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== '''Div.E.Q. Standards for Introducing Economics to High School and College Students''' ==
 
== '''Div.E.Q. Standards for Introducing Economics to High School and College Students''' ==
  
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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'''
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# '''inquire''' about the world around them using economics
# '''engage in higher order thinking, not just memorizing'''
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# '''engage''' in higher order thinking, not just memorizing
# '''apply economic principles in a range of applications and settings'''
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# '''apply''' economic principles in a range of applications and settings, and '''use''' quantitative tools such as graphs and equations
# '''use quantitative tools such as graphs and equations'''
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# '''identify''' the assumptions underlying models, and '''connect''' the assumptions to particular conclusions and/or observed conditions
# '''identify the assumptions underlying models, and connect the assumptions to particular conclusions and/or observed conditions'''
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# '''explain''' the role of data and empirical observation in economics and the distinction between correlation and causation
# '''understand the use of data and empirical observation in economics and to distinguish correlation from causation'''
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# '''demonstrate''' awareness of the wide range of issues that economists study and provide examples of diverse research by economists
# '''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].  
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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  
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===== Educators can also =====
* [[Videos on economists and their research|NEW: Show these videos to your students.]]
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* [[Videos on economists and their research|Show these videos to students.]]
 
* Teach with [[nuance]] and [[humility]]  
 
* 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]  
 
* 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]  
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* Share [http://www.feministeconomics.org/fern/ Feminist Economics Research Notes]  
 
* 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]
 
* [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

  1. inquire about the world around them using economics
  2. engage in higher order thinking, not just memorizing
  3. apply economic principles in a range of applications and settings, and use quantitative tools such as graphs and equations
  4. identify the assumptions underlying models, and connect the assumptions to particular conclusions and/or observed conditions
  5. explain the role of data and empirical observation in economics and the distinction between correlation and causation
  6. 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