Difference between revisions of "AEASP"

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'''Background on problems and opportunities in the economics profession'''
 
'''Background on problems and opportunities in the economics profession'''
  
*[https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.30.4.221 Diversity in the Economics Profession: A New Attack on an Old Problem] (Bayer and Rouse, ''Journal of Economic Perspectives'' 30(4), Fall 2016)
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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]
  
*[https://www.aeaweb.org/resources/member-docs/final-climate-survey-results-sept-2019 AEA Professional Climate Survey: Final Report] (Allgood, Badgett, Bayer, Bertrand, Black, Bloom and Cook, American Economic Association, September 15, 2019)
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*[https://www.aeaweb.org/resources/member-docs/final-climate-survey-results-sept-2019 AEA Professional Climate Survey: Final Report] -- 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]
  
:*[https://www.nytimes.com/2019/09/30/opinion/economics-black-women.html ‘It Was a Mistake for Me to Choose This Field’] (Cook and Opoku-Agyeman, “The New York Times", September 30, 2019)
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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]
 
 
:*[https://www.aeaweb.org/content/file?id=11280#page=16 (Professional) Climate Change] (Bayer, ''The Minority Report'', 2020)
 
 
 
*[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] (Bayer, Wilcox, and the FRBNY Data Visualization team, December 2018)
 
  
 
'''Key resources'''
 
'''Key resources'''
  
*[http://www.DiversifyingEcon.org Diversifying Economic Quality] (Bayer, American Economic Association Committee on the Status of Minority Groups in the Economics Profession, first published in 2011 with continuous revision)
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*[http://www.DiversifyingEcon.org Diversifying Economic Quality]
  
*[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] (Bayer, Kalemli-Özcan, Pande, Rouse, Smith, Suárez Serrato, and Wilcox, American Economic Association, October 18, 2019)
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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]
  
 
'''Key principles'''
 
'''Key principles'''
  
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/*
 
*Measuring College Learning in Economics (Bayer and Allgood, in ''Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century'', edited by Arum, Roksa, and Cook. San Francisco: Jossey Bass, 2016)
 
*Measuring College Learning in Economics (Bayer and Allgood, in ''Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century'', edited by Arum, Roksa, and Cook. San Francisco: Jossey Bass, 2016)
 
::Learning Outcomes for Economists (Bayer and Allgood, ''American Economic Review'' 107(5): 660-64, May 2017)
 
::Learning Outcomes for Economists (Bayer and Allgood, ''American Economic Review'' 107(5): 660-64, May 2017)
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*[https://pubs.aeaweb.org/doi/pdfplus/10.1257/pandp.20191097 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://pubs.aeaweb.org/doi/pdfplus/10.1257/pandp.20191097 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)
 
  
  
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     Improve classroom climate, including adding wait time after asking a question.
 
     Improve classroom climate, including adding wait time after asking a question.
 
     Offer meaningful content.  
 
     Offer meaningful content.  
 
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*/
Presentation Slides
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Details and presentation slides: <''coming''>
 
 
    Diversity in the Economics Profession: Where We Stand and Where We’re Going (March 17 presentation)
 
    Diversifying Economic Quality: Using Evidence to Create More Inclusive Economics Departments (March 18 presentation)
 
    Creating a More Inclusive Classroom Environment (March 17 workshop)
 

Revision as of 11:27, 13 May 2020

Resources for AEASP faculty, fellows, and staff

Background on problems and opportunities in the economics profession

Key resources

Key principles

R

B

G

/*

  • Measuring College Learning in Economics (Bayer and Allgood, in Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century, edited by Arum, Roksa, and Cook. San Francisco: Jossey Bass, 2016)
Learning Outcomes for Economists (Bayer and Allgood, American Economic Review 107(5): 660-64, May 2017)


Some steps towards making classes more effective and inclusive

   Introduce your students to Bloom's Taxonomy.
   Decide what you want your students to take away from your course, and use backward-design to accomplish your goals[1].
   Employ active learning techniques.
   Foster a growth mindset in your students.
   Modify and limit the effects of implicit biases.
   Understand stereotype threat and reduce it with wise feedback and values affirmation.
   Improve classroom climate, including adding wait time after asking a question.
   Offer meaningful content. 
  • /

Details and presentation slides: <coming>