technical way that highlights how economics can sweep aside issues of gendered difference. England makes the case for centering economic study on a more connected, empathetic self. <u>Beyond</u> thus expresses dissatisfaction with the field but not in lieu of searching for a solution to the problems. </p><br />
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<p style="text-indent: 30px;">Donald McCloskey’s essay, “Some Consequences of a Conjective Economics,” is similarly rife with examples of how one can change the endemic dismissal of undetached inquiry. He introduces the idea of a “conjective economics”, which is (roughly) an economics created for the community using diverse methods of inquiry. McCloskey’s idea serves as a more practical foil to other ideas described more abstractly in the book . He posits that economics’ reliance on “hard” mathematics and quantification has diverted attention from its more metaphoric and literary dimensions, which are in his opinion “soft” or “gynocentric” ways of knowing. I do not believe that it is in the essence of woman to be holistic or subjective, but rather that economics can be enriched by diversifying. I think McCloskey’s believes the same but more specifically: bring back storytelling, bring in storytellers. Yes, his writing is a little kitschy -- he carries the overused metaphor of feminine circle/masculine square throughout the essay -- but engaging to read and, again, rich with examples, a notable absence in the book. </p><br />
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<p style="text-indent: 30px;">The collection does, however, uniquely include separate critical reviews that remind readers of some of the flaws of feminist thinking; for one, viewing economics solely through narrow lens of gender leaves out important questions of class and race. One standout example of this was discussed by Strassman in her critique of the portrayal of non-market work – do we have inclusive frameworks that consider the impact of allocation of labor in homes where women are often primary heads of household, a trend in many black communities? Furthermore, the collection is unabashedly provincial, largely considering problems only of women in the United States. '''There is always difference to tackle, and economics must be complicated from all angles. Every critique urged an understanding of economics in its broader social context, a pitfall encountered even when using gender as an organizing principle.''' </p><br />
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<p style="text-indent: 30px;">Ultimately, it was easy to see the need for reconstruction of economics’ assumptions of objectivity because its ultimate unit of analysis – man or more rightly ''human'' – is a self-aware being who functions in a world affected by such huge amorphous forces as culture, history, and society (unlike the ahistorical molecule in chemistry for example). There is influence of the masculine within economics as with all science, and economics has differentially served people according to sex. The smart researcher recognizes these limitations of the discipline as is. The ultimate conclusion of every single essay in the book (including the critiques) is that economics would be improved by accepting a broader range of theoretical and methodological approaches as valid forms of inquiry. </p><br />
<br />
<p style="text-indent: 30px;">A complete reading of this trailblazing text is required to understand the full scope and implications of this thought (I didn’t even mention work by, say, Nancy Folbre who showed that even the utopist society Marx and Engels envisioned perpetuated sexism, especially in trivializing non-market labor). But, '''individual readings of the introduction and works by England and McCloskey are accessible teaching resources and should provide a sufficient taste of feminist critiques of economics'''. In the years since <u>Beyond</u> was published, there have been more books, journals, articles, and collections written on the subject of feminist economics. Please see select examples in appended Works Cited. </p><br />
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<p style="text-indent: 30px;">'''Instructors might also find Ferber and Nelson’s 2003 follow-up, <u>Feminist Economics Today: Beyond Economic Man</u>, particularly informative''' as it includes updated articles from England and Folbre as well as new work on models of non-market work and post-colonial thought in economics (Figart, 2005). The sequel <u> Feminist Economics Today (FET) </u> begins with an apt documentation of the progress (or lack thereof) made in the fledgling field over a decade after the publication of their pioneering collection <u>Beyond Economic Man</U>. The 90s have seen the rise of many feminist-friendly organizations including CSWEP and the IAFFE as well as the associated birth of ''Feminist Economics'', a national journal. Yet, examples of the feminist movement’s visible impact on the mainstream study of economics are lacking. At the most basic level, the demographics of the discipline remain unchanged with the share of women receiving advanced degrees in economics and securing tenure stagnating and even decreasing between 1992 and 2001 (2,3). More insidiously, development and propagation of the theory in an academic sense has met resistance. An informal survey of AEA economics department chairs, conducted by Ferber and Nelson in 2001, asked respondents to describe the value of feminist theory in economics. Responses ranged from curious but skeptical to dismissive and disheartening with one respondent simply proclaiming, “it’s silly” (22). Pedagogically, introductory texts are “impregnable bastions” with little mention of any alternatives to neoclassical models let alone full-fledged chapters. </p><br />
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<p style="text-indent: 30px;">The preface to the collection gives a sense of how feminist theory has not achieved a groundswell of support in mainstream economics. Fully aware of the fact, Ferber and Nelson nonetheless forge ahead in <U>FET</U> in hopes (as always) of broadening the scope of the field. The book offers an excellent variety of essays, a few of which I summarize below, that depart from the explicative nature of its predecessor. The first few pieces harken back to <u>Beyond</U>, including a revised essay by Paula England that further expands on her notion of the false dichotomy between the separative and soluble rational agent. England and Folbre then go on to apply these primary critiques in an economic analysis of the market for home care (of children, of elders). The theory proves useful in locating problems of monitoring and enforcement as well as imperfect information in the market for care. England and Folbre reason that the econometric obsession with quantifiable data under the assumption of entirely self-motivated (and thus “rational” choice) breaks down when considering the private sphere of the US home and family. Nelson continues the separative vs. soluble thread in her essay addressing the larger model of the paradigmatic firm. This piece left me slightly puzzled as to where exactly gender enters the analysis but is interesting nonetheless. </p><br />
<br />
<p style="text-indent: 30px;">Out of the comprehensive review of topics in <u>FET</u>, I would like to devote particular attention to two specific pieces that apply feminist theory to economics in innovative and informative ways. Lisa Saunders and William Darity Jr., for example, incorporate feminist thinking into analyses of racial economic disparity. Economics can be a powerful tool in targeting the causes of inefficient, unequal discrimination in the market; neoclassical economics, however, often tends to construct narratives that render sexism and racism insignificant and rationalizable. Saunders and Darity list “premarket events, exogenous preferences (unchecked by labor market competition), [and/or] employers having inadequate information about the qualifications of potential employees” (105) as contributors to wage and hiring gaps between genders and races. These factors are immutable and discrimination on the basis of sex and race is rendered near justifiable. After briefly discussing antiracist struggles in economics, the authors focus in on specific empirics and how feminist thought can add to antiracist work. In many labor market discrimination studies, little disparity is found between black and white women, yet qualitative audit studies show considerable evidence of increased prejudice against black women Throughout the hiring process, for example, black women are less likely to be offered an interview, interview, or receive equal wages as equally qualified white women. How can rigorous, quantitative econometric studies be reconciled with the real world observations? </p><br />
<br />
<p style="text-indent: 30px;">In this case of missing discrimination, Saunders and Darity posit that differences in familial and community responsibilities may create greater motivation to work in black women than in similarly qualified white women. Difficult-to-measure motivation serves as the omitted variable. But, things are not quite so simple. In studying this case, Saunders and Darity repeatedly emphasize that racism and sexism can operate similarly or differently from one another, but both work in tandem in each case. Furthermore, discriminatory effects of race and gender are not simply additive or straightforward as quantitative studies often force. Economists study what they see or perceive to be a problem individually (objective and reductionist – like a science). The problem with this step-like variable-by-variable approach, however, is that it takes the variable itself – here, race or gender -- completely out of context. The interaction between sexism and racism is lost. Employers do not make hiring decisions in vacuums swayed by individual variables. Applying the same methods to different forms of oppression is problematic in that it assumes that these forms of exclusion and discrimination work the same way. Here, feminist study can inform antiracist economics and vice versa by considering one group’s impact on the other. As such, Saunders and Darity bring up a host of interesting interdisciplinary questions that would serve as great jumping-off points for any introductory economics or econometrics class at the end of their piece . In sum, the essay concretely shows how the confounding and compounding of race and gender “lenses” can leave research studies unbearably myopic.</P><br />
<br />
<p style="text-indent: 30px;">Myra Strober’s similarly analyzes the mis-application of neoclassical economic constructs – this time in the field of education. Her discussion questions economics’ narrow characterization of Adam Smith’s rational homo economicus -- this man is motivated solely by self-interest and competitive utility maximization, notions that are, in Strober’s opinion, incongruent with the goals of the education sector. Mainstream economics, for example, puts utmost value on productivity and wage in the market; thus, education is only valuable in its propagation of wage-making skills. Consequently, in times of budget cuts, funding in education is re-distributed to those areas that earn the student the greatest living (but not necessarily the greatest utility or value). One of the most overt and familiar examples of neoclassical models impinging on the classroom is the scarcity of good grades. Strober suggests that, “educators have grafted the notions of scarcity and competition onto the educational system. There is no inherent scarcity of good grades…by creating a scarcity of good grades and therefore competition for those grades, consciously or unconsciously educators emulated the reward system of the competitive model” rather than promoting excellence in an area or the love of learning as teachers should. Strober also comments on issues apart from what is taught conventionally but how material is conveyed. In contrast to neoclassical methods, collaboration and inclusiveness of varying learning styles are central to feminist pedagogical methods. Strober concludes her piece by articulating the ways in which feminist pedagogy differs from neoclassical economic constructs in that it focuses on the process of education rather than its end goals.</p><br />
<br />
<p style="text-indent: 30px;">Ferber and Nelson’s ultimate emphasis in <u>FET</u> is again that economics should be more open to alternative perspectives that depart from mainstream models. The collection includes several (frustratingly-still-nascent) feminist perspectives on economics from the social construction of firms in the market to patterns of globalization. Paula England’s expanded piece on the separative self explores the lack of true altruism, taste formation, and empathy in mainstream economic models; her next piece studies care work from a feminist standpoint that incorporates models of bargaining in the family and endogenous tastes. Saunders and Darity discuss the relationship between feminism and antiracism in research on discriminatory trends. This piece makes the point that without attention to complexity of the interactions being studied, any research conclusions are suspect or moot. Myra Strober discusses the place of neoclassical wellbeing and value, efficiency, and choice in the classroom, arguing that a more feminist pedagogical approach provides better overall outcomes for students. Economics instructors should take note of the upswing in the use of feminist theory in the decade since <u>Beyond</u> was published and use <u>FET</u> as a contemporary guide to heteredox theories attempting to become a part of the “impregnable bastion” that is neoclassical economics. </p><br />
<br />
==Queer Theory==<br />
<br />
<p style="text-indent: 30px;">At times, Amy Gluckman and Betsy Reed’s 1997 collection of essays, <u>Homo Economics: Capitalism, Community, and Lesbian and Gay Life (HE) </u>, reads more like an activist handbook than a purely academic text. Indeed, a few of the included articles are described explicitly as primers for citizens interested in contested LGBTQ political and economic issues. <u> Homo Economics</u> specifically traces economic issues faced by US gay population today and how economics relates to systematic discrimination as well as the response and backlash to oppression in general. Some of the primary goals of the collection included offering economics-related advice to LGBTQ activists as well as empirically illuminating, qualitatively and quantitatively, the economic profile of the gay community. Some examples of pieces that deal with the general economic status of LGBTQ individuals include Knopp’s urban econ article on gentrification and gay neighborhood formation specifically in New Orleans (45), Gluckman and Reed’s focus on advertisement targeting gay markets (1), and Badgett’s piece on skewed income statistics. Like most of the essays in the book, each of these articles has a very political bent. The myth of universal gay affluence (with biased data from magazine surveys), for example, is falsely being used to motivate marketing campaigns, invisibilize class differences within the gay community, and, worst of all, fuel anti-gay rhetoric. The collection also has several varied pieces highlighting the fight for domestic partner benefits, HIV/AIDS stigmatization, right-wing anti-gay movements, and class representation in LGBTQ protest groups. </p><br />
<br />
<p style="text-indent: 30px;">Another consistent theme through all of <u>HE</u> is the inherent paradox where, “open homosexuals face occupational segregation and discrimination, but they also owe much of their newfound freedom to economic trends” (xiii). This struggle is very much akin to the entry of females into the workforce. For women, jobs brought increased economic opportunity and freedom but also saw the emergence of the glass ceiling and the maintenance of unequal distribution of labor in the home. This similarity, however, does not immediately lead to coalition building between feminist and anti-gay movements. In his piece, “Do Gay Men Have a Stake in Male Privilege? The Political Economy of Gay Men’s Contradictory Relationship to Feminism”, Jacobs offers a nuanced characterization of the tenuous relationship between the two movements. Here, he explains how the patriarchal heterosexual relationship is both politically and economically privileged; as such, Jacobs reasons that the chance to build a life outside of the nuclear family has been key to liberation movements of both women and the gay community. In public spheres outside the family, however, gay men benefit from the undervaluation of women’s work and general subordination of females. While on of the more engaging and interdisciplinary essays in the collection, Jacobs has few suggestions as to how gay men may become better natural and active allies or feminists. </p><br />
<br />
<p style="text-indent: 30px;">The most theoretical economics-related essay in the book is by far an essay by Cornwall entitled “Queer Political Economy: the Social Articulation of Desire.” This shortened (but not short!) piece presents a model for how individual preferences (the underlying basis for invisible hand markets) are formed, particularly for gay individuals. Cornwall then goes on to examine how this model can result in a Pareto inefficient outcome observed across queer communities: “how a substantial fraction of the [gay] population can continue to deny to themselves as well as to others their “true” tastes despite repeated social interaction that includes visible queers” (90). Cornwall gives a wide array of examples from sociolinguistics to cognitive science to back his theory that personal desires or tastes are shaped primarily by immediate social networks. Here, he flouts the neoclassical idea that individuals confront markets alone with a clear idea of what maximizes their utility. Cornwall emphasizes that desire and taste formation is not an unbiased, arbitrary independent event. Instead, group dynamics often lead to “the making of false illusory correlations” (98) that influence social identity and often keep homosexuals closeted. Cornwall’s essay offers up a very plain examination and critique of one of the fundamental assumptions of neoclassical economics and resulting unexplainable phenomena. </p><br />
<br />
<p style="text-indent: 30px;">There are concluding worries that both works intonate for the larger study of economics. In <u>Homo Economics</u>, Gluckman and Reed note how quickly the activist saying of “we’re here, we’re queer, get used to it” changed to “we’re here, we’re just like you, don’t worry about it” (10) once more affluent gays gained a stronger visible foothold in society. Here, the pursuit of social change weakened once the gay community was effectively “legitimized” in the public eye, and invited into the fold of the status quo. Reaping the benefits of acceptance often involves ceding the opposing viewpoint, which fights to stretch the concept of what’s right and what’s “normal”.</p><br />
<br />
==Post-Colonial Theory==<br />
<br />
<p style="text-indent: 30px;">On the opposite extreme, Eiman O. Zein-Elabdin and S. Charusheela’s <u>Postcolonialism Meets Economics (PME)</u> offers a terminology-heavy theoretical look at economics’ resistance to colonization by post-colonial theory, a popular framework sweeping other social sciences and the humanities. The following essay will analyze select recommended pieces from these anthologies in turn, concentrating specifically on how they do or do not connect or overlap with personal understandings of philosophy of science and feminist perspectives on economics. </p><br />
<br />
<p style="text-indent: 30px;">Zein-Elabdin and Charusheela’s <u>PME</u> is different from <u>HE</u> in that it focuses on the amorphous broad global community as opposed to individuals identifying in a particular way. As such, <u>PME</u> serves as a refreshing departure from narrower works like <u>HE</u> and <u>Beyond Economic Man</u> which are unabashedly provincial, focusing solely on Western problems and concerns from the standpoint of sexual orientation or gender. Readers must be forewarned however: the language in this collection is not entirely accessible, including abstruse terminology that is often left largely unexplained. Nevertheless, the book’s introduction attacks economics as a prime candidate for postcolonial scholars simply because it is so influential in determining the distribution of global wealth and adjoining fate of “post-colonial” countries. Neoclassical development economics is also distinctly “orientalist” in that it privileges industrial societies – that is, any country exhibiting patterns deviating Western industrialist are to be corrected by development policy. But development economics is not the only target of postcolonial critique. Economics as a whole was created on a culture of European modernity and superiority and thus economic knowledge is culturally bound. This critique is reminiscent of feminist philosopher Sandra Harding’s multicultural evaluations of the natural sciences; only those technological advances put forth (or appropriated by) Westerners have been heralded. Further connections to feminist thinking come in Jennifer Olmsted’s “Orientals and Economic Methods: Rereading Feminist Economic Discussions of Islam” which shows how Western feminists construct an image of the oppressed 3rd world Muslim female that is inherently patronizing (165) and disconnected from the true wants of these women. In this intersection of feminism and postcolonial study, Omsted demonstrates how, “even as we challenge certain perviosuly unproblematized assumptions in economics, feminists may reify other dualisms” (166), here Western versus Oriental. </p> <br />
