Difference between revisions of "Course content"
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− | == ''' | + | == '''Div.E.Q. Standards for Introducing Economics to High School and College Students''' == |
+ | <div style="border:1px solid #f5f5f5; margin:3px; padding:6px; font-size:112%;"> | ||
Publishers and organizations such as the College Board, as well as individual instructors, can use these standards to guide the design of their curricula and training materials. | Publishers and organizations such as the College Board, as well as individual instructors, can use these standards to guide the design of their curricula and training materials. | ||
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'''A high quality introduction to economics course teaches students to | '''A high quality introduction to economics course teaches students to | ||
− | # '''inquire about the world around them using economics''' | + | # '''inquire''' about the world around them using economics |
− | + | # '''engage''' in higher order thinking, not just memorizing | |
− | + | # '''apply''' economic principles in a range of applications and settings, and '''use''' quantitative tools such as graphs and equations | |
− | + | # '''identify''' the assumptions underlying models, and '''connect''' the assumptions to particular conclusions and/or observed conditions | |
− | + | # '''explain''' the role of data and empirical observation in economics and the distinction between correlation and causation | |
− | + | # '''demonstrate''' awareness of the wide range of issues that economists study and provide examples of diverse research by economists | |
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+ | See also Allgood and Bayer (2016)[http://highered.ssrc.org/projects/measuring-college-learning-project/economics/] and this issue of the Journal of Economic Education[https://www.tandfonline.com/toc/vece20/50/3?nav=tocList]. Raj Chetty's [https://www.nber.org/papers/w26961 Using Big Data to Solve Economic and Social Problems course] is just one example of a course that embodies these principles. | ||
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+ | ===== Educators can also ===== | ||
+ | * [[Videos on economists and their research|Show these videos to students.]] | ||
+ | * Teach with [[nuance]] and [[humility]] | ||
+ | * Acknowledge the [https://www.jstor.org/stable/1183163?seq=1#page_scan_tab_contents biases] in our [https://www.aeaweb.org/articles?id=10.1257/pandp.20181102 textbooks] | ||
+ | * Offer [[courses on Poverty and Inequality]] | ||
+ | * Acknowledge [[heterodox theories of economics]] | ||
+ | * Read a classic article with some good suggestions [http://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.10.2.141] | ||
+ | * Share [http://www.feministeconomics.org/fern/ Feminist Economics Research Notes] | ||
+ | * [https://www.aeaweb.org/resources/teachers/economics-concepts-examples-in-research Use AEA materials to illustrate concepts in economics] | ||
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Latest revision as of 09:52, 2 April 2021
Div.E.Q. Standards for Introducing Economics to High School and College Students
Publishers and organizations such as the College Board, as well as individual instructors, can use these standards to guide the design of their curricula and training materials.
A high quality introduction to economics course teaches students to
- inquire about the world around them using economics
- engage in higher order thinking, not just memorizing
- apply economic principles in a range of applications and settings, and use quantitative tools such as graphs and equations
- identify the assumptions underlying models, and connect the assumptions to particular conclusions and/or observed conditions
- explain the role of data and empirical observation in economics and the distinction between correlation and causation
- demonstrate awareness of the wide range of issues that economists study and provide examples of diverse research by economists
See also Allgood and Bayer (2016)[1] and this issue of the Journal of Economic Education[2]. Raj Chetty's Using Big Data to Solve Economic and Social Problems course is just one example of a course that embodies these principles.
Educators can also
- Show these videos to students.
- Teach with nuance and humility
- Acknowledge the biases in our textbooks
- Offer courses on Poverty and Inequality
- Acknowledge heterodox theories of economics
- Read a classic article with some good suggestions [3]
- Share Feminist Economics Research Notes
- Use AEA materials to illustrate concepts in economics