Difference between revisions of "AEASP"

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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://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] -- 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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*[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.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.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'''
 
'''Key principles'''
  
{| id="mp-right" style="width:100%; vertical-align:top; background:#f5f5f5;"
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*'''R'''
! style="padding:2px" | <h2 id="mp-itn-h2" style="margin:3px; font-size:240%; text-align:left; color:#000; padding:0.5em 0.9em;">
 
'''R''' </h2>
 
|}
 
{| id="mp-right" style="width:100%; vertical-align:top; background:#f5f5f5;"
 
! style="padding:2px" | <h2 id="mp-itn-h2" style="margin:3px; font-size:240%; text-align:left; color:#000; padding:0.5em 0.9em;">
 
'''B'''  </h2>
 
|}
 
{| id="mp-right" style="width:100%; vertical-align:top; background:#f5f5f5;"
 
! style="padding:2px" | <h2 id="mp-itn-h2" style="margin:3px; font-size:240%; text-align:left; color:#000; padding:0.5em 0.9em;">
 
'''G'''  </h2>
 
|}
 
  
/*
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*'''B'''
*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)
 
  
*[https://www.swarthmore.edu/sites/default/files/assets/documents/user_profiles/abayer1/Manuscript%20P%26P%202020%20%28BBBO%29.pdf 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)
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*'''G'''
  
*[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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<"Details and presentation slides will be posted on May 19.">
 
 
 
 
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''>
 

Revision as of 11:43, 13 May 2020