<br />
<p style="text-indent: 30px;">One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer. </p><br />
<br />
<p style="text-indent: 30px;">In conclusion, Nitasha Kaul writes of this positivist problem: “it is only to be expected that a dominant scientific discourse wishes its own history away and strives to be seen as a positivist, scientific (formalized and mathematical) rational, obvious method untainted by ideology and unlocated in its historical moment” (183) In economics, queer theory, feminist, and postcolonial approaches are bent on exposing the inherent inaccuracies behind Eurocentric, androcentric assumptions like utility-maximizing behavior and stable preferences – and traditional economics will resist the change. This problem is apparent in all heterodox approaches – be it women in a male-dominated workplace or a postcolonial approaches to development policy. Ultimate lesson from all the works reviewed here is to persevere regardless.</p><br />
<br />
<br />
<br />
<br />
<br />
Contributor: --[[User:Ncheray1|Ncheray1]] 17:01, 17 May 2011 (EDT)<br />
<br />
{{hidden|Sources|<br />
*Ferber, MA and Nelson, JA. (2003). Feminist Economics Today: Beyond Economic Man. <br />
University of Chicago Press.<br />
<br />
*Ferber, MA. (1995). “The Study of Economics: A Feminist Critique” The American Economic <br />
Review. 85:2: 357-61. <br />
<br />
*Figart, DM. (2005). “Feminist economics today: Beyond Economic Man” Feminist Formations <br />
17(3): 213-15. <br />
<br />
*Granovetter, M. (1992). “Economic Institutions as Social Constructions: A Framework for <br />
Analysis” 35:3-11<br />
<br />
*Seguino, S. et al. (1996). “Gender and Cooperative Behavior: Economic Man Rides Alone” <br />
Feminist Economics 2(1): 1-21<br />
<br />
*Zein-Elabdin, EO and Charusheela,S. Postcolonialism Meets Economics. 2004. <br />
<br />
*Gluckman, A and Reed, B. Homo Economics: Captialism, Community, and Lesbian and Gay Life. 1997.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&diff=2046Talk:Biology is not destiny2011-10-28T04:08:18Z<p>130.58.196.151: </p>
<hr />
<div>'''Comments:<br />
'''<br />
<br />
AB: Target to teacher as well as to student. Explain that race and gender are social constructions. <br />
ALSO challenge the notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?<br />
ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer."<br />
<br />
<br />
CH: "In one finding, when teachers and instructors told female students that their intelligence could grow and expand with learning and experience, the students performed better on math tests and were more optimistic about their futures in the mathematics field. By emphasizing that success in mathematics and beyond is not dependent on factors such as gender (especially in male-dominant fields), professors created an inclusive classroom environment where female students felt more confident about their skills and abilities." - Need to find name of study.</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&diff=2045Talk:Biology is not destiny2011-10-28T04:05:08Z<p>130.58.196.151: </p>
<hr />
<div>'''Comments:<br />
'''<br />
<br />
AB: Target to teacher as well as to student. Explain that race and gender are social constructions. <br />
ALSO challenge the notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?<br />
ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer."]'''<br />
<br />
<br />
CH:'''In one finding, when teachers and instructors told female students that their intelligence could grow and expand with learning and experience, the students performed better on math tests and were more optimistic about their futures in the mathematics field. By emphasizing that success in mathematics and beyond is not dependent on factors such as gender (especially in male-dominant fields), professors created an inclusive classroom environment where female students felt more confident about their skills and abilities.''' (what study?)</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Biology_is_not_destiny&diff=2044Biology is not destiny2011-10-28T04:04:11Z<p>130.58.196.151: /* Emphasize that biology is not destiny. */</p>
<hr />
<div>==Emphasize that biology is not destiny.==<br />
<br />
"Biology is not destiny" refers to the idea that minority and female students are often stuck in the mindset that intelligence is inherent and in turn cannot be expanded. The idea that certain individuals are biologically less capable of contributing to an academic field stems from the dominant group within that field, in other words race and gender in academia, as well as in society, are entities that are constructed. Societal beliefs concerning intelligence is a key variable that often makes underrepresented students feel incompetent in various academic fields. In the case of Economics, since the field predominantly consists of Caucasian males a perception of the field as a whole has been created, which has discouraged underrepresented students from the field. <br />
<br />
<br />
At Stanford University, Carol Dweck, a social and developmental psychologist, has been conducting research on the idea of motivation for the past 40 years. She argues that there are two kinds of mindsets when it comes to academic motivation. Her studies have demonstrated that "A 'growth mindset' (viewing intelligence as a changeable, malleable attribute that can be developed through effort) as opposed to a 'fixed mindset' (viewing intelligence as an inborn, uncontrollable trait) is likely to lead to greater persistence in the face of adversity and ultimately success in any realm."<br />
<br />
<br />
Dweck finds that fixed mindsets among junior high and college students attributes to the gender performance gap in math and science, where areas growth mindsets among students results in no sort of gender gap in academic performance. Dweck and her colleges followed several hundred women at a top-tier university in a one semester calculus course and found that growth mindsets also promotes persistence in students. Female students in classrooms where growth mindsets were encouraged, were more likely to continue taking classes in that given field, and were less susceptible to negative gender stereotypes about intelligence. <br />
<br />
<br />
Faculty in tertiary education should stress to underrepresented students that academic skills and abilities can be acquired through hard work, and that biology does not determine intelligence. <br />
<br />
<br />
{{hidden|Sources|Dweck, C. (2008). ''Mindsets and math/science achievement.'' New York: Carnegie Corporation of New York, Institute for Advanced Study, Commission on Mathematics and Science Education ''as cited in'' Hill et al. (2010). "Why so Few? Women in Science, Technology, Engineering, and Mathematics". American Association of University Women.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Personal_prejudices&diff=2043Personal prejudices2011-10-28T03:59:30Z<p>130.58.196.151: /* Reflect on and learn more about personal prejudices and values. */</p>
<hr />
<div>==Reflect on and learn more about personal prejudices and values.==<br />
<br><br />
<div style="font-size:110%">What are your implicit biases? '''Take an Implicit Association Test here:''' https://implicit.harvard.edu/implicit/demo/ <br />
<br><br />
<div style="font-size:100%"> (Quoting from http://www.projectimplicit.net/generalinfo.php:)<br />
<div style="font-size:110%"> <br />
*'''Implicit biases are pervasive.''' They appear as statistically "large" effects that are often shown by majorities of samples of Americans. Over 80% of web respondents show implicit negativity toward the elderly compared to the young; 75-80% of self-identified Whites and Asians show an implicit preference for racial White relative to Black.<br />
<br />
*'''People are often unaware of their implicit biases.''' Ordinary people, including the researchers who direct this project, are found to harbor negative associations in relation to various social groups (i.e., implicit biases) even while honestly (the researchers believe) reporting that they regard themselves as lacking these biases.<br />
<br />
*'''Implicit biases predict behavior.''' From simple acts of friendliness and inclusion to more consequential acts such as the evaluation of work quality, those who are higher in implicit bias have been shown to display greater discrimination. The published scientific evidence is rapidly accumulating. Over 200 published scientific investigations have made use of one or another version of the IAT.<br />
<br />
*'''People differ in levels of implicit bias.''' Implicit biases vary from person to person - for example as a function of the person’s group memberships, the dominance of a person’s membership group in society, consciously held attitudes, and the level of bias existing in the immediate environment. This last observation makes clear that''' implicit attitudes are modified by experience'''.<br />
<br />
<br />
<br />
Compare to [[animus-based discrimination]], [[statistical discrimination]], and [[Discrimination|institutional discrimination]].</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Wait_time&diff=2042Wait time2011-10-28T03:57:58Z<p>130.58.196.151: </p>
<hr />
<div>'''Wait time''' is the duration of a pause after a question is posed. Studies have shown that students of color and female students respond positively when wait time is increased. <br />
__NOTOC__<br />
==Example==<br />
Myra Sadker, a former professor of Education and Dean of the School of Education at American Univeristy, and David Sadker, also a professor of Education at American University, investigated the effect of '''wait time''' on differential participation in the class discussion. Their study and observation of undergraduate classrooms found that teachers unconsciously gave white males more wait time than female students and students of color. Sadker and Sadker hypothesize that longer pauses after questions convey a "vote of confidence" for the student's answer, and thus motivates participation.<br />
<br />
==How to incorporate wait time==<br />
[[File:Wait Time Image1.jpg|right|x200px|Link:http://irishautismaction.blogspot.com/2010/02/vote-on-time.html]]<br />
<br />
'''<br />
*Try to be more mindful of differential teacher-student interactions in the classroom<br />
<br />
*Undergraduate professors could track and codify participation in class discussion <br />
<br />
*Formulate plans to randomize grouped class seating <br />
<br />
*Include group and presentation work<br />
<br />
*Increase wait times for all students.'''<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Evidence==<br />
Studies compiled by Robert J. Stahl, a Professor in the Division of Curriculum and Instruction at Arizona State University, have shown that increasing wait time to 3 or more seconds results in positive effects for both teacher and student. These benefits include increased number and length of relevant responses volunteered, as well as improved questioning techniques by the teacher. Typical increased wait times lasted between 3 and 7 seconds for high-level questions, as opposed to the <1 second wait time for all questions observed in most classrooms.<br />
<br />
<br />
{{hidden|Sources| <br />
Rowe, M. (1987). Wait-time: Slowing down may be a way of speeding up. American Educator, 11, 38-43. <br />
<br />
Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.<br />
<br />
Stahl, R. (1994). Using "think-time" and "wait-time" skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC clearinghouse for Social Studies/Social Science Education. ED370885.<br />
<br />
Swift, J. Nathan; Gooding, C. Thomas "Interaction of wait time feedback and questioning instruction on middle school science teaching" Journal of Research in Science Teaching, vol. 20, Issue 8, pp.721-730<br />
<br />
Tobin, Kenneth. "The Role of Wait Time in Higher Cognitive Level Learning." Review of Educational Research. American Educational Research Association, 1 Jan. 1987. Web. 27 Oct. 2011. <http://rer.sagepub.com/content/57/1/69>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Wait_time&diff=2041Talk:Wait time2011-10-28T03:36:21Z<p>130.58.196.151: </p>
<hr />
<div>Rating : 8<br />
<br />
'''Comments''': Sadker article cited in this entry may be iffy since only summaries and review of research were available online; the article is well-received however and cited multiple times throughout literature online. The issue of wait time is well-researched across ages and disciplines [see additional resources below]. Simply counting "one Mississippi, two Mississippi..." after posing a question seems to be a very practical and accessible (yet still unknown) teaching practice for professors.<br />
<br />
<br />
{{hidden|Sources|<br />
Rowe, M. (1987). Wait-time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.<br />
<br />
Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.<br />
<br />
Stahl, R. (1994). Using "think-time" and "wait-time" skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC clearinghouse for Social Studies/Social Science Education. ED370885. [http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 ]<br />
<br />
Swift, J. Nathan; Gooding, C. Thomas "Interaction of wait time feedback and questioning instruction on middle school science teaching" Journal of Research in Science Teaching, vol. 20, Issue 8, pp.721-730<br />
<br />
Tobin, Kenneth. "The Role of Wait Time in Higher Cognitive Level Learning." Review of Educational Research. American Educational Research Association, 1 Jan. 1987. Web. 27 Oct. 2011. <http://rer.sagepub.com/content/57/1/69>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Wait_time&diff=2040Wait time2011-10-28T03:35:46Z<p>130.58.196.151: </p>
<hr />
<div>'''Wait time''' is the duration of a pause after a question is posed. Studies have shown that students of color and female students respond positively when wait time is increased. <br />
__NOTOC__<br />
==Example==<br />
Myra Sadker, a former professor of Education and Dean of the School of Education at American Univeristy, and David Sadker, also a professor of Education at American University, investigated the effect of '''wait time''' on differential participation in the class discussion. Their study and observation of undergraduate classrooms found that teachers unconsciously gave white males more wait time than female students and students of color. Sadker and Sadker hypothesize that longer pauses after questions convey a "vote of confidence" for the student's answer, and thus motivates participation.<br />
<br />
==How to incorporate wait time==<br />
[[File:Wait Time Image1.jpg|right|x200px|Link:http://irishautismaction.blogspot.com/2010/02/vote-on-time.html]]<br />
<br />
'''<br />
*Try to be more mindful of differential teacher-student interactions in the classroom<br />
<br />
*Undergraduate professors could track and codify participation in class discussion <br />
<br />
*Formulate plans to randomize grouped class seating <br />
<br />
*Include group and presentation work<br />
<br />
*Increase wait times for all students.'''<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Evidence==<br />
Studies compiled by Robert J. Stahl, a Professor in the Division of Curriculum and Instruction at Arizona State University, have shown that increasing wait time to 3 or more seconds results in positive effects for both teacher and student. These benefits include increased number and length of relevant responses volunteered, as well as improved questioning techniques by the teacher. Typical increased wait times lasted between 3 and 7 seconds for high-level questions, as opposed to the <1 second wait time for all questions observed in most classrooms.<br />
<br />
<br />
{{hidden|Sources|<br />
Rowe, M. (1987). Wait-time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.<br />
<br />
Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.<br />
<br />
Stahl, R. (1994). Using "think-time" and "wait-time" skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC clearinghouse for Social Studies/Social Science Education. ED370885. [http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 ]<br />
<br />
Swift, J. Nathan; Gooding, C. Thomas "Interaction of wait time feedback and questioning instruction on middle school science teaching" Journal of Research in Science Teaching, vol. 20, Issue 8, pp.721-730<br />
<br />
Tobin, Kenneth. "The Role of Wait Time in Higher Cognitive Level Learning." Review of Educational Research. American Educational Research Association, 1 Jan. 1987. Web. 27 Oct. 2011. <http://rer.sagepub.com/content/57/1/69>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Wait_time&diff=2039Wait time2011-10-28T02:39:49Z<p>130.58.196.151: </p>
<hr />
<div>'''Wait time''' is the duration of a pause after a question is posed. Studies have shown that students of color and female students respond positively when wait time is increased. <br />
__NOTOC__<br />
==Example==<br />
Myra Sadker, a former professor of Education and Dean of the School of Education at American Univeristy, and David Sadker, also a professor of Education at American University, investigated the effect of '''wait time''' on differential participation in the class discussion. Their study and observation of undergraduate classrooms found that teachers unconsciously gave white males more wait time than female students and students of color. Sadker and Sadker hypothesize that longer pauses after questions convey a "vote of confidence" for the student's answer, and thus motivates participation.<br />
<br />
==How to incorporate wait time==<br />
[[File:Wait Time Image1.jpg|right|x200px|Link:http://irishautismaction.blogspot.com/2010/02/vote-on-time.html]]<br />
<br />
'''<br />
*Try to be more mindful of differential teacher-student interactions in the classroom<br />
<br />
*Undergraduate professors could track and codify participation in class discussion <br />
<br />
*Formulate plans to randomize grouped class seating <br />
<br />
*Include group and presentation work<br />
<br />
*Increase wait times for all students.'''<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Evidence==<br />
Studies compiled by Robert J. Stahl, a Professor in the Division of Curriculum and Instruction at Arizona State University, have shown that increasing wait time to 3 or more seconds results in positive effects for both teacher and student. These benefits include increased number and length of relevant responses volunteered, as well as improved questioning techniques by the teacher. Typical increased wait times lasted between 3 and 7 seconds for high-level questions, as opposed to the <1 second wait time for all questions observed in most classrooms.<br />
<br />
<br />
{{hidden|Sources|<br />
Rowe, M. (1987). Wait-time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.<br />
<br />
Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.<br />
<br />
Stahl, R. (1994). Using "think-time" and "wait-time" skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC clearinghouse for Social Studies/Social Science Education. ED370885. [http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 ]<br />
<br />
Swift, J. Nathan; Gooding, C. Thomas "Interaction of wait time feedback and questioning instruction on middle school science teaching" Journal of Research in Science Teaching, vol. 20, Issue 8, pp.721-730<br />
<br />
Tobin, Kenneth. "The Role of Wait Time in Higher Cognitive Level Learning." Review of Educational Research. American Educational Research Association, 1 Jan. 1987. Web. 27 Oct. 2011. <http://rer.sagepub.com/content/57/1/69>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Summer_bridge_programs&diff=2038Summer bridge programs2011-10-28T01:09:24Z<p>130.58.196.151: </p>
<hr />
<div>'''Summer bridge programs (SBP)''' are typically month-long intensive preparatory coursework offered to entering undergraduates with poor or little to no background in an academic subject. <br />
