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Do as I Do, Not as I Say: Assessing Outcomes When Students Think Like Economists

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  • Joseph Santos
  • Angeline M. Lavin
Abstract
The authors measured the pedagogical value of sharing with students what economists do and how they do it. Ostensibly, thinking and researching like economists will transform students into better and more engaged learners as well as provide instructors with effective assessment tools. One way to bring students closer to what economists do is to implement an empirical economics research curriculum that teaches students how to access, chart, and interpret macroeconomic data; search and access peer-reviewed journal articles; and formulate, in writing, positions on economic issues. The authors assess student results with respect to an empirical research curriculum that they designed and introduced in a money and banking course at South Dakota State University.

Suggested Citation

  • Joseph Santos & Angeline M. Lavin, 2004. "Do as I Do, Not as I Say: Assessing Outcomes When Students Think Like Economists," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(2), pages 148-161, April.
    • Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:148-161
    DOI: 10.3200/JECE.35.2.148-161
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    File URL: http://hdl.handle.net/10.3200/JECE.35.2.148-161
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    Cited by:

    1. Karla Borja & Suzanne Dieringer, 2023. "Telling My Story: Applying Storytelling to Complex Economic Data," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 328-348, June.
    2. Ann L Owen, 2007. "Integrating Computer Applications Into Economics Electives," International Review of Economic Education, Economics Network, University of Bristol, vol. 6(1), pages 77-92.
    3. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    4. Gail M. Hoyt & KimMarie McGoldrick, 2017. "Promoting Undergraduate Research in Economics," American Economic Review, American Economic Association, vol. 107(5), pages 655-659, May.
    5. Steele, Amanda J. Harker & Bergstrom, John C., 2018. "Tackling Wicked Problems in Applied Economics: An Application to the Bears Ears National Monument," 2018 Annual Meeting, August 5-7, Washington, D.C. 274843, Agricultural and Applied Economics Association.
    6. Helmy, Heba E., 2016. "A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic," International Review of Economics Education, Elsevier, vol. 21(C), pages 41-47.

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