Difference between revisions of "Course content"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
Line 23: Line 23:
==== Educators can also ====
===== Educators can also =====
* [[Videos on economists and their research|Show these videos to students.]]
* [[Videos on economists and their research|Show these videos to students.]]
* Teach with [[nuance]] and [[humility]]  
* Teach with [[nuance]] and [[humility]]  

Revision as of 00:02, 5 June 2020

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
  4. use quantitative tools such as graphs and equations
  5. identify the assumptions underlying models, and connect the assumptions to particular conclusions and/or observed conditions
  6. understand the use of data and empirical observation in economics and to distinguish correlation from causation
  7. 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