<br />
<br />
Several studies have found that bad experiences or poor performance in core introductory courses lead to much of the documented attrition rate among minority students, particularly in the Science, Technology, Engineering, and Mathematics (STEM) fields. STEM students with no previous experience in basic calculus, physics, chemistry, and writing are at a significant disadvantage in large introductory classes, which are gateways to upper-level coursework yet are not nurturing learning environments for students varying educational backgrounds. <br />
<br />
<br />
In the field of economics, which is a field highly similar to the STEM fields, attrition rates among minority students is also high due to poor performance in core introductory courses. Economics students with no previous experience in basic calculus, technical writing, and higher level reading are at an extreme disadvantage and therefore will be less likely to pursue a degree in the field. <br />
<br />
<br />
The University of Pennsylvania investigated the efficacy of a [http://www.vpul.upenn.edu/aap/penncap/page.php?id=182 4-week residential SBP] designed to ease transition to the college environment for “at risk” freshmen. Participants were selected on basis of high school rank and standardized test scores and randomly assigned to experimental or control groups. <br />
<br />
<br />
Courses undertaken included rigorous academic work in English, mathematics, and a course from the student’s intended major. The Penn SBP emphasizes [[collaborative learning]], time management skill formation, individual- and team-based assessments, close faculty involvement, and one-on-one student-student interaction. After the program, participants were also encouraged to maintain ties with a faculty advisor and collaborative learning groups over the course of the regular semester.<br />
<br />
<br />
The efficacy of the program was determined by comparing cumulative GPA, retention rate, interviews, and other standardized metrics between control and experimental groups. The physics SBP students “scored one letter grade higher in cumulative grade point average for the freshman year. [Additionally], all of the students from the 1991 stretch physics class subsequently joined in as research students during the summer of 1992.” Increased [[involvement with research]] is known to increase retention rates in STEM fields. Similar SBP at Virginia Polytechnic Institute and Louisiana State University with engineering and biology respectively have seen the same success with retention. <br />
<br />
<br />
{{hidden|Sources|<br />
Tanaka, LD Gladney Strategies for Recruiting and Retaining Minorities in Physics and Biophysics journal pages =pp. 552-58 url=http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B94RW 4V9K7F12B&_user=421321&_coverDate=07%2F31%2F1993&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1628233995&_rerunOrigin=google&_acct=C000019938&_version=1&_urlVersion=0&_userid=421321&md5=dded0ca224b04c559b82a67b52693c38&searchtype=a publisher=Biophysical Journal, Vol. 65 <br />
Waller, Tremayne O. "A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program." Diss. Virginia Polytechnic Institute, 2009. A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program. Virginia Polytechnic Institute, 20 July 2009. Web. 27 Oct. 2011. <http://scholar.lib.vt.edu/theses/available/etd-08312009-145520/unrestricted/WALLER_TO_D_2009.pdf>.<br />
Vazquez-Abad, J., Winer, L., Derome, J.. Why Some Stay: A Study Of Factors Contributing To Persistance In Undergraduate Physics. McGill Journal of Education / Revue des sciences de l'éducation de McGill, North America, 32, sep. 1997. Available at: http://mje.mcgill.ca/index.php/MJE/article/view/8378/6306. Date accessed: 27 Oct. 2011.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Summer_bridge_programs&diff=2037Summer bridge programs2011-10-28T01:07:38Z<p>130.58.196.151: </p>
<hr />
<div>'''Summer bridge programs (SBP)''' are typically month-long intensive preparatory coursework offered to entering undergraduates with poor or little to no background in an academic subject. <br />
<br />
<br />
Several studies have found that bad experiences or poor performance in core introductory courses lead to much of the documented attrition rate among minority students, particularly in the Science, Technology, Engineering, and Mathematics (STEM) fields. STEM students with no previous experience in basic calculus, physics, chemistry, and writing are at a significant disadvantage in large introductory classes, which are gateways to upper-level coursework yet are not nurturing learning environments for students varying educational backgrounds. <br />
<br />
<br />
In the field of economics, which is a field highly similar to the STEM fields, attrition rates among minority students is also high due to poor performance in core introductory courses. Economics students with no previous experience in basic calculus, technical writing, and higher level reading are at an extreme disadvantage and therefore will be less likely to pursue a degree in the field. <br />
<br />
<br />
The University of Pennsylvania investigated the efficacy of a [http://www.vpul.upenn.edu/aap/penncap/page.php?id=182 4-week residential SBP] designed to ease transition to the college environment for “at risk” freshmen. Participants were selected on basis of high school rank and standardized test scores and randomly assigned to experimental or control groups. <br />
<br />
<br />
Courses undertaken included rigorous academic work in English, mathematics, and a course from the student’s intended major. The Penn SBP emphasizes [[collaborative learning]], time management skill formation, individual- and team-based assessments, close faculty involvement, and one-on-one student-student interaction. After the program, participants were also encouraged to maintain ties with a faculty advisor and collaborative learning groups over the course of the regular semester.<br />
<br />
<br />
The efficacy of the program was determined by comparing cumulative GPA, retention rate, interviews, and other standardized metrics between control and experimental groups. The physics SBP students “scored one letter grade higher in cumulative grade point average for the freshman year. [Additionally], all of the students from the 1991 stretch physics class subsequently joined in as research students during the summer of 1992.” Increased [[involvement with research]] is known to increase retention rates in STEM fields. Similar SBP at Virginia Polytechnic Institute and Louisiana State University with engineering and biology respectively have seen the same success with retention. <br />
<br />
<br />
{{hidden|Sources|Tanaka, LD Gladney Strategies for Recruiting and Retaining Minorities in Physics and Biophysics journal pages =pp. 552-58 url=http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B94RW 4V9K7F12B&_user=421321&_coverDate=07%2F31%2F1993&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1628233995&_rerunOrigin=google&_acct=C000019938&_version=1&_urlVersion=0&_userid=421321&md5=dded0ca224b04c559b82a67b52693c38&searchtype=a publisher=Biophysical Journal, Vol. 65 <br />
<br />
Waller, Tremayne O. "A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program." Diss. Virginia Polytechnic Institute, 2009. A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program. Virginia Polytechnic Institute, 20 July 2009. Web. 27 Oct. 2011. <http://scholar.lib.vt.edu/theses/available/etd-08312009-145520/unrestricted/WALLER_TO_D_2009.pdf>.<br />
<br />
Vazquez-Abad, J., Winer, L., Derome, J.. Why Some Stay: A Study Of Factors Contributing To Persistance In Undergraduate Physics. McGill Journal of Education / Revue des sciences de l'éducation de McGill, North America, 32, sep. 1997. Available at: http://mje.mcgill.ca/index.php/MJE/article/view/8378/6306. Date accessed: 27 Oct. 2011.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Summer_bridge_programs&diff=2036Summer bridge programs2011-10-28T01:07:25Z<p>130.58.196.151: </p>
<hr />
<div>'''Summer bridge programs (SBP)''' are typically month-long intensive preparatory coursework offered to entering undergraduates with poor or little to no background in an academic subject. <br />
<br />
<br />
Several studies have found that bad experiences or poor performance in core introductory courses lead to much of the documented attrition rate among minority students, particularly in the Science, Technology, Engineering, and Mathematics (STEM) fields. STEM students with no previous experience in basic calculus, physics, chemistry, and writing are at a significant disadvantage in large introductory classes, which are gateways to upper-level coursework yet are not nurturing learning environments for students varying educational backgrounds. <br />
<br />
<br />
In the field of economics, which is a field highly similar to the STEM fields, attrition rates among minority students is also high due to poor performance in core introductory courses. Economics students with no previous experience in basic calculus, technical writing, and higher level reading are at an extreme disadvantage and therefore will be less likely to pursue a degree in the field. <br />
<br />
<br />
The University of Pennsylvania investigated the efficacy of a [http://www.vpul.upenn.edu/aap/penncap/page.php?id=182 4-week residential SBP] designed to ease transition to the college environment for “at risk” freshmen. Participants were selected on basis of high school rank and standardized test scores and randomly assigned to experimental or control groups. <br />
<br />
<br />
Courses undertaken included rigorous academic work in English, mathematics, and a course from the student’s intended major. The Penn SBP emphasizes [[collaborative learning]], time management skill formation, individual- and team-based assessments, close faculty involvement, and one-on-one student-student interaction. After the program, participants were also encouraged to maintain ties with a faculty advisor and collaborative learning groups over the course of the regular semester.<br />
<br />
<br />
The efficacy of the program was determined by comparing cumulative GPA, retention rate, interviews, and other standardized metrics between control and experimental groups. The physics SBP students “scored one letter grade higher in cumulative grade point average for the freshman year. [Additionally], all of the students from the 1991 stretch physics class subsequently joined in as research students during the summer of 1992.” Increased [[involvement with research]] is known to increase retention rates in STEM fields. Similar SBP at Virginia Polytechnic Institute and Louisiana State University with engineering and biology respectively have seen the same success with retention. <br />
<br />
<br />
{{hidden|Sources| Tanaka, LD Gladney Strategies for Recruiting and Retaining Minorities in Physics and Biophysics journal pages =pp. 552-58 url=http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B94RW 4V9K7F12B&_user=421321&_coverDate=07%2F31%2F1993&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1628233995&_rerunOrigin=google&_acct=C000019938&_version=1&_urlVersion=0&_userid=421321&md5=dded0ca224b04c559b82a67b52693c38&searchtype=a publisher=Biophysical Journal, Vol. 65 <br />
<br />
Waller, Tremayne O. "A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program." Diss. Virginia Polytechnic Institute, 2009. A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program. Virginia Polytechnic Institute, 20 July 2009. Web. 27 Oct. 2011. <http://scholar.lib.vt.edu/theses/available/etd-08312009-145520/unrestricted/WALLER_TO_D_2009.pdf>.<br />
<br />
Vazquez-Abad, J., Winer, L., Derome, J.. Why Some Stay: A Study Of Factors Contributing To Persistance In Undergraduate Physics. McGill Journal of Education / Revue des sciences de l'éducation de McGill, North America, 32, sep. 1997. Available at: http://mje.mcgill.ca/index.php/MJE/article/view/8378/6306. Date accessed: 27 Oct. 2011.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Summer_bridge_programs&diff=2035Summer bridge programs2011-10-28T01:07:07Z<p>130.58.196.151: </p>
<hr />
<div>'''Summer bridge programs (SBP)''' are typically month-long intensive preparatory coursework offered to entering undergraduates with poor or little to no background in an academic subject. <br />
<br />
<br />
Several studies have found that bad experiences or poor performance in core introductory courses lead to much of the documented attrition rate among minority students, particularly in the Science, Technology, Engineering, and Mathematics (STEM) fields. STEM students with no previous experience in basic calculus, physics, chemistry, and writing are at a significant disadvantage in large introductory classes, which are gateways to upper-level coursework yet are not nurturing learning environments for students varying educational backgrounds. <br />
<br />
<br />
In the field of economics, which is a field highly similar to the STEM fields, attrition rates among minority students is also high due to poor performance in core introductory courses. Economics students with no previous experience in basic calculus, technical writing, and higher level reading are at an extreme disadvantage and therefore will be less likely to pursue a degree in the field. <br />
<br />
<br />
The University of Pennsylvania investigated the efficacy of a [http://www.vpul.upenn.edu/aap/penncap/page.php?id=182 4-week residential SBP] designed to ease transition to the college environment for “at risk” freshmen. Participants were selected on basis of high school rank and standardized test scores and randomly assigned to experimental or control groups. <br />
<br />
<br />
Courses undertaken included rigorous academic work in English, mathematics, and a course from the student’s intended major. The Penn SBP emphasizes [[collaborative learning]], time management skill formation, individual- and team-based assessments, close faculty involvement, and one-on-one student-student interaction. After the program, participants were also encouraged to maintain ties with a faculty advisor and collaborative learning groups over the course of the regular semester.<br />
<br />
<br />
The efficacy of the program was determined by comparing cumulative GPA, retention rate, interviews, and other standardized metrics between control and experimental groups. The physics SBP students “scored one letter grade higher in cumulative grade point average for the freshman year. [Additionally], all of the students from the 1991 stretch physics class subsequently joined in as research students during the summer of 1992.” Increased [[involvement with research]] is known to increase retention rates in STEM fields. Similar SBP at Virginia Polytechnic Institute and Louisiana State University with engineering and biology respectively have seen the same success with retention. <br />
<br />
<br />
{{hidden|Sources|<br />
Tanaka, LD Gladney Strategies for Recruiting and Retaining Minorities in Physics and Biophysics journal pages =pp. 552-58 url=http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B94RW 4V9K7F12B&_user=421321&_coverDate=07%2F31%2F1993&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1628233995&_rerunOrigin=google&_acct=C000019938&_version=1&_urlVersion=0&_userid=421321&md5=dded0ca224b04c559b82a67b52693c38&searchtype=a publisher=Biophysical Journal, Vol. 65 <br />
<br />
Waller, Tremayne O. "A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program." Diss. Virginia Polytechnic Institute, 2009. A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program. Virginia Polytechnic Institute, 20 July 2009. Web. 27 Oct. 2011. <http://scholar.lib.vt.edu/theses/available/etd-08312009-145520/unrestricted/WALLER_TO_D_2009.pdf>.<br />
<br />
Vazquez-Abad, J., Winer, L., Derome, J.. Why Some Stay: A Study Of Factors Contributing To Persistance In Undergraduate Physics. McGill Journal of Education / Revue des sciences de l'éducation de McGill, North America, 32, sep. 1997. Available at: http://mje.mcgill.ca/index.php/MJE/article/view/8378/6306. Date accessed: 27 Oct. 2011.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Summer_bridge_programs&diff=2034Summer bridge programs2011-10-28T01:06:45Z<p>130.58.196.151: </p>
<hr />
<div>'''Summer bridge programs (SBP)''' are typically month-long intensive preparatory coursework offered to entering undergraduates with poor or little to no background in an academic subject. <br />
<br />
<br />
Several studies have found that bad experiences or poor performance in core introductory courses lead to much of the documented attrition rate among minority students, particularly in the Science, Technology, Engineering, and Mathematics (STEM) fields. STEM students with no previous experience in basic calculus, physics, chemistry, and writing are at a significant disadvantage in large introductory classes, which are gateways to upper-level coursework yet are not nurturing learning environments for students varying educational backgrounds. <br />
<br />
<br />
In the field of economics, which is a field highly similar to the STEM fields, attrition rates among minority students is also high due to poor performance in core introductory courses. Economics students with no previous experience in basic calculus, technical writing, and higher level reading are at an extreme disadvantage and therefore will be less likely to pursue a degree in the field. <br />
<br />
<br />
The University of Pennsylvania investigated the efficacy of a [http://www.vpul.upenn.edu/aap/penncap/page.php?id=182 4-week residential SBP] designed to ease transition to the college environment for “at risk” freshmen. Participants were selected on basis of high school rank and standardized test scores and randomly assigned to experimental or control groups. <br />
<br />
<br />
Courses undertaken included rigorous academic work in English, mathematics, and a course from the student’s intended major. The Penn SBP emphasizes [[collaborative learning]], time management skill formation, individual- and team-based assessments, close faculty involvement, and one-on-one student-student interaction. After the program, participants were also encouraged to maintain ties with a faculty advisor and collaborative learning groups over the course of the regular semester.<br />
<br />
<br />
The efficacy of the program was determined by comparing cumulative GPA, retention rate, interviews, and other standardized metrics between control and experimental groups. The physics SBP students “scored one letter grade higher in cumulative grade point average for the freshman year. [Additionally], all of the students from the 1991 stretch physics class subsequently joined in as research students during the summer of 1992.” Increased [[involvement with research]] is known to increase retention rates in STEM fields. Similar SBP at Virginia Polytechnic Institute and Louisiana State University with engineering and biology respectively have seen the same success with retention. <br />
<br />
<br />
{{hidden|Sources|<br />
<br />
Tanaka, LD Gladney Strategies for Recruiting and Retaining Minorities in Physics and Biophysics journal pages =pp. 552-58 url=http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B94RW 4V9K7F12B&_user=421321&_coverDate=07%2F31%2F1993&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1628233995&_rerunOrigin=google&_acct=C000019938&_version=1&_urlVersion=0&_userid=421321&md5=dded0ca224b04c559b82a67b52693c38&searchtype=a publisher=Biophysical Journal, Vol. 65 <br />
<br />
Waller, Tremayne O. "A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program." Diss. Virginia Polytechnic Institute, 2009. A Mixed Method Approach For Assessing The Adjustment Of Incoming First-Year Engineering Students In A Summer Bridge Program. Virginia Polytechnic Institute, 20 July 2009. Web. 27 Oct. 2011. <http://scholar.lib.vt.edu/theses/available/etd-08312009-145520/unrestricted/WALLER_TO_D_2009.pdf>.<br />
<br />
Vazquez-Abad, J., Winer, L., Derome, J.. Why Some Stay: A Study Of Factors Contributing To Persistance In Undergraduate Physics. McGill Journal of Education / Revue des sciences de l'éducation de McGill, North America, 32, sep. 1997. Available at: http://mje.mcgill.ca/index.php/MJE/article/view/8378/6306. Date accessed: 27 Oct. 2011.<br />
<br />
}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Inquiry-based_learning&diff=2025Inquiry-based learning2011-10-27T21:41:43Z<p>130.58.196.151: /* Evidence */</p>
<hr />
