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| '''Background on problems and opportunities in the economics profession''' | | '''Background on problems and opportunities in the economics profession''' |
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− | *[https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.30.4.221 Diversity in the Economics Profession: A New Attack on an Old Problem] (Amanda Bayer and Cecilia Elena Rouse, ''Journal of Economic Perspectives'' 30(4), Fall 2016) | + | *[https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.30.4.221 Diversity in the Economics Profession: A New Attack on an Old Problem] |
− | *[https://www.aeaweb.org/resources/member-docs/final-climate-survey-results-sept-2019 AEA Professional Climate Survey: Final Report] (Sam Allgood, Lee Badgett, Amanda Bayer, Marianne Bertrand, Sandra E. Black, Nick Bloom and Lisa D. Cook, American Economic Association, September 15, 2019)
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− | ::[https://www.nytimes.com/2019/09/30/opinion/economics-black-women.html ‘It Was a Mistake for Me to Choose This Field’] (Lisa Cook and Anna Gifty Opoku-Agyeman, “The New York Times", September 30, 2019)
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− | ::[https://www.aeaweb.org/content/file?id=11280#page=16 (Professional) Climate Change] (Amanda Bayer, ''The Minority Report'', 2020)
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− | *[https://www.newyorkfed.org/data-and-statistics/data-visualization/diversity-in-economics Who is Being Trained in Economics? The Race, Ethnicity, and Gender of Economics Majors at U.S. Colleges and Universities] (Amanda Bayer, David Wilcox, and the Data Visualization team at the Federal Reserve Bank of New York, December 2018)
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− | '''Key resources'''
| + | *[https://www.aeaweb.org/resources/member-docs/final-climate-survey-results-sept-2019 AEA Professional Climate Survey] ⇒ summaries: [https://www.nytimes.com/2019/09/30/opinion/economics-black-women.html ‘It Was a Mistake for Me to Choose This Field’] and [https://www.aeaweb.org/content/file?id=11280#page=16 (Professional) Climate Change] |
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− | *[http://www.DiversifyingEcon.org Diversifying Economic Quality] (by Amanda Bayer, American Economic Association Committee on the Status of Minority Groups in the Economics Profession, first published in 2011 with continuous revision) | + | *[https://www.aeaweb.org/about-aea/code-of-conduct AEA Code of Professional Conduct] and [https://www.aeaweb.org/about-aea/aea-policy-harassment-discrimination AEA Policy on Harassment and Discrimination] |
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− | *[https://www.aeaweb.org/resources/best-practices Best Practices for Diversifying Economic Quality: A Report by the AEA Task Force on Best Practices for Professional Conduct in Economics] (Amanda Bayer, Şebnem Kalemli-Özcan, Rohini Pande, Cecilia Elena Rouse, Anthony A. Smith, Jr., Juan Carlos Suárez Serrato, and David W. Wilcox, American Economic Association, October 18, 2019) | + | *[https://www.newyorkfed.org/data-and-statistics/data-visualization/diversity-in-economics Who is Being Trained in Economics? The Race, Ethnicity, and Gender of Economics Majors at U.S. Colleges and Universities] |
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− | '''Key principles'''
| + | *[http://highered.ssrc.org/wp-content/uploads/MCL-Frameworks_Economics.pdf Essential Concepts and Competencies in Economics] |
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− | *Measuring College Learning in Economics (Amanda Bayer and Sam Allgood, in Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century, edited by Richard Arum, Josipa Roksa, Amanda Cook. San Francisco: Jossey Bass, 2016)
| + | '''Key resources to consult and bookmark ''' |
− | ::Learning Outcomes for Economists with Sam Allgood, American Economic Review 107(5): 660-64, May 2017)
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− | *Diagnosing the Learning Environment for Diverse Students in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets (Amanda Bayer, Syon Bhanot, Erin Bronchetti, and Stephen A. O'Connell, AEA Papers and Proceedings 110, 2020) | + | *[http://www.DiversifyingEcon.org Diversifying Economic Quality] |
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− | *Does Simple Information Provision Lead to More Diverse Classrooms? Evidence from a Field Experiment on Undergraduate Economics (Amanda Bayer, Syon Bhanot and Fernando Lozano, AEA Papers and Proceedings 109, 2019) | + | *[https://www.aeaweb.org/resources/best-practices Best Practices for Economists: Building a More Diverse, Inclusive, and Productive Profession] |
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| + | '''Key principles to keep in mind''' |
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− | Some steps towards making classes more effective and inclusive
| + | *Teach to build '''R''' '''B''' and '''G''' >> See the [[media:Presentation slides.pdf|presentation slides]] for specific steps |
− | | + | *[[Caring goes a long way]] |
− | Introduce your students to Bloom's Taxonomy.
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− | Decide what you want your students to take away from your course, and use backward-design to accomplish your goals[1].
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− | Employ active learning techniques.
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− | Foster a growth mindset in your students.
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− | Modify and limit the effects of implicit biases.
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− | Understand stereotype threat and reduce it with wise feedback and values affirmation.
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− | Improve classroom climate, including adding wait time after asking a question.
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− | Offer meaningful content.
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− | Presentation Slides
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− | Diversity in the Economics Profession: Where We Stand and Where We’re Going (March 17 presentation)
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− | Diversifying Economic Quality: Using Evidence to Create More Inclusive Economics Departments (March 18 presentation)
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− | Creating a More Inclusive Classroom Environment (March 17 workshop)
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