<div>'''Inquiry-based learning''' is an educational approach analogous to the scientific method. The model focuses on educators being 'enablers' of knowledge who teach students to become problem solvers and critical thinkers. In contrast, the classic 'chalk and talk' method, in which the instructor downloads information to students, may have been appropriate prior to the revolution in information technology. Now, rather than memorization, students need to learn how to apply, analyze, and evaluate information. Click [[inquiry-based learning cont.|here]] for more information.<br />
<br />
[[File:imageinquiregif.gif|center|link=pageInquiry-based learning|alt=alt text|source: www.worksheetlibrary.com/teachingtips/inquiry.html]]<br />
__NOTOC__<br />
== How to Incorporate Inquiry-Based Learning ==<br />
<br />
The [http://www.eric.ed.gov/ Educational Resource Information Center] posts a handbook from the Alberta Ministry of Learning aimed at implementing inquiry-based learning titled "Focus on Inquiry: A Teacher's Guide to Implementing Inquiry-Based Learning." To access it, click [http://www.eric.ed.gov/PDFS/ED491498.pdf/ here]. A similar, shorter document from Penn State can be found [http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf here]. <br />
<br />
[[Image:Fx_Bloom_New.jpg|right|Bloom's Taxonomy]]<br />
<br />
Incorporating Inquiry-Based Learning into the classroom implicates changing the environment from one of instruction to one of curiosity and desire for explanations. This shift in thought can be achieved by adopting several practices and attitudes:<br />
<br />
* '''Become familiar with [http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Bloom's Taxonomy] and help your students move up the pyramid.''' <br />
<br />
* '''Place an emphasis on the "how" rather than the "what" of knowledge''', like in [[cooperative learning]]. Students should learn how it is that current knowledge was generated. This is important because it teaches them how to use data/observations to derive knowledge. [http://www.thirteen.org/edonline/concept2class/inquiry/ Thirteen.org] gives as an example explaining to students what methods were used to conclude what the Earth's different rock layers are rather than just telling them what these layers are called. Again, by placing an emphasis on the knowledge-creation process, students become accustomed to this way of thought and begin applying it.<br />
<br />
* '''Don't emphasize that there is "one right answer."''' In the current system an emphasis is placed on there being a correct answer for topics, but this disencourages student involvement during lecture and therefore disencourages critical thinking and a desire to understand things beyond "face value." As part of this technique , whenever students contribute to lecture but clearly misunderstand a concept instead of telling them they are incorrect, one should explain what the generally accepted answer entails and why it is that the answer is accepted. <br />
<br />
* '''Questions, Questions, Questions.''' As an educator, one should ask open-ended questions that are reflective in nature. This [http://www.exploratorium.edu/IFI/resources/artofquestioning.html article on question types] by Dennie Palmer Wolf. In it, he explains the differences between Inferences Questions which "fill in the gaps," Interpretation Questions which assess comprehension of the consequences of information/ideas, Transfer Questions which are meant to take knowledge to a new place and Hypothesis Questions which relate to predictive thinking. All together, using these question types fosters an inquiry spirit.<br />
<br />
'''For more solutions, click [[inquiry-based learning cont.|here]]'''<br />
<br />
== Examples of Inquiry-Based Learning ==<br />
<br />
Kent Gardens Elementary School - The implementation of inquiry-based learning curricula has been increasingly popular and successful in recent years. Kent Gardens Elementary school in McLean, VA is a great example with its [http://www.fcps.edu/DIS/OHSICS/forlang/partial.htm#whatis/ Partial-Immersion World Language Program]. Through this program students learn a foreign language by being taught in a foreign language for half of the day and English the other half. The philosophy behind this approach is that by teaching students in a foreign language, they will learn it because they will need to apply it rather in the traditional "chalk and talk" method of having them learn the language via memorization of vocabulary and verb conjugations. <br />
In the Kent Gardens program, students are taught Math, Science and Health in the foreign language of choice because these subjects "use manipulatives and concrete, hand-on activities, both of which help with the natural second language acquisition process." On the other hand, Social Studies and Language Arts are taught in English. The program has been cited by education resources profiling the inquiry-based learning method such as [http://www.thirteen.org/edonline/concept2class/inquiry/ Thirteen.org].<br />
<br />
== Evidence ==<br />
{{hidden|'''Becker & Watts, 2001.'''|In this article, the authors compare the results of surveys on teaching style conducted in 1995 and then again in 2000. They found that although higher-education institutions have effectively shifted from professors' focus from being more research-oriented to being more focused on their teaching, outdated teaching methods still permeate the discipline. From the surveys conducted, the authors see that classroom presentations are still dominated by the "chalk and talk" method. The authors also find that teacher-student discussion does not occur until until upper level courses, and student-student discussion is rare for the discipline as a whole. On a similar note, it is observed that the use of multiple-choice test formats seems to be excessive--especially in introductory theory courses. Click [http://www.jstor.org/stable/1183384 here] to access the article.}}<br />
<br />
{{hidden|'''Becker & Watts, 2008.'''|"In 1995, 2000, and 2005, the authors surveyed U.S. academic economists to investigate how economics is taught in four different types of undergraduate courses at postsecondary institutions. They especially looked for any changes in teaching methods that occurred over this decade, when there were several prominent calls for economists and postsecondary instructors in other fields to devote more attention and effort to teaching and to make greater use of active, student-centered learning methods, with less use of direct instruction ("chalk and talk"). By 2005, although standard lectures and chalkboard presentations were still dominant, there was evidence of slow growth in the use of other teaching methods, including classroom discussions (especially teacher-directed discussions), computer-generated displays (such as PowerPoint), providing students with prepared sets of class notes, and computer lab assignments in econometrics and statistics courses. Internet database searches were used by a small but growing minority of instructors. Classroom experiments were used by a small share of instructors in introductory courses. Assignments or classroom references to the popular financial press, sports, literature, drama, or music were used somewhat more often. Cooperative learning methods were rarely used." Click [http://ideas.repec.org/a/jee/journl/v39y2008i3p273-286.html here] to access it. This study can be found in the [[Journal of Economic Education]]}}<br />
<br />
{{hidden|'''Major & Palmer.'''|"Problem‑Based Learning (PBL) is an innovative educational approach that is gaining prominence in higher education. A review of the literature of PBL outcomes summarizes, across multiple studies, the positive effects of problem‑based learning. Since PBL brings with it unique challenges to traditional assessment, however, this study suggests alternative approaches. Alternative assessment may provide additional insight into the effectiveness of PBL and other alternative pedagogies." Click [http://www.rapidintellect.com/AEQweb/mop4spr01.htm here] to view it.}}<br />
<br />
== Conclusion ==<br />
<br />
Due to several factors such as technology and global interconnection the rate of information dissemination has dramatically increased. As result, an educational system that places an emphasis on vast memorization is inefficient. Instead, educational systems should be reorganized to emphasize problem-solving and the generation of knowledge. This shift can be achieved by fostering an environment of inquiry. Inquiry-Based Learning is a tool educators can use to craft student minds that seek more than just concrete answers and rather enjoy full comprehension of the mechanisms underlying the what is known. In other words, by employing Inquiry-Based Learning methods educators can help students learn to create knowledge, a currently necessary skill.<br />
<br />
{{hidden|Sources|<br />
<br />
"Assessing the Effectiveness of Problem Based Learning in Higher Education: Lessons from the Literature." Manuscript Reviewing Guidelines. Web. 27 June 2011. <http://www.rapidintellect.com/AEQweb/mop4spr01.htm>.<br />
<br />
Becker, William E., and Michael Watts. "Teaching Methods in U. S. Undergraduate Economics Courses." The Journal of Economic Education 32.3 (2001): 269-79. Web. <http://www.jstor.org/pss/1183384>.<br />
<br />
"Inquiry-based Learning: Explanation." THIRTEEN - New York Public Media. Web. 03 June 2011. <http://www.thirteen.org/edonline/concept2class/inquiry/index_sub7.html>.<br />
<br />
"Inquiry-based Learning." Printable Worksheets for Teachers and Students. Web. 01 June 2011. <http://www.worksheetlibrary.com/teachingtips/inquiry.html>.<br />
<br />
"World Language - Partial Immersion." FCPS Home Page Redirect Page. Web. 10 June 2011. <http://www.fcps.edu/DIS/OHSICS/forlang/partial.htm>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=The_Journal_of_Economic_Education&diff=2024The Journal of Economic Education2011-10-27T21:41:03Z<p>130.58.196.151: </p>
<hr />
<div>"The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media. The Journal of Economic Education is published quarterly in cooperation with the National Council on Economic Education and the Advisory Committee on Economic Education of the American Economic Association." - Taylor and Francis Group <br />
<br />
<br />
<br />
The Journal of Economic Education can be found [http://www.tandfonline.com/loi/vece20/ here]</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=The_Journal_of_Economic_Education&diff=2023The Journal of Economic Education2011-10-27T21:39:16Z<p>130.58.196.151: </p>
<hr />
<div>"The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media. The Journal of Economic Education is published quarterly in cooperation with the National Council on Economic Education and the Advisory Committee on Economic Education of the American Economic Association." - Taylor and Francis Group <br />
<br />
The Journal of Economic Education can be found [http://www.tandfonline.com/loi/vece20/ here]</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=The_Journal_of_Economic_Education&diff=2022The Journal of Economic Education2011-10-27T21:37:50Z<p>130.58.196.151: Created page with ""The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and prog..."</p>
<hr />
<div>"The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media. The Journal of Economic Education is published quarterly in cooperation with the National Council on Economic Education and the Advisory Committee on Economic Education of the American Economic Association."<br />
<br />
The Journal of Economic Education can be found [http://www.tandfonline.com/loi/vece20/ here]</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Collaborative_learning&diff=2021Collaborative learning2011-10-27T21:35:40Z<p>130.58.196.151: /* Examples of Collaborative Learning */</p>
<hr />
<div>'''Collaborative learning''' is an educational approach that promotes interaction among students in the classroom. This technique is highly similar to [[cooperative learning]], although when collaborative learning techniques are used the end result of the activities are unknown to students. Also in this case instructors take the role more as facilitators rather than instructors. This technique has shown to increase the motivation of students in the field of economics. <br />
<br />
== Examples of Collaborative Learning ==<br />
<br />
'''Who:''' Maureen J. Lage, associate professor of economics at Miami University (Ohio),<br />
Glenn J. Platt, associate professor of economics at Miami University (Ohio)<br />
Michael Treglia, Eli Lilly & Co. Indianapolis<br />
<br />
'''What:''' A study showing the effects of incorporating various activities into the economics classroom which do not typically occur there. <br />
<br />
'''How:''' Incorporated [[economic experiments]], promoted group work, and integrated student presentations on economic topics in an introductory microeconomics course.<br />
<br />
'''Where:''' The study conducted by Lage, Platt and Tregalia can be found [http://www.jstor.org/stable/1183338/ here]<br />
<br />
<br />
<br />
'''Who:''' Robert L. Moore, a professor of economics at Occidental College.<br />
<br />
'''What:''' A study showing the effects of incorporating a [[collaborative learning lab (CLL)]] into an introductory economics course. <br />
<br />
'''How:''' Moore created a [[collaborative learning lab (CLL)]] where students learned economic concepts through group work and presentation.<br />
<br />
'''Where:''' The study conducted by Robert L. Moore can be found [http://www.jstor.org/stable/1182922/ here]<br />
<br />
<br />
<br />
Both studies can be found in the [[Journal for Economic Education]].<br />
<br />
==How to Incorporate Collaborative Learning==<br />
<br />
[[File:Class Presentation Image1.jpeg|left]]<br />
<br />
* '''Conduct [[economic experiments]] in class.''' Lage, Platt, and Treglia incorporated one economic experiment which consisted of the following: "For instance, a simple experiment consisted of holding an auction for a can of cola. Bidding began at five cents and increased in five-cent increments; count was taken of how many people wanted to buy the can at each price (33)." <br />
<br />
* '''Promote group work.''' Encourage students to work in groups both inside and outside of the classroom.<br />
<br />
* ''' Integrate student presentations.''' Allocate a portion of class time to student presentations either concerning assigned material, such as worksheets and problem sets, or to specific economic topics related to the material taught in class.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Evidence==<br />
<br />
The study conducted by Lage, Platt, and Tregalia produced positive results. <br />
<br />
'''The students' feedback comments included the following statements:'''<br />
<br />
"I really liked the demonstrations and the group work - they helped me to really ''see'' the concepts, much better than a lecture would, and I could better visualize something I'd seen rather than heard-that was a big plus for tests (35).<br />
<br />
"As for the class itself, I loved the way it was run! The groups were very effective-it helped to have your peers explain things to you in a different way that sometimes made more sense. Also, it was easier to get to know your classmates and made for a very comfortable environment. I liked the "hands on" approach (35)."<br />
<br />
'''<br />
'''Instructors also provided positive feedback after the study:''''''<br />
<br />
"Both instructors also noted that students generally enjoyed working together and seemed to learn from having other students explain concepts in different ways...In general, students were more comfortable asking questions in class, probably because of the many opportunities for one-on-one interaction with the instructor...From the instructors' perspective, the course was considerably more stimulating to teach...(37).<br />
<br />
'''A key aspect of this study was the difference in results between ''male'' and ''female'' students.''' "For female students, the mean scores on the statements "I believe I learned more in this format," and "The experiments illustrated basic economic concepts" were higher than for men in our sample. In addition, on the average, female students self-reported greater satisfaction with the worksheets and in-class experiments. Both instructors also noted that women were clearly more active participants in class than in the traditional classroom (37)."<br />
<br />
<br />
The study conducted by Robert L. Moore also produced positive [[Moore Evidence Table|results]]<br />
<br />
== Conclusion ==<br />
Collaborative learning is a technique which, if used in the economics classroom, can improve the the participation and academic achievement of underrepresented students.<br />
<br />
{{hidden|Sources|<br />
Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment<br />
Maureen J. Lage, Glenn J. Platt and Michael Treglia<br />
The Journal of Economic Education<br />
Vol. 31, No. 1 (Winter, 2000), pp. 30-43<br />
Published by: Taylor & Francis, Ltd.<br />
Article Stable URL: http://www.jstor.org/stable/1183338<br />
<br />
<br />
Teaching Introductory Economics with a Collaborative Learning Lab Component<br />
Robert L. Moore<br />
The Journal of Economic Education<br />
Vol. 29, No. 4 (Autumn, 1998), pp. 321-329<br />
Published by: Taylor & Francis, Ltd.<br />
Article Stable URL: http://www.jstor.org/stable/1182922<br />
<br />
<br />
Active and Cooperative Learning Using Web-Based Simulations<br />
Stephen J. Schmidt<br />
The Journal of Economic Education<br />
Vol. 34, No. 2 (Spring, 2003), pp. 151-167<br />
Published by: Taylor & Francis, Ltd.<br />
Article Stable URL: http://www.jstor.org/stable/30042535}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Collaborative_learning&diff=2020Collaborative learning2011-10-27T21:35:14Z<p>130.58.196.151: /* Examples of Collaborative Learning */</p>
<hr />
<div>'''Collaborative learning''' is an educational approach that promotes interaction among students in the classroom. This technique is highly similar to [[cooperative learning]], although when collaborative learning techniques are used the end result of the activities are unknown to students. Also in this case instructors take the role more as facilitators rather than instructors. This technique has shown to increase the motivation of students in the field of economics. <br />
<br />
== Examples of Collaborative Learning ==<br />
<br />
'''Who:''' Maureen J. Lage, associate professor of economics at Miami University (Ohio),<br />
Glenn J. Platt, associate professor of economics at Miami University (Ohio)<br />
Michael Treglia, Eli Lilly & Co. Indianapolis<br />
<br />
'''What:''' A study showing the effects of incorporating various activities into the economics classroom which do not typically occur there. <br />
<br />
'''How:''' Incorporated [[economic experiments]], promoted group work, and integrated student presentations on economic topics in an introductory microeconomics course.<br />
<br />
'''Where:''' The study conducted by Lage, Platt and Tregalia can be found [http://www.jstor.org/stable/1183338/ here]<br />
<br />
<br />
<br />
'''Who:''' Robert L. Moore, a professor of economics at Occidental College.<br />
<br />
'''What:''' A study showing the effects of incorporating a [[collaborative learning lab (CLL)]] into an introductory economics course. <br />
<br />
'''How:''' Moore created a [[collaborative learning lab (CLL)]] where students learned economic concepts through group work and presentation.<br />
<br />
'''Where:''' The study conducted by Robert L. Moore can be found [http://www.jstor.org/stable/1182922/ here]<br />
<br />
<br />
<br />
Both studies can be found in the [Journal for Economic Education].<br />
<br />
==How to Incorporate Collaborative Learning==<br />
<br />
[[File:Class Presentation Image1.jpeg|left]]<br />
<br />
* '''Conduct [[economic experiments]] in class.''' Lage, Platt, and Treglia incorporated one economic experiment which consisted of the following: "For instance, a simple experiment consisted of holding an auction for a can of cola. Bidding began at five cents and increased in five-cent increments; count was taken of how many people wanted to buy the can at each price (33)." <br />
<br />
* '''Promote group work.''' Encourage students to work in groups both inside and outside of the classroom.<br />
<br />
* ''' Integrate student presentations.''' Allocate a portion of class time to student presentations either concerning assigned material, such as worksheets and problem sets, or to specific economic topics related to the material taught in class.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Evidence==<br />
<br />
The study conducted by Lage, Platt, and Tregalia produced positive results. <br />
<br />
'''The students' feedback comments included the following statements:'''<br />
<br />
"I really liked the demonstrations and the group work - they helped me to really ''see'' the concepts, much better than a lecture would, and I could better visualize something I'd seen rather than heard-that was a big plus for tests (35).<br />
<br />
"As for the class itself, I loved the way it was run! The groups were very effective-it helped to have your peers explain things to you in a different way that sometimes made more sense. Also, it was easier to get to know your classmates and made for a very comfortable environment. I liked the "hands on" approach (35)."<br />
<br />
'''<br />
'''Instructors also provided positive feedback after the study:''''''<br />
<br />
"Both instructors also noted that students generally enjoyed working together and seemed to learn from having other students explain concepts in different ways...In general, students were more comfortable asking questions in class, probably because of the many opportunities for one-on-one interaction with the instructor...From the instructors' perspective, the course was considerably more stimulating to teach...(37).<br />
<br />
'''A key aspect of this study was the difference in results between ''male'' and ''female'' students.''' "For female students, the mean scores on the statements "I believe I learned more in this format," and "The experiments illustrated basic economic concepts" were higher than for men in our sample. In addition, on the average, female students self-reported greater satisfaction with the worksheets and in-class experiments. Both instructors also noted that women were clearly more active participants in class than in the traditional classroom (37)."<br />
<br />
<br />
The study conducted by Robert L. Moore also produced positive [[Moore Evidence Table|results]]<br />
<br />
== Conclusion ==<br />
Collaborative learning is a technique which, if used in the economics classroom, can improve the the participation and academic achievement of underrepresented students.<br />
<br />
{{hidden|Sources|<br />
Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment<br />
Maureen J. Lage, Glenn J. Platt and Michael Treglia<br />
The Journal of Economic Education<br />
Vol. 31, No. 1 (Winter, 2000), pp. 30-43<br />
Published by: Taylor & Francis, Ltd.<br />
Article Stable URL: http://www.jstor.org/stable/1183338<br />
<br />
<br />
Teaching Introductory Economics with a Collaborative Learning Lab Component<br />
Robert L. Moore<br />
The Journal of Economic Education<br />
Vol. 29, No. 4 (Autumn, 1998), pp. 321-329<br />
Published by: Taylor & Francis, Ltd.<br />
Article Stable URL: http://www.jstor.org/stable/1182922<br />
<br />
<br />
Active and Cooperative Learning Using Web-Based Simulations<br />
Stephen J. Schmidt<br />
The Journal of Economic Education<br />
Vol. 34, No. 2 (Spring, 2003), pp. 151-167<br />
Published by: Taylor & Francis, Ltd.<br />
Article Stable URL: http://www.jstor.org/stable/30042535}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Inquiry-based_learning&diff=2019Inquiry-based learning2011-10-27T19:06:44Z<p>130.58.196.151: /* Evidence */</p>
<hr />
<div>'''Inquiry-based learning''' is an educational approach analogous to the scientific method. The model focuses on educators being 'enablers' of knowledge who teach students to become problem solvers and critical thinkers. In contrast, the classic 'chalk and talk' method, in which the instructor downloads information to students, may have been appropriate prior to the revolution in information technology. Now, rather than memorization, students need to learn how to apply, analyze, and evaluate information. Click [[inquiry-based learning cont.|here]] for more information.<br />
<br />
[[File:imageinquiregif.gif|center|link=pageInquiry-based learning|alt=alt text|source: www.worksheetlibrary.com/teachingtips/inquiry.html]]<br />
__NOTOC__<br />
== How to Incorporate Inquiry-Based Learning ==<br />
<br />
The [http://www.eric.ed.gov/ Educational Resource Information Center] posts a handbook from the Alberta Ministry of Learning aimed at implementing inquiry-based learning titled "Focus on Inquiry: A Teacher's Guide to Implementing Inquiry-Based Learning." To access it, click [http://www.eric.ed.gov/PDFS/ED491498.pdf/ here]. A similar, shorter document from Penn State can be found [http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf here]. <br />
<br />
[[Image:Fx_Bloom_New.jpg|right|Bloom's Taxonomy]]<br />
<br />
Incorporating Inquiry-Based Learning into the classroom implicates changing the environment from one of instruction to one of curiosity and desire for explanations. This shift in thought can be achieved by adopting several practices and attitudes:<br />
<br />
* '''Become familiar with [http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Bloom's Taxonomy] and help your students move up the pyramid.''' <br />
<br />
* '''Place an emphasis on the "how" rather than the "what" of knowledge''', like in [[cooperative learning]]. Students should learn how it is that current knowledge was generated. This is important because it teaches them how to use data/observations to derive knowledge. [http://www.thirteen.org/edonline/concept2class/inquiry/ Thirteen.org] gives as an example explaining to students what methods were used to conclude what the Earth's different rock layers are rather than just telling them what these layers are called. Again, by placing an emphasis on the knowledge-creation process, students become accustomed to this way of thought and begin applying it.<br />
<br />
* '''Don't emphasize that there is "one right answer."''' In the current system an emphasis is placed on there being a correct answer for topics, but this disencourages student involvement during lecture and therefore disencourages critical thinking and a desire to understand things beyond "face value." As part of this technique , whenever students contribute to lecture but clearly misunderstand a concept instead of telling them they are incorrect, one should explain what the generally accepted answer entails and why it is that the answer is accepted. <br />
<br />
* '''Questions, Questions, Questions.''' As an educator, one should ask open-ended questions that are reflective in nature. This [http://www.exploratorium.edu/IFI/resources/artofquestioning.html article on question types] by Dennie Palmer Wolf. In it, he explains the differences between Inferences Questions which "fill in the gaps," Interpretation Questions which assess comprehension of the consequences of information/ideas, Transfer Questions which are meant to take knowledge to a new place and Hypothesis Questions which relate to predictive thinking. All together, using these question types fosters an inquiry spirit.<br />
<br />
'''For more solutions, click [[inquiry-based learning cont.|here]]'''<br />
<br />
== Examples of Inquiry-Based Learning ==<br />
<br />
Kent Gardens Elementary School - The implementation of inquiry-based learning curricula has been increasingly popular and successful in recent years. Kent Gardens Elementary school in McLean, VA is a great example with its [http://www.fcps.edu/DIS/OHSICS/forlang/partial.htm#whatis/ Partial-Immersion World Language Program]. Through this program students learn a foreign language by being taught in a foreign language for half of the day and English the other half. The philosophy behind this approach is that by teaching students in a foreign language, they will learn it because they will need to apply it rather in the traditional "chalk and talk" method of having them learn the language via memorization of vocabulary and verb conjugations. <br />
In the Kent Gardens program, students are taught Math, Science and Health in the foreign language of choice because these subjects "use manipulatives and concrete, hand-on activities, both of which help with the natural second language acquisition process." On the other hand, Social Studies and Language Arts are taught in English. The program has been cited by education resources profiling the inquiry-based learning method such as [http://www.thirteen.org/edonline/concept2class/inquiry/ Thirteen.org].<br />
<br />
== Evidence ==<br />
{{hidden|'''Becker & Watts, 2001.'''|In this article, the authors compare the results of surveys on teaching style conducted in 1995 and then again in 2000. They found that although higher-education institutions have effectively shifted from professors' focus from being more research-oriented to being more focused on their teaching, outdated teaching methods still permeate the discipline. From the surveys conducted, the authors see that classroom presentations are still dominated by the "chalk and talk" method. The authors also find that teacher-student discussion does not occur until until upper level courses, and student-student discussion is rare for the discipline as a whole. On a similar note, it is observed that the use of multiple-choice test formats seems to be excessive--especially in introductory theory courses. Click [http://www.jstor.org/stable/1183384 here] to access the article.}}<br />
<br />
{{hidden|'''Becker & Watts, 2008.'''|"In 1995, 2000, and 2005, the authors surveyed U.S. academic economists to investigate how economics is taught in four different types of undergraduate courses at postsecondary institutions. They especially looked for any changes in teaching methods that occurred over this decade, when there were several prominent calls for economists and postsecondary instructors in other fields to devote more attention and effort to teaching and to make greater use of active, student-centered learning methods, with less use of direct instruction ("chalk and talk"). By 2005, although standard lectures and chalkboard presentations were still dominant, there was evidence of slow growth in the use of other teaching methods, including classroom discussions (especially teacher-directed discussions), computer-generated displays (such as PowerPoint), providing students with prepared sets of class notes, and computer lab assignments in econometrics and statistics courses. Internet database searches were used by a small but growing minority of instructors. Classroom experiments were used by a small share of instructors in introductory courses. Assignments or classroom references to the popular financial press, sports, literature, drama, or music were used somewhat more often. Cooperative learning methods were rarely used." Click [http://ideas.repec.org/a/jee/journl/v39y2008i3p273-286.html here] to access it. This study can be found in the '''Journal of Economic Education'''}}<br />
<br />
{{hidden|'''Major & Palmer.'''|"Problem‑Based Learning (PBL) is an innovative educational approach that is gaining prominence in higher education. A review of the literature of PBL outcomes summarizes, across multiple studies, the positive effects of problem‑based learning. Since PBL brings with it unique challenges to traditional assessment, however, this study suggests alternative approaches. Alternative assessment may provide additional insight into the effectiveness of PBL and other alternative pedagogies." Click [http://www.rapidintellect.com/AEQweb/mop4spr01.htm here] to view it.}}<br />
<br />
== Conclusion ==<br />
<br />
Due to several factors such as technology and global interconnection the rate of information dissemination has dramatically increased. As result, an educational system that places an emphasis on vast memorization is inefficient. Instead, educational systems should be reorganized to emphasize problem-solving and the generation of knowledge. This shift can be achieved by fostering an environment of inquiry. Inquiry-Based Learning is a tool educators can use to craft student minds that seek more than just concrete answers and rather enjoy full comprehension of the mechanisms underlying the what is known. In other words, by employing Inquiry-Based Learning methods educators can help students learn to create knowledge, a currently necessary skill.<br />
<br />
{{hidden|Sources|<br />
<br />
"Assessing the Effectiveness of Problem Based Learning in Higher Education: Lessons from the Literature." Manuscript Reviewing Guidelines. Web. 27 June 2011. <http://www.rapidintellect.com/AEQweb/mop4spr01.htm>.<br />
<br />
Becker, William E., and Michael Watts. "Teaching Methods in U. S. Undergraduate Economics Courses." The Journal of Economic Education 32.3 (2001): 269-79. Web. <http://www.jstor.org/pss/1183384>.<br />
<br />
"Inquiry-based Learning: Explanation." THIRTEEN - New York Public Media. Web. 03 June 2011. <http://www.thirteen.org/edonline/concept2class/inquiry/index_sub7.html>.<br />
<br />
"Inquiry-based Learning." Printable Worksheets for Teachers and Students. Web. 01 June 2011. <http://www.worksheetlibrary.com/teachingtips/inquiry.html>.<br />
<br />
"World Language - Partial Immersion." FCPS Home Page Redirect Page. Web. 10 June 2011. <http://www.fcps.edu/DIS/OHSICS/forlang/partial.htm>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning&diff=2018Cooperative learning2011-10-27T19:05:13Z<p>130.58.196.151: /* Examples of Cooperative Learning */</p>
<hr />
<div>'''Cooperative learning''' is an educational approach that promotes students working in small groups in order to collectively learn. This approach is considered an [[experiential learning]] approach and has been shown to improve student's test scores, improve the achievements of female and African American students, and improve retention rates. This approach is also highly similar to [[collaborative learning]]. <br />
<br />
__NOTOC__<br />
==Examples of Cooperative Learning==<br />
[[File:Cooperative Learning Pic1.jpg|right|All Utah Libraries Link: http://www.flickr.com/photos/utahstatelibrary/5635185979/in/photostream/]]<br />
<br />
'''Who:''' Steven Yamarik, a associate professor of economics at California State University at Long Beach.<br />
<br />
'''What:''' Conducted a study demonstrating that cooperative learning exercises resulted in students achieving higher test scores.<br />
<br />
'''When:''' 2007<br />
<br />
'''How:''' '''First''', in his intermediate macroeconomics course Yamarick established groups of three to four students which he called "base groups." These students remained in the same "base group" for the entire course. '''Then''', Yamarick had students work with one another both inside as well as outside of the classroom. The academic work which the students were assigned included handouts as well as additional readings. In class, groups typically reviewed the questions in a given handout, came to a group consensus concerning answers, and presented one solution to the class. '''Finally''', Yamarick personally facilitated the group cooperative learning exercises and assessed the results.<br />
<br />
'''This study can be found in the [http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277 Journal of Economic Education]<br />
'''<br />
<br />
==How to Incorporate Cooperative Learning==<br />
<br />
'''For the small classroom''' <br />
<br />
* [[Think-pair-share]]<br />
<br />
'''For the large classroom<br />
'''<br />
<br />
* [[Cooperative learning groups]]<br />
<br />
* [[Neighbor sharing]]<br />
<br />
==Evidence==<br />
<br />
[[File:Cooperative Learning Pic2.jpg|left|Earlham College Link: http://www.flickr.com/photos/earlhamcollege/4387541741/in/photostream/]]Cooperative learning has been shown to increase test performance (Slavin 1991, Yamarik 2007), aid the performance of underrepresented students (Treisman 1985), increase student engagement (Johnson and Johnson, 1989), and increase the retention rate of students (Treisman 1985, Williamson and Rowe 2002). <br />
<br />
<br />
Uri Treisman, a professor of calculus at the University of California, Berkley, '''conducted a study comparing the difference in achievement between Chinese students, a group which typically performed well in his calculus course, and African American students, a group which typically underperformed in his calculus course.''' After observing the study habits of both groups, Treisman discovered that African American students typically worked alone for assignments where areas Chinese students regularly worked in groups for assignments. '''Once Treisman established study groups for the African American students their performance significantly improved.''' More evidence of the positive impact of cooperative learning can be found [http://serc.carleton.edu/10841/ here]<br />
<br />
<br />
<br />
<br />
==Conclusion==<br />
<br />
By incorporating cooperative learning into the economics classroom, student performance and engagement in the classroom can increase significantly. Cooperative learning techniques can be used in both small and large classrooms and have shown to increase the performance of underrepresented students. <br />
<br />
<br />
An excellent resource for more information concerning teaching strategies for the economics classroom can be found at [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics], a resource which was founded by KimMarie McGoldrick (University of Richmond), Scott Simkins (North Carolina A&T University), Mark Maier (Glendale Community College), and Cathy Manduca (Carleton College). For more information about cooperative learning in particular, please click [http://serc.carleton.edu/37419/ here]. <br />
<br />
<br />
{{hidden|Sources|<br />
Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in Large Lectures: Teaching for Active Learning." BioScience 48.7 (1997): 601-07. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313166>.<br />
<br />
<br />
Herreid, Clyde F. "Why Isn't Cooperative Learning Used to Teach Science?" BioScience 48.7 (1998): 553-59. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313317>.<br />
<br />
<br />
Johnson, David W, and Roger T. Johnson. Cooperation and Competition: Theory and Research. Edina, Minn: Interaction Book Co, 1989. Print.<br />
<br />
<br />
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation. Web. 16 June 2011. <http://serc.carleton.edu/econ/cooperative/examples/31323.html>.<br />
<br />
<br />
Slavin, Robert E. Student Team Learning: A Practical Guide to Cooperative Learning. Washington, D.C: NEA Professional Library, National Education Association, 1991. Print.<br />
<br />
<br />
Treisman, Uri. "Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College." The College Mathematics Journal 25.5 (1992): 362-72. JSTOR. Mathematical Association of America. Web. 15 June 2011. <http://www.jstor.org/pss/2686410>.<br />
<br />
<br />
Williamson, Vickie M. "Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly." Journal of Chemical Education 79.9 (2002): 1131. Journal of Chemical Education. Journal of Chemical Education. Web. 10 June 2011. <http://pubs.acs.org/doi/abs/10.1021/ed079p1131>.<br />
<br />
<br />
Yamarik, S.. (2007). Does Cooperative Learning Improve Student Learning Outcomes? Journal of Economic Education, 38(3), 259-265,268-269,273,275-277. Retrieved June 16, 2011, from Research Library. (Document ID: 1362844731). <http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning&diff=2017Cooperative learning2011-10-27T19:05:00Z<p>130.58.196.151: /* Examples of Cooperative Learning */</p>
<hr />
<div>'''Cooperative learning''' is an educational approach that promotes students working in small groups in order to collectively learn. This approach is considered an [[experiential learning]] approach and has been shown to improve student's test scores, improve the achievements of female and African American students, and improve retention rates. This approach is also highly similar to [[collaborative learning]]. <br />
<br />
__NOTOC__<br />
==Examples of Cooperative Learning==<br />
[[File:Cooperative Learning Pic1.jpg|right|All Utah Libraries Link: http://www.flickr.com/photos/utahstatelibrary/5635185979/in/photostream/]]<br />
<br />
'''Who:''' Steven Yamarik, a associate professor of economics at California State University at Long Beach.<br />
<br />
'''What:''' Conducted a study demonstrating that cooperative learning exercises resulted in students achieving higher test scores.<br />
<br />
'''When:''' 2007<br />
<br />
'''How:''' '''First''', in his intermediate macroeconomics course Yamarick established groups of three to four students which he called "base groups." These students remained in the same "base group" for the entire course. '''Then''', Yamarick had students work with one another both inside as well as outside of the classroom. The academic work which the students were assigned included handouts as well as additional readings. In class, groups typically reviewed the questions in a given handout, came to a group consensus concerning answers, and presented one solution to the class. '''Finally''', Yamarick personally facilitated the group cooperative learning exercises and assessed the results.<br />
<br />
<br />
'''This study can be found in the [http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277 Journal of Economic Education]<br />
'''<br />
<br />
==How to Incorporate Cooperative Learning==<br />
<br />
'''For the small classroom''' <br />
<br />
* [[Think-pair-share]]<br />
<br />
'''For the large classroom<br />
'''<br />
<br />
* [[Cooperative learning groups]]<br />
<br />
* [[Neighbor sharing]]<br />
<br />
==Evidence==<br />
<br />
[[File:Cooperative Learning Pic2.jpg|left|Earlham College Link: http://www.flickr.com/photos/earlhamcollege/4387541741/in/photostream/]]Cooperative learning has been shown to increase test performance (Slavin 1991, Yamarik 2007), aid the performance of underrepresented students (Treisman 1985), increase student engagement (Johnson and Johnson, 1989), and increase the retention rate of students (Treisman 1985, Williamson and Rowe 2002). <br />
<br />
<br />
Uri Treisman, a professor of calculus at the University of California, Berkley, '''conducted a study comparing the difference in achievement between Chinese students, a group which typically performed well in his calculus course, and African American students, a group which typically underperformed in his calculus course.''' After observing the study habits of both groups, Treisman discovered that African American students typically worked alone for assignments where areas Chinese students regularly worked in groups for assignments. '''Once Treisman established study groups for the African American students their performance significantly improved.''' More evidence of the positive impact of cooperative learning can be found [http://serc.carleton.edu/10841/ here]<br />
<br />
<br />
<br />
<br />
==Conclusion==<br />
<br />
By incorporating cooperative learning into the economics classroom, student performance and engagement in the classroom can increase significantly. Cooperative learning techniques can be used in both small and large classrooms and have shown to increase the performance of underrepresented students. <br />
<br />
<br />
An excellent resource for more information concerning teaching strategies for the economics classroom can be found at [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics], a resource which was founded by KimMarie McGoldrick (University of Richmond), Scott Simkins (North Carolina A&T University), Mark Maier (Glendale Community College), and Cathy Manduca (Carleton College). For more information about cooperative learning in particular, please click [http://serc.carleton.edu/37419/ here]. <br />
<br />
<br />
{{hidden|Sources|<br />
Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in Large Lectures: Teaching for Active Learning." BioScience 48.7 (1997): 601-07. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313166>.<br />
<br />
<br />
Herreid, Clyde F. "Why Isn't Cooperative Learning Used to Teach Science?" BioScience 48.7 (1998): 553-59. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313317>.<br />
<br />
<br />
Johnson, David W, and Roger T. Johnson. Cooperation and Competition: Theory and Research. Edina, Minn: Interaction Book Co, 1989. Print.<br />
<br />
<br />
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation. Web. 16 June 2011. <http://serc.carleton.edu/econ/cooperative/examples/31323.html>.<br />
<br />
<br />
Slavin, Robert E. Student Team Learning: A Practical Guide to Cooperative Learning. Washington, D.C: NEA Professional Library, National Education Association, 1991. Print.<br />
<br />
<br />
Treisman, Uri. "Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College." The College Mathematics Journal 25.5 (1992): 362-72. JSTOR. Mathematical Association of America. Web. 15 June 2011. <http://www.jstor.org/pss/2686410>.<br />
<br />
<br />
Williamson, Vickie M. "Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly." Journal of Chemical Education 79.9 (2002): 1131. Journal of Chemical Education. Journal of Chemical Education. Web. 10 June 2011. <http://pubs.acs.org/doi/abs/10.1021/ed079p1131>.<br />
<br />
<br />
Yamarik, S.. (2007). Does Cooperative Learning Improve Student Learning Outcomes? Journal of Economic Education, 38(3), 259-265,268-269,273,275-277. Retrieved June 16, 2011, from Research Library. (Document ID: 1362844731). <http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning&diff=2016Cooperative learning2011-10-27T19:04:47Z<p>130.58.196.151: /* Examples of Cooperative Learning */</p>
<hr />
<div>'''Cooperative learning''' is an educational approach that promotes students working in small groups in order to collectively learn. This approach is considered an [[experiential learning]] approach and has been shown to improve student's test scores, improve the achievements of female and African American students, and improve retention rates. This approach is also highly similar to [[collaborative learning]]. <br />
<br />
__NOTOC__<br />
==Examples of Cooperative Learning==<br />
[[File:Cooperative Learning Pic1.jpg|right|All Utah Libraries Link: http://www.flickr.com/photos/utahstatelibrary/5635185979/in/photostream/]]<br />
<br />
'''Who:''' Steven Yamarik, a associate professor of economics at California State University at Long Beach.<br />
<br />
'''What:''' Conducted a study demonstrating that cooperative learning exercises resulted in students achieving higher test scores.<br />
<br />
'''When:''' 2007<br />
<br />
'''How:''' '''First''', in his intermediate macroeconomics course Yamarick established groups of three to four students which he called "base groups." These students remained in the same "base group" for the entire course. '''Then''', Yamarick had students work with one another both inside as well as outside of the classroom. The academic work which the students were assigned included handouts as well as additional readings. In class, groups typically reviewed the questions in a given handout, came to a group consensus concerning answers, and presented one solution to the class. '''Finally''', Yamarick personally facilitated the group cooperative learning exercises and assessed the results.<br />
<br />
<br />
This study can be found in the [http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277 Journal of Economic Education]<br />
<br />
==How to Incorporate Cooperative Learning==<br />
<br />
'''For the small classroom''' <br />
<br />
* [[Think-pair-share]]<br />
<br />
'''For the large classroom<br />
'''<br />
<br />
* [[Cooperative learning groups]]<br />
<br />
* [[Neighbor sharing]]<br />
<br />
==Evidence==<br />
<br />
[[File:Cooperative Learning Pic2.jpg|left|Earlham College Link: http://www.flickr.com/photos/earlhamcollege/4387541741/in/photostream/]]Cooperative learning has been shown to increase test performance (Slavin 1991, Yamarik 2007), aid the performance of underrepresented students (Treisman 1985), increase student engagement (Johnson and Johnson, 1989), and increase the retention rate of students (Treisman 1985, Williamson and Rowe 2002). <br />
<br />
<br />
Uri Treisman, a professor of calculus at the University of California, Berkley, '''conducted a study comparing the difference in achievement between Chinese students, a group which typically performed well in his calculus course, and African American students, a group which typically underperformed in his calculus course.''' After observing the study habits of both groups, Treisman discovered that African American students typically worked alone for assignments where areas Chinese students regularly worked in groups for assignments. '''Once Treisman established study groups for the African American students their performance significantly improved.''' More evidence of the positive impact of cooperative learning can be found [http://serc.carleton.edu/10841/ here]<br />
<br />
<br />
<br />
<br />
==Conclusion==<br />
<br />
By incorporating cooperative learning into the economics classroom, student performance and engagement in the classroom can increase significantly. Cooperative learning techniques can be used in both small and large classrooms and have shown to increase the performance of underrepresented students. <br />
<br />
<br />
An excellent resource for more information concerning teaching strategies for the economics classroom can be found at [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics], a resource which was founded by KimMarie McGoldrick (University of Richmond), Scott Simkins (North Carolina A&T University), Mark Maier (Glendale Community College), and Cathy Manduca (Carleton College). For more information about cooperative learning in particular, please click [http://serc.carleton.edu/37419/ here]. <br />
<br />
<br />
{{hidden|Sources|<br />
Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in Large Lectures: Teaching for Active Learning." BioScience 48.7 (1997): 601-07. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313166>.<br />
<br />
<br />
Herreid, Clyde F. "Why Isn't Cooperative Learning Used to Teach Science?" BioScience 48.7 (1998): 553-59. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313317>.<br />
<br />
<br />
Johnson, David W, and Roger T. Johnson. Cooperation and Competition: Theory and Research. Edina, Minn: Interaction Book Co, 1989. Print.<br />
<br />
<br />
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation. Web. 16 June 2011. <http://serc.carleton.edu/econ/cooperative/examples/31323.html>.<br />
<br />
<br />
Slavin, Robert E. Student Team Learning: A Practical Guide to Cooperative Learning. Washington, D.C: NEA Professional Library, National Education Association, 1991. Print.<br />
<br />
<br />
Treisman, Uri. "Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College." The College Mathematics Journal 25.5 (1992): 362-72. JSTOR. Mathematical Association of America. Web. 15 June 2011. <http://www.jstor.org/pss/2686410>.<br />
<br />
<br />
Williamson, Vickie M. "Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly." Journal of Chemical Education 79.9 (2002): 1131. Journal of Chemical Education. Journal of Chemical Education. Web. 10 June 2011. <http://pubs.acs.org/doi/abs/10.1021/ed079p1131>.<br />
<br />
<br />
Yamarik, S.. (2007). Does Cooperative Learning Improve Student Learning Outcomes? Journal of Economic Education, 38(3), 259-265,268-269,273,275-277. Retrieved June 16, 2011, from Research Library. (Document ID: 1362844731). <http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning&diff=2015Cooperative learning2011-10-27T19:03:04Z<p>130.58.196.151: /* Examples of Cooperative Learning */</p>
<hr />
<div>'''Cooperative learning''' is an educational approach that promotes students working in small groups in order to collectively learn. This approach is considered an [[experiential learning]] approach and has been shown to improve student's test scores, improve the achievements of female and African American students, and improve retention rates. This approach is also highly similar to [[collaborative learning]]. <br />
<br />
__NOTOC__<br />
==Examples of Cooperative Learning==<br />
[[File:Cooperative Learning Pic1.jpg|right|All Utah Libraries Link: http://www.flickr.com/photos/utahstatelibrary/5635185979/in/photostream/]]<br />
<br />
'''Who:''' Steven Yamarik, a associate professor of economics at California State University at Long Beach.<br />
<br />
'''What:''' Conducted a study demonstrating that cooperative learning exercises resulted in students achieving higher test scores.<br />
<br />
'''When:''' 2007<br />
<br />
'''How:''' '''First''', in his intermediate macroeconomics course Yamarick established groups of three to four students which he called "base groups." These students remained in the same "base group" for the entire course. '''Then''', Yamarick had students work with one another both inside as well as outside of the classroom. The academic work which the students were assigned included handouts as well as additional readings. In class, groups typically reviewed the questions in a given handout, came to a group consensus concerning answers, and presented one solution to the class. '''Finally''', Yamarick personally facilitated the group cooperative learning exercises and assessed the results.<br />
<br />
<br />
This study can be found in the Journal of Economic Education<br />
<br />
==How to Incorporate Cooperative Learning==<br />
<br />
'''For the small classroom''' <br />
<br />
* [[Think-pair-share]]<br />
<br />
'''For the large classroom<br />
'''<br />
<br />
* [[Cooperative learning groups]]<br />
<br />
* [[Neighbor sharing]]<br />
<br />
==Evidence==<br />
<br />
[[File:Cooperative Learning Pic2.jpg|left|Earlham College Link: http://www.flickr.com/photos/earlhamcollege/4387541741/in/photostream/]]Cooperative learning has been shown to increase test performance (Slavin 1991, Yamarik 2007), aid the performance of underrepresented students (Treisman 1985), increase student engagement (Johnson and Johnson, 1989), and increase the retention rate of students (Treisman 1985, Williamson and Rowe 2002). <br />
<br />
<br />
Uri Treisman, a professor of calculus at the University of California, Berkley, '''conducted a study comparing the difference in achievement between Chinese students, a group which typically performed well in his calculus course, and African American students, a group which typically underperformed in his calculus course.''' After observing the study habits of both groups, Treisman discovered that African American students typically worked alone for assignments where areas Chinese students regularly worked in groups for assignments. '''Once Treisman established study groups for the African American students their performance significantly improved.''' More evidence of the positive impact of cooperative learning can be found [http://serc.carleton.edu/10841/ here]<br />
<br />
<br />
<br />
<br />
==Conclusion==<br />
<br />
By incorporating cooperative learning into the economics classroom, student performance and engagement in the classroom can increase significantly. Cooperative learning techniques can be used in both small and large classrooms and have shown to increase the performance of underrepresented students. <br />
<br />
<br />
An excellent resource for more information concerning teaching strategies for the economics classroom can be found at [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics], a resource which was founded by KimMarie McGoldrick (University of Richmond), Scott Simkins (North Carolina A&T University), Mark Maier (Glendale Community College), and Cathy Manduca (Carleton College). For more information about cooperative learning in particular, please click [http://serc.carleton.edu/37419/ here]. <br />
<br />
<br />
{{hidden|Sources|<br />
Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in Large Lectures: Teaching for Active Learning." BioScience 48.7 (1997): 601-07. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313166>.<br />
<br />
<br />
Herreid, Clyde F. "Why Isn't Cooperative Learning Used to Teach Science?" BioScience 48.7 (1998): 553-59. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313317>.<br />
<br />
<br />
Johnson, David W, and Roger T. Johnson. Cooperation and Competition: Theory and Research. Edina, Minn: Interaction Book Co, 1989. Print.<br />
<br />
<br />
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation. Web. 16 June 2011. <http://serc.carleton.edu/econ/cooperative/examples/31323.html>.<br />
<br />
<br />
Slavin, Robert E. Student Team Learning: A Practical Guide to Cooperative Learning. Washington, D.C: NEA Professional Library, National Education Association, 1991. Print.<br />
<br />
<br />
Treisman, Uri. "Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College." The College Mathematics Journal 25.5 (1992): 362-72. JSTOR. Mathematical Association of America. Web. 15 June 2011. <http://www.jstor.org/pss/2686410>.<br />
<br />
<br />
Williamson, Vickie M. "Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly." Journal of Chemical Education 79.9 (2002): 1131. Journal of Chemical Education. Journal of Chemical Education. Web. 10 June 2011. <http://pubs.acs.org/doi/abs/10.1021/ed079p1131>.<br />
<br />
<br />
Yamarik, S.. (2007). Does Cooperative Learning Improve Student Learning Outcomes? Journal of Economic Education, 38(3), 259-265,268-269,273,275-277. Retrieved June 16, 2011, from Research Library. (Document ID: 1362844731). <http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Service_learning&diff=2014Service learning2011-10-27T18:51:08Z<p>130.58.196.151: </p>
<hr />
<div>'''Service learning''' is a teaching method where community service is integrated into the curriculum to provide a richer academic experience. This method is a branch of [[experiential learning]] has been shown to increase participative learning, increase student awareness of "real world" concerns, increase student civil engagement, and increase diversity in the classroom.<br />
__NOTOC__<br />
==Examples of Service Learning==<br />
[[File:Service_Learning_Image1.jpg|right|275xpx| Source:http://ls.berkeley.edu/?q=arts-ideas/archive/service-learning-gives-berkeley-students-sense-purpose]]<br />
'''Who:''' Alexander W. Astin, Lori J. Vogelgesang, Elaine K. Ikeda, Jennifer A. Yee<br />
<br />
'''What:''' A study demonstrating that service learning results in higher academic performance as well as increased student interest and retention.<br />
<br />
'''How:''' Through the analysis of statistical data collected from a national sample of baccalaureate-granting colleges and universities, as well as from interviews and feedback from students and faculty. The data was collected from a number of fields (including economics), and service learning was incorporated through a number of ways, although typically through the [[Community Service| community service]] method.<br />
<br />
'''Where:''' An executive summary of the study can be found at [http://gseis.ucla.edu/heri/PDFs/rhowas.pdf How Service Learning Affects Students Executive Summary].<br />
<br />
==How to Incorporate Service Learning==<br />
'''Models of Service Learning'''<br />
<br />
[[Community Service]]<br />
<br />
[[Student based instruction]]<br />
<br />
[[Action Research]]<br />
<br />
[[Community Problem Solving Seminars (COMPS)]]<br />
<br />
==Evidence==<br />
[[File:Service Learning Image2.jpg|left|Source:http://www.flickr.com/photos/liftcommunities/5224969488/sizes/s/in/set-72157625509717884/ Source: LIFT]]<br />
<br />
Since service learning is a relatively new technique to be used in the field of economics, there has yet to be trial based studies comparing service learning to traditional methods. <br />
<br />
Although, studies of this nature have been conducted in other fields, which is demonstrated through a study conducted by Berston and Younkin. In their study, Berston and Younkin compared courses with two cohorts. One section was required to participate in 20 hours of service learning in addition to the normal course material, while the other just followed the normal curriculum (subjects consisted of Sociology, American History, College Preparatory English, and Introduction to English Composition). '''The study resulted in significantly higher course grades and reported higher satisfaction for those students whom were in the service learning section of the class.''' The study can be found [http://www.eric.ed.gov/PDFS/ED427568.pdf/ here] <br />
A great resource demonstrating the benefits of service learning can be found [http://serc.carleton.edu/50503.2063/ here]<br />
<br />
<br />
<br />
==Conclusion==<br />
Service learning is a teaching technique that is still in its infancy in the field of economics, but is one which can be very fruitful. Through the concrete experiences and application of economic concepts, students have the ability to understand that quantitative analysis alone cannot encompass the myriad of factors influencing economic issues. By incorporating service learning into a curriculum, students who typically may not respond positively to the traditional chalk and talk method, (which tends to be underrepresented students (Bartlett 1996)), will have the ability to flourish.<br />
<br />
<br />
{{hidden|Sources|<br />
Bartlett, R. L. 1996. "Discovering Diversity in Introductory Economics." Journal of Economics Perspectives 10 (Spring): 141-53.<br />
<br />
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Student_based_instruction&diff=2013Student based instruction2011-10-27T18:50:27Z<p>130.58.196.151: </p>
<hr />
<div>Service learning can be incorporated through student based instruction. This method requires students to teach economic concepts to younger students. This type of service learning can occur through seminars, presentations, or after school programs. Through this type of learning students retain knowledge from the course since they must teach information to individuals who have not had the same experiences that they have had. Therefore students will have to frame economic concepts in terms which their pupils can understand, a task which inevitably will aid the students in their own understanding of the concepts. <br />
<br />
<br />
'''Example:''' Students in principles courses could teach economic concepts such as scarcity, or opportunity cost to grade-school students. <br />
<br />
<br />
==How to implement==<br />
<br />
1. Instructor will have to contact local grade schools in order to find appropriate placement for students (either with after school programs, mini presentations in specific classrooms, ect.).<br />
<br />
2. Students should dedicate 10 to 30 hours to teaching younger students the economic concepts and document their expierences in journals.<br />
<br />
3. Students experiences can be integrated into the course through a class presentation, a formal paper, class discussions, or an on-site evaluation of the students work.<br />
<br />
4. Generally, this portion of the class accounts for ten percent of the students' final grade. <br />
<br />
<br />
<br />
{{hidden|Sources|<br />
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Action_Research&diff=2012Action Research2011-10-27T18:49:53Z<p>130.58.196.151: </p>
<hr />
<div>Active research is a more intensive form of service learning. This approach entails students designing and implementing a project to help a community organization. The project would also incorporate the concepts and information which was taught in class. This method allows students to be critical data collectors and data analyzers. <br />
<br />
<br />
'''Example:''' Students volunteering at a local unemployment office in order to discover the impact of minimum wage law changes on unemployment. The project which the students will create would be creating a survey in order to discover the causes of unemployment. From the data collected from the survey, the students would be able to find which programs would be have the strongest impact on unemployment (education, training, ect.).<br />
<br />
<br />
'''Note:''' In the above example the quality of the data collected by the students could be questionable. Therefore this method (simply conducting a survey), is not recommended.<br />
<br />
==How to implement==<br />
<br />
1. Students should be assigned in groups of three or four students to a specific community organization which is appropriate in the context of the class (e.g A labor economics course may assign groups of students to different unemployment offices/agencies in the area). <br />
<br />
2. Instructor can provide one hypothesis which each group should prove or could let each group choose its own hypothesis to prove.<br />
<br />
3. The hypothesis and project which each student group plans to implement should be reviewed by the instructor before its implementation.<br />
<br />
4. Once each project is approved, students should dedicate at least 25 hours to the project.<br />
<br />
5. After students have completed their projects, each student group at the end of the course should present their findings to the rest of the class.<br />
<br />
6. The active research portion of a class typically accounts for up to half of the students' grade. <br />
<br />
<br />
{{hidden|Sources|<br />
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Community_Problem_Solving_Seminars_(COMPS)&diff=2011Community Problem Solving Seminars (COMPS)2011-10-27T18:49:14Z<p>130.58.196.151: /* Source */</p>
<hr />
<div>Community Problem Solving Seminars are yet another way in which service learning can be incorporated into the economics curriculum. This specific technique is considerably more intensive and therefore is more appropriate for a summer term course. The University of Richmond offers a course based on this technique in which students are required to attend a seminar class where the course material is centered around a specific problem in the community. Students are then required to commit time to a organization in the community in order to attempt to solve the issue at hand. <br />
<br />
<br />
'''Example:''' During the seminar portion, students could be assigned literature concerning welfare reform policies. Then, these students would be assigned to dedicate time to a local welfare office where they may see how the welfare reform policies are applied and determine the impact of these policies on those receiving welfare.<br />
<br />
==How to implement==<br />
<br />
1. Choose a relatively broad topic, such as welfare reform, for which all seminar material will be centered on.<br />
<br />
2. Find a community organization which correlates to the course content of the seminar. <br />
<br />
3. Assign students to work in small groups (two, three, ect. dependent on seminar size). for both in class content as well as for community activities.<br />
<br />
4. As a class, students should dedicate up to 30 hours a week to the community organization.<br />
<br />
5. Students should be using a journal in which to document their views in how the seminar content is applied in the community organization and to document individual/group ideas for possible solutions to issues in the organization.<br />
<br />
6. Students entire grades will be based upon the community service aspect of the seminar. Typically, students will be assessed through a presentation they make to the board of directors of the organization. The presentation should include an analysis of the relevancy of the organizations problem, students observations and material which helped them create a solution, and finally a proposed solution to reduce or eliminate the organizations problem.<br />
<br />
{{hidden|Sources|<br />
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning&diff=2010Cooperative learning2011-10-27T18:47:54Z<p>130.58.196.151: /* Conclusion */</p>
<hr />
<div>'''Cooperative learning''' is an educational approach that promotes students working in small groups in order to collectively learn. This approach is considered an [[experiential learning]] approach and has been shown to improve student's test scores, improve the achievements of female and African American students, and improve retention rates. This approach is also highly similar to [[collaborative learning]]. <br />
<br />
__NOTOC__<br />
==Examples of Cooperative Learning==<br />
[[File:Cooperative Learning Pic1.jpg|right|All Utah Libraries Link: http://www.flickr.com/photos/utahstatelibrary/5635185979/in/photostream/]]<br />
<br />
'''Who:''' Steven Yamarik, a associate professor of economics at California State University at Long Beach.<br />
<br />
'''What:''' Conducted a study demonstrating that cooperative learning exercises resulted in students achieving higher test scores.<br />
<br />
'''When:''' 2007<br />
<br />
'''How:''' '''First''', in his intermediate macroeconomics course Yamarick established groups of three to four students which he called "base groups." These students remained in the same "base group" for the entire course. '''Then''', Yamarick had students work with one another both inside as well as outside of the classroom. The academic work which the students were assigned included handouts as well as additional readings. In class, groups typically reviewed the questions in a given handout, came to a group consensus concerning answers, and presented one solution to the class. '''Finally''', Yamarick personally facilitated the group cooperative learning exercises and assessed the results. <br />
<br />
==How to Incorporate Cooperative Learning==<br />
<br />
'''For the small classroom''' <br />
<br />
* [[Think-pair-share]]<br />
<br />
'''For the large classroom<br />
'''<br />
<br />
* [[Cooperative learning groups]]<br />
<br />
* [[Neighbor sharing]]<br />
<br />
==Evidence==<br />
<br />
[[File:Cooperative Learning Pic2.jpg|left|Earlham College Link: http://www.flickr.com/photos/earlhamcollege/4387541741/in/photostream/]]Cooperative learning has been shown to increase test performance (Slavin 1991, Yamarik 2007), aid the performance of underrepresented students (Treisman 1985), increase student engagement (Johnson and Johnson, 1989), and increase the retention rate of students (Treisman 1985, Williamson and Rowe 2002). <br />
<br />
<br />
Uri Treisman, a professor of calculus at the University of California, Berkley, '''conducted a study comparing the difference in achievement between Chinese students, a group which typically performed well in his calculus course, and African American students, a group which typically underperformed in his calculus course.''' After observing the study habits of both groups, Treisman discovered that African American students typically worked alone for assignments where areas Chinese students regularly worked in groups for assignments. '''Once Treisman established study groups for the African American students their performance significantly improved.''' More evidence of the positive impact of cooperative learning can be found [http://serc.carleton.edu/10841/ here]<br />
<br />
<br />
<br />
<br />
==Conclusion==<br />
<br />
By incorporating cooperative learning into the economics classroom, student performance and engagement in the classroom can increase significantly. Cooperative learning techniques can be used in both small and large classrooms and have shown to increase the performance of underrepresented students. <br />
<br />
<br />
An excellent resource for more information concerning teaching strategies for the economics classroom can be found at [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics], a resource which was founded by KimMarie McGoldrick (University of Richmond), Scott Simkins (North Carolina A&T University), Mark Maier (Glendale Community College), and Cathy Manduca (Carleton College). For more information about cooperative learning in particular, please click [http://serc.carleton.edu/37419/ here]. <br />
<br />
<br />
{{hidden|Sources|<br />
Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in Large Lectures: Teaching for Active Learning." BioScience 48.7 (1997): 601-07. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313166>.<br />
<br />
<br />
Herreid, Clyde F. "Why Isn't Cooperative Learning Used to Teach Science?" BioScience 48.7 (1998): 553-59. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313317>.<br />
<br />
<br />
Johnson, David W, and Roger T. Johnson. Cooperation and Competition: Theory and Research. Edina, Minn: Interaction Book Co, 1989. Print.<br />
<br />
<br />
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation. Web. 16 June 2011. <http://serc.carleton.edu/econ/cooperative/examples/31323.html>.<br />
<br />
<br />
Slavin, Robert E. Student Team Learning: A Practical Guide to Cooperative Learning. Washington, D.C: NEA Professional Library, National Education Association, 1991. Print.<br />
<br />
<br />
Treisman, Uri. "Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College." The College Mathematics Journal 25.5 (1992): 362-72. JSTOR. Mathematical Association of America. Web. 15 June 2011. <http://www.jstor.org/pss/2686410>.<br />
<br />
<br />
Williamson, Vickie M. "Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly." Journal of Chemical Education 79.9 (2002): 1131. Journal of Chemical Education. Journal of Chemical Education. Web. 10 June 2011. <http://pubs.acs.org/doi/abs/10.1021/ed079p1131>.<br />
<br />
<br />
Yamarik, S.. (2007). Does Cooperative Learning Improve Student Learning Outcomes? Journal of Economic Education, 38(3), 259-265,268-269,273,275-277. Retrieved June 16, 2011, from Research Library. (Document ID: 1362844731). <http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Community_Service&diff=2009Community Service2011-10-27T18:45:43Z<p>130.58.196.151: </p>
<hr />
<div>One way in which service learning can be incorporated into the curriculum of an economics course is through community service. Each student should be required to dedicate a specific number of hours to a community organization. While working at the organization, students should document their experiences in journals and from there be prepared to discuss their experiences in class. Through this method students will become more comfortable writing and discussing in economic terms. <br />
<br />
<br />
In addition to this students are given the opportunity to see that economic issues within the community can not be described solely through quantitative terms. “Indeed, if they have the opportunity to interact with those they serve, they may also realize that many of the factors contributing to people’s predicaments are neither quantifiable in the neoclassical tradition nor consistent with the standard analysis presented in texts. (McGoldrick, Ziegert, 2002)”<br />
<br />
<br />
'''Example:''' Students who are interested in learning more concerning the issues of poverty would be required to commit a specific number of hours to a homeless shelter or food kitchen. <br />
<br />
==How to implement==<br />
<br />
1. Students are required to assist at a community organization. Students may be assigned to an organization by the instructor or the student may choose.<br />
<br />
2. Students typically volunteer 10 to 30 hours to the specific organization and should document their experiences in a journal.<br />
<br />
3. The experiences of the students can be integrated into the curriculum through class discussions, presentations, and/or a formal paper. <br />
<br />
4. Generally, the service learning component consists of ten percent of the students' final grade. <br />
<br />
<br />
{{hidden|Sources|<br />
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Community_Service&diff=2008Community Service2011-10-27T18:45:18Z<p>130.58.196.151: </p>
<hr />
<div>One way in which service learning can be incorporated into the curriculum of an economics course is through community service. Each student should be required to dedicate a specific number of hours to a community organization. While working at the organization, students should document their experiences in journals and from there be prepared to discuss their experiences in class. Through this method students will become more comfortable writing and discussing in economic terms. <br />
<br />
<br />
In addition to this students are given the opportunity to see that economic issues within the community can not be described solely through quantitative terms. “Indeed, if they have the opportunity to interact with those they serve, they may also realize that many of the factors contributing to people’s predicaments are neither quantifiable in the neoclassical tradition nor consistent with the standard analysis presented in texts. (McGoldrick, Ziegert, 2002)”<br />
<br />
<br />
'''Example:''' Students who are interested in learning more concerning the issues of poverty would be required to commit a specific number of hours to a homeless shelter or food kitchen. <br />
<br />
==How to implement==<br />
<br />
1. Students are required to assist at a community organization. Students may be assigned to an organization by the instructor or the student may choose.<br />
<br />
2. Students typically volunteer 10 to 30 hours to the specific organization and should document their experiences in a journal.<br />
<br />
3. The experiences of the students can be integrated into the curriculum through class discussions, presentations, and/or a formal paper. <br />
<br />
4. Generally, the service learning component consists of ten percent of the students' final grade. <br />
<br />
==Source==<br />
<br />
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning&diff=2007Cooperative learning2011-10-27T18:44:21Z<p>130.58.196.151: /* Conclusion */</p>
<hr />
<div>'''Cooperative learning''' is an educational approach that promotes students working in small groups in order to collectively learn. This approach is considered an [[experiential learning]] approach and has been shown to improve student's test scores, improve the achievements of female and African American students, and improve retention rates. This approach is also highly similar to [[collaborative learning]]. <br />
<br />
__NOTOC__<br />
==Examples of Cooperative Learning==<br />
[[File:Cooperative Learning Pic1.jpg|right|All Utah Libraries Link: http://www.flickr.com/photos/utahstatelibrary/5635185979/in/photostream/]]<br />
<br />
'''Who:''' Steven Yamarik, a associate professor of economics at California State University at Long Beach.<br />
<br />
'''What:''' Conducted a study demonstrating that cooperative learning exercises resulted in students achieving higher test scores.<br />
<br />
'''When:''' 2007<br />
<br />
'''How:''' '''First''', in his intermediate macroeconomics course Yamarick established groups of three to four students which he called "base groups." These students remained in the same "base group" for the entire course. '''Then''', Yamarick had students work with one another both inside as well as outside of the classroom. The academic work which the students were assigned included handouts as well as additional readings. In class, groups typically reviewed the questions in a given handout, came to a group consensus concerning answers, and presented one solution to the class. '''Finally''', Yamarick personally facilitated the group cooperative learning exercises and assessed the results. <br />
<br />
==How to Incorporate Cooperative Learning==<br />
<br />
'''For the small classroom''' <br />
<br />
* [[Think-pair-share]]<br />
<br />
'''For the large classroom<br />
'''<br />
<br />
* [[Cooperative learning groups]]<br />
<br />
* [[Neighbor sharing]]<br />
<br />
==Evidence==<br />
<br />
[[File:Cooperative Learning Pic2.jpg|left|Earlham College Link: http://www.flickr.com/photos/earlhamcollege/4387541741/in/photostream/]]Cooperative learning has been shown to increase test performance (Slavin 1991, Yamarik 2007), aid the performance of underrepresented students (Treisman 1985), increase student engagement (Johnson and Johnson, 1989), and increase the retention rate of students (Treisman 1985, Williamson and Rowe 2002). <br />
<br />
<br />
Uri Treisman, a professor of calculus at the University of California, Berkley, '''conducted a study comparing the difference in achievement between Chinese students, a group which typically performed well in his calculus course, and African American students, a group which typically underperformed in his calculus course.''' After observing the study habits of both groups, Treisman discovered that African American students typically worked alone for assignments where areas Chinese students regularly worked in groups for assignments. '''Once Treisman established study groups for the African American students their performance significantly improved.''' More evidence of the positive impact of cooperative learning can be found [http://serc.carleton.edu/10841/ here]<br />
<br />
<br />
<br />
<br />
==Conclusion==<br />
<br />
By incorporating cooperative learning into the economics classroom, student performance and engagement in the classroom can increase significantly. Cooperative learning techniques can be used in both small and large classrooms and have shown to increase the performance of underrepresented students. <br />
<br />
<br />
An excellent resource for more information concerning teaching strategies for the economics classroom can be found at [http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics], a resource which was cofounded by KimMarie McGoldrick. For information about cooperative learning in particular, please click [http://serc.carleton.edu/37419/ here]. <br />
<br />
<br />
{{hidden|Sources|<br />
Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in Large Lectures: Teaching for Active Learning." BioScience 48.7 (1997): 601-07. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313166>.<br />
<br />
<br />
Herreid, Clyde F. "Why Isn't Cooperative Learning Used to Teach Science?" BioScience 48.7 (1998): 553-59. JSTOR. University of California Press on Behalf of the American Institute of Biological Sciences. Web. 18 June 2011. <http://www.jstor.org/stable/1313317>.<br />
<br />
<br />
Johnson, David W, and Roger T. Johnson. Cooperation and Competition: Theory and Research. Edina, Minn: Interaction Book Co, 1989. Print.<br />
<br />
<br />
McGoldrick, KimMarie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation. Web. 16 June 2011. <http://serc.carleton.edu/econ/cooperative/examples/31323.html>.<br />
<br />
<br />
Slavin, Robert E. Student Team Learning: A Practical Guide to Cooperative Learning. Washington, D.C: NEA Professional Library, National Education Association, 1991. Print.<br />
<br />
<br />
Treisman, Uri. "Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College." The College Mathematics Journal 25.5 (1992): 362-72. JSTOR. Mathematical Association of America. Web. 15 June 2011. <http://www.jstor.org/pss/2686410>.<br />
<br />
<br />
Williamson, Vickie M. "Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly." Journal of Chemical Education 79.9 (2002): 1131. Journal of Chemical Education. Journal of Chemical Education. Web. 10 June 2011. <http://pubs.acs.org/doi/abs/10.1021/ed079p1131>.<br />
<br />
<br />
Yamarik, S.. (2007). Does Cooperative Learning Improve Student Learning Outcomes? Journal of Economic Education, 38(3), 259-265,268-269,273,275-277. Retrieved June 16, 2011, from Research Library. (Document ID: 1362844731). <http://www.tandfonline.com/doi/abs/10.3200/JECE.38.3.259-277>}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Multimedia_Presentations&diff=2006Multimedia Presentations2011-10-27T17:37:26Z<p>130.58.196.151: </p>
<hr />
<div>Many instructors use multimedia, including presentation tools such as Microsoft PowerPoint, in the classroom to hold students' attention and to streamline class preparation. Here is what the latest research tells us about the effective use of multimedia presentations:<br />
[[File:projector.JPG|right|275px|alt=alt text|source: http://www.yorkhighschool.co.uk/_files/images/classroom.JPG]]<br />
<br />
<br />
<br />
*'''Be wary of redundancy.''' Research by Jamet and Le Bohec in 2006 showed a negative effect on several forms of information recall for students presented with PowerPoint presentations that directly mirrored the instructor's lecture.<br />
<br />
*'''Concise is better.''' Research in 2003 by Bartsch and Cohern showed that elaborate PowerPoint features such as unrelated images, sounds and extraneous information impaired student learning. <br />
<br />
*'''Draw your own graphs.''' Research in 2003 by Stern, Aprea and Ebner showed that groups presented with a graph that was ‘actively illustrated’ performed better in recall tasks than groups passively presented with the same graph.<br />
<br />
<br />
<br />
The following website: [http://serc.carleton.edu/econ/media/index.html ''Starting Point: Teaching and Learning Economics''], which was created by Kim Marie McGoldrick (University of Richmond), Scott Simkins (North Carolina A&T University), Mark Maier (Glendale Community College), and Cathy Manduca (Carleton College), contains more information concerning technology in the economics classroom. <br />
<br />
<br />
== "9 Ways to Reduce Cognitive Load in Multimedia Learning" (Mayer & Moreno, 2003) ==<br />
<br />
Mayer and Moreno propose a theory of multimedia learning and Cognitive Overload based on 3 assumptions: the dual-channel assumption (humans process verbal and visual in separate systems), the limited-capacity assumption (a limit exists as to the amount of information each system can process at any given time), and the active-processing assumption (meaningful learning represents necessitates higher cognitive processes such as building connections between verbal and visual representations of information). The authors propose several ways of alleviating Cognitive Overload [["9 Ways to Reduce Cognitive Load in Multimedia Learning" (Mayer & Moreno, 2003)|here]].<br />
<br />
== Evidence ==<br />
{{hidden|'''Bartsch & Cobern, 2003.'''|"We investigated whether students liked and learned more from PowerPoint presentations than from overhead transparencies. Students were exposed to lectures supported by transparencies and two different types of PowerPoint presentations. At the end of the semester, students preferred PowerPoint presentations but this preference was not found on ratings taken immediately after the lectures. Students performed worse on quizzes when PowerPoint presentations included non-text items such as pictures and sound effects. A second study further examined these findings. In this study participants were shown PowerPoint slides that contained only text, contained text and a relevant picture, and contained text with a picture that was not relevant. Students performed worse on recall and recognition tasks and had greater dislike for slides with pictures that were not relevant. We conclude that PowerPoint can be beneficial, but material that is not pertinent to the presentation can be harmful to students' learning." Click [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ778703&ERICExtSearch_SearchType_0=no&accno=EJ778703/ here] to see the study.}}<br />
<br />
{{hidden|'''Jamet & Le Bohec, 2006.'''|"The purpose of this study was to examine the redundancy effects obtained when spoken information was duplicated in writing during the learning of a multimedia document. Documents consisting of diagrams and spoken information on the development of memory models were presented to three groups of students. In the first group, no written text was presented. In the second, written sentences redundant with the spoken information were progressively presented on the screen while in the third group, these written sentences were presented together. The results show that whatever the type of text presentation (sequential or static), the duplication of information in the written mode led to a substantial impairment in subsequent retention and transfer tests as well as in a task in which the memorization of diagrams was evaluated. This last result supports the hypothesis that the visual channel is overloaded as the cognitive theory of multimedia learning suggests." Click [http://www.sciencedirect.com/science/article/pii/S0361476X06000294/ here] to see the study.}}<br />
<br />
<br />
== Conclusion ==<br />
<br />
Multimedia should serve as a guide to lecture, not compete with the teacher. This means teachers have to be careful to not only keep student attention, but also make smart multimedia decisions to ensure every minute of lecture is transmitting information to the student in an efficient, engaging way. <br />
<br />
<br />
{{hidden|Sources|Bartsch, R. "Effectiveness of PowerPoint Presentations in Lectures." Computers & Education 41.1 (2003): 77-86. Print.<br />
<br />
Jamet, E., and O. Lebohec. "The Effect of Redundant Text in Multimedia Instruction." Contemporary Educational Psychology 32.4 (2007): 588-98. Print. <br />
<br />
Mayer, Richard, and Roxana Moreno. "Nine Ways to Reduce Cognitive Load in Multimedia Learning." Educational Psychologist 38.1 (2003): 43-52. Print.<br />
<br />
Stern, E. "Improving Cross-content Transfer in Text Processing by Means of Active Graphical Representation." Learning and Instruction 13.2 (2003): 191-203. Print.}}<br />
<br />
__NOTOC__</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Think-pair-share&diff=2005Talk:Think-pair-share2011-10-27T17:30:35Z<p>130.58.196.151: Blanked the page</p>
<hr />
<div></div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Think-pair-share&diff=2004Think-pair-share2011-10-27T17:30:24Z<p>130.58.196.151: </p>
<hr />
<div>The following strategy was devised by Kim Marie McGoldrick, a Professor of Economics at the University of Richmond and co-founder of <br />
<br />
[http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics].<br />
<br />
<br />
1. Provide students with an involved economic word problem. <br />
<br />
2. Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).<br />
<br />
3. Tell the students to pair up. <br />
<br />
4. One student should share three important elements and explain to their partner why they chose that information. <br />
<br />
5. The other student should also share three important elements and explain their relevance (if the problem consists of more than 6 elements, have each partner responsible to the appropriate number of elements). <br />
<br />
6. Finish class by presenting to the class all the important elements and why each element is essential. <br />
<br />
<br />
For more information and a sample word problem [http://serc.carleton.edu/37432/ Click Here]<br />
<br />
<br />
<br />
{{hidden|Source|<br />
McGoldrick, Kim Marie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Think-pair-share&diff=2003Think-pair-share2011-10-27T17:30:03Z<p>130.58.196.151: </p>
<hr />
<div>The following strategy was devised by Kim Marie McGoldrick, a Professor of Economics at the University of Richmond and co-founder of the <br />
<br />
[http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics] internet resource.<br />
<br />
<br />
1. Provide students with an involved economic word problem. <br />
<br />
2. Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).<br />
<br />
3. Tell the students to pair up. <br />
<br />
4. One student should share three important elements and explain to their partner why they chose that information. <br />
<br />
5. The other student should also share three important elements and explain their relevance (if the problem consists of more than 6 elements, have each partner responsible to the appropriate number of elements). <br />
<br />
6. Finish class by presenting to the class all the important elements and why each element is essential. <br />
<br />
<br />
For more information and a sample word problem [http://serc.carleton.edu/37432/ Click Here]<br />
<br />
<br />
<br />
{{hidden|Source|<br />
McGoldrick, Kim Marie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Think-pair-share&diff=2002Think-pair-share2011-10-27T17:22:12Z<p>130.58.196.151: </p>
<hr />
<div>The following strategy was devised by Kim Marie McGoldrick, a Professor of Economics at the University of Richmond and a co-founder of the <br />
<br />
[http://serc.carleton.edu/30611 Starting Point: Teaching and Learning Economics].<br />
<br />
<br />
1. Provide students with an involved economic word problem. <br />
<br />
2. Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).<br />
<br />
3. Tell the students to pair up. <br />
<br />
4. One student should share three important elements and explain to their partner why they chose that information. <br />
<br />
5. The other student should also share three important elements and explain their relevance (if the problem consists of more than 6 elements, have each partner responsible to the appropriate number of elements). <br />
<br />
6. Finish class by presenting to the class all the important elements and why each element is essential. <br />
<br />
<br />
For more information and a sample word problem [http://serc.carleton.edu/37432/ Click Here]<br />
<br />
<br />
<br />
{{hidden|Source|<br />
McGoldrick, Kim Marie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Neighbor_sharing&diff=2001Neighbor sharing2011-10-27T17:14:50Z<p>130.58.196.151: /* Source */</p>
<hr />
<div>1. Deliver a 15 minute lecture.<br />
<br />
2. Pose a multiple choice question to the class.<br />
<br />
3. Direct students to answer the question individually.<br />
<br />
4. Allow students to turn to their neighbor in order to share and compare answers for 2-3 minutes.<br />
<br />
5. Ask students to raise hand in order to answer the question.<br />
<br />
6. If a significant number of students answer the question incorrectly, allot more time to the lecture concept for clarification, if not continue to the next concept.<br />
<br />
<br />
{{hidden|Sources|<br />
Why Isn't Cooperative Learning Used to Teach Science?<br />
<br />
Clyde Freeman Herreid<br />
<br />
BioScience<br />
<br />
Vol. 48, No. 7 (Jul., 1998), pp. 553-559<br />
<br />
Published by: University of California Press on behalf of the American Institute of Biological Sciences<br />
<br />
Article Stable URL: http://www.jstor.org/stable/1313317}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning_groups&diff=2000Cooperative learning groups2011-10-27T17:13:38Z<p>130.58.196.151: </p>
<hr />
<div>1. Establish cooperative learning groups by assigning four students into the same group based upon seat number and letter (e.g. 1A, 1B, 1C, 1D, 2A, 2B...). Within each group roles should be rotated every class period (reporter, materials gather, recorder, ect.). <br />
<br />
2. Organize the class time into three segments, an engagement period, an exploration/explanation period, and an evaluation/quiz period. <br />
<br />
3. For the engagement period pose an economic question which presents the class theme and draws on student interest and/or prior knowledge.<br />
<br />
4. Allow students 30 - 60 seconds to think about possible solutions to the economic question. <br />
<br />
5. Allow students 3-5 minutes to discuss the question within their cooperative learning group. <br />
<br />
6. Choose 3-5 groups where the reporter from each group will present their solution to the class (use handheld microphones).<br />
<br />
7. A 15 minute lecture should follow highlighting ideas in the engagement period. <br />
<br />
8. For the exploration period present another question to the class which builds from the engagement question and which builds student discussion. <br />
<br />
9. Repeat steps 4 and 5<br />
<br />
10. Written answers to the exploration period should be collected from each group to evaluate understanding. <br />
<br />
11. Another 15 minute lecture highlighting ideas from the exploration period should follow. <br />
<br />
12. A quiz either for individuals or for groups, should be provided and collected. Groups should be allotted 1-5 minutes to discuss the major concepts from the class.<br />
<br />
<br />
<br />
{{hidden|Sources|<br />
Innovation in Large Lectures: Teaching for Active Learning<br />
<br />
Diane Ebert-May, Carol Brewer and Sylvester Allred<br />
<br />
BioScience , Vol. 47, No. 9 (Oct., 1997), pp. 601-607<br />
<br />
Published by: University of California Press on behalf of the American Institute of Biological Sciences<br />
<br />
Article Stable URL: http://www.jstor.org/stable/1313166}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Cooperative_learning_groups&diff=1999Cooperative learning groups2011-10-27T17:13:03Z<p>130.58.196.151: /* Source */</p>
<hr />
<div>1. Establish cooperative learning groups by assigning four students into the same group based upon seat number and letter (e.g. 1A, 1B, 1C, 1D, 2A, 2B...). Within each group roles should be rotated every class period (reporter, materials gather, recorder, ect.). <br />
<br />
2. Organize the class time into three segments, an engagement period, an exploration/explanation period, and an evaluation/quiz period. <br />
<br />
3. For the engagement period pose an economic question which presents the class theme and draws on student interest and/or prior knowledge.<br />
<br />
4. Allow students 30 - 60 seconds to think about possible solutions to the economic question. <br />
<br />
5. Allow students 3-5 minutes to discuss the question within their cooperative learning group. <br />
<br />
6. Choose 3-5 groups where the reporter from each group will present their solution to the class (use handheld microphones).<br />
<br />
7. A 15 minute lecture should follow highlighting ideas in the engagement period. <br />
<br />
8. For the exploration period present another question to the class which builds from the engagement question and which builds student discussion. <br />
<br />
9. Repeat steps 4 and 5<br />
<br />
10. Written answers to the exploration period should be collected from each group to evaluate understanding. <br />
<br />
11. Another 15 minute lecture highlighting ideas from the exploration period should follow. <br />
<br />
12. A quiz either for individuals or for groups, should be provided and collected. Groups should be allotted 1-5 minutes to discuss the major concepts from the class.<br />
<br />
<br />
<br />
{{hidden|Sources|<br />
Innovation in Large Lectures: Teaching for Active Learning<br />
Diane Ebert-May, Carol Brewer and Sylvester Allred<br />
BioScience , Vol. 47, No. 9 (Oct., 1997), pp. 601-607<br />
Published by: University of California Press on behalf of the American Institute of Biological Sciences<br />
Article Stable URL: http://www.jstor.org/stable/1313166}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Think-pair-share&diff=1995Think-pair-share2011-10-27T17:10:14Z<p>130.58.196.151: </p>
<hr />
<div>1. Provide students with an involved economic word problem. <br />
<br />
2. Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).<br />
<br />
3. Tell the students to pair up. <br />
<br />
4. One student should share three important elements and explain to their partner why they chose that information. <br />
<br />
5. The other student should also share three important elements and explain their relevance (if the problem consists of more than 6 elements, have each partner responsible to the appropriate number of elements). <br />
<br />
6. Finish class by presenting to the class all the important elements and why each element is essential. <br />
<br />
<br />
For more information and a sample word problem [http://serc.carleton.edu/37432/ Click Here]<br />
<br />
<br />
<br />
{{hidden|Source|<br />
McGoldrick, Kim Marie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.}}</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Think-pair-share&diff=1994Think-pair-share2011-10-27T17:09:02Z<p>130.58.196.151: /* Source */</p>
<hr />
<div>McGoldrick, Kim Marie<br />
<br />
1. Provide students with an involved economic word problem. <br />
<br />
2. Direct students to pull out the most important information from the problem (ideally the problem should consist of at least 6 important elements).<br />
<br />
3. Tell the students to pair up. <br />
<br />
4. One student should share three important elements and explain to their partner why they chose that information. <br />
<br />
5. The other student should also share three important elements and explain their relevance (if the problem consists of more than 6 elements, have each partner responsible to the appropriate number of elements). <br />
<br />
6. Finish class by presenting to the class all the important elements and why each element is essential. <br />
<br />
<br />
For more information and a sample word problem [http://serc.carleton.edu/37432/ Click Here]<br />
<br />
<br />
==Source==<br />
McGoldrick, Kim Marie. "Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process." SERC. Natural Science Foundation, 22 Mar. 2011. Web. 25 June 2011. <http://serc.carleton.edu/37432>.</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Useful_links&diff=1990Useful links2011-10-27T17:01:23Z<p>130.58.196.151: </p>
<hr />
<div>Please click the links below to learn more about inclusive pedagogical techniques in the economics classroom. <br />
<br />
[http://serc.carleton.edu/30611 Startiing Point: Teaching and Learning Economics ]<br />
<br />
[http://rfe.org/showCat.php?cat_id=91 American Economic Association Resources for Economists]<br />
<br />
[http://chas.wp.trincoll.edu/ The Consortium On High Achieement and Success]<br />
<br />
[http://www.cengage.com/economics/mceachern/theteachingeconomist/index.html The Teaching Economist]<br />
<br />
[http://www.tandf.co.uk/journals/titles/00220485.asp The Journal of Economic Education]<br />
<br />
<br />
'''Other Links'''<br />
<br />
[http://www.swarthmore.edu Swarthmore College]</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Useful_links&diff=1989Useful links2011-10-27T17:00:24Z<p>130.58.196.151: </p>
<hr />
<div>Please click the links below to learn more information concerning inclusive pedagogical techniques in the economics classroom. <br />
<br />
[http://serc.carleton.edu/30611 Startiing Point: Teaching and Learning Economics ]<br />
<br />
[http://rfe.org/showCat.php?cat_id=91 American Economic Association Resources for Economists]<br />
<br />
[http://chas.wp.trincoll.edu/ The Consortium On High Achieement and Success]<br />
<br />
[http://www.cengage.com/economics/mceachern/theteachingeconomist/index.html The Teaching Economist]<br />
<br />
[http://www.tandf.co.uk/journals/titles/00220485.asp The Journal of Economic Education]<br />
<br />
<br />
'''Other Links'''<br />
<br />
[http://www.swarthmore.edu Swarthmore College]</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Useful_links&diff=1987Useful links2011-10-27T16:59:46Z<p>130.58.196.151: </p>
<hr />
<div>Please click the links below to learn more information concerning inclusive pedagogical techniques in the economics classroom. <br />
<br />
[http://serc.carleton.edu/30611 Startiing Point: Teaching and Learning Economics ]<br />
<br />
[http://rfe.org/showCat.php?cat_id=91 American Economic Association Resources for Economists]<br />
<br />
[http://chas.wp.trincoll.edu/ The Consortium On High Achieement and Success]<br />
<br />
[http://www.cengage.com/economics/mceachern/theteachingeconomist/index.html The Teaching Economist]<br />
<br />
<br />
'''Other Links'''<br />
<br />
[http://www.swarthmore.edu Swarthmore College]</div>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Useful_links&diff=1985Useful links2011-10-27T16:57:10Z<p>130.58.196.151: </p>
<hr />
<div>Please click the links below to learn more information concerning inclusive pedagogical techniques in the economics classroom. <br />
<br />
[http://serc.carleton.edu/30611 Startiing Point: Teaching and Learning Economics ]<br />
<br />
[http://rfe.org/showCat.php?cat_id=91 American Economic Association Resources for Economists]<br />
<br />
[http://chas.wp.trincoll.edu/ The Consortium On High Achieement and Success]</div>130.58.196.151