Alan Krueger has produced an excellent power point presentation called Bringing behavioral economics into the classroom.
I have just found a video lecture by George Loewenstein titled: The Economist as a therapist: Behavioral economics and “light paternalism”. The lecture was given during the 2007 IAREP conference.
See also on SSRN the working paper The Economist as Therapist: Methodological Ramifications of ‘Light’ Paternalism and February 28, 2007.
Scott Simkins, Mark Maier, Bill Goffe and Steve Greenlaw announce on the tch-econ list:
“Pre-ASSA Roundtable Discussion/Workshop
Adapting Pedagogical Innovations Across Disciplines
At this year’s ASSA meeting in San Francisco (Januray 3-5,2009) we will be hosting a pre-meeting Roundtable Discussion/Workshop exploring pedagogical innovations developed in science, technology, engineering, and math (STEM) disciplines and their adaptability in economics.
In particular, we will focus on pedagogical innovations developed from physics education research such as context-rich problems, just-in-time teaching, interactive lecture demonstrations, and concept tests/peer instruction.
Our objectives for this Roundtable Discussion/Workshop are to:
(1) introduce economists to pedagogical and assessment-related innovations from other disciplines and to encourage more economists to experiment with these techniques in their own classes;
(2) encourage more economists to initiate research exploring the adaptability of these innovations in economics (we believe that there is significant potential in this area, especially with respect to the NSF); and (
3) develop a network of economists interested in interdisciplinary pedagogical connections.
To meet these objectives we plan to share insights from recent research on these topics, develop working groups interested in pursuing funded research opportunities, introduce a significant new NSF-funded Economics Pedagogic Portal project, and promote an economics pedagogy blog focused on
interdisciplinary pedagogy research and teaching innovations.
The ASSA pre-meeting Roundtable Discussion/Workshop will take place at the San Francisco Hilton on Friday, January 2, 2009, from 3:00-5:00 pm in Room Mason A. ASSA sessions begin the morning of January 3. We scheduled this meeting so even those from the east coast attending the ASSA meeting should be able to attend. We hope to have some light refreshments available.
If you can’t attend but are interested in this initiative, please contact
Scott Simkins (firstname.lastname@example.org) or Mark Maier (email@example.com).
We hope that you will join us for this initial meeting. If you plan to joinus, please register at:
[Click on Academy for Teaching and Learning, then click on “Sign Up” for the relevant event and complete the registration information. You will receive a confirmation of your registration and a reminder one day before the event.]
Below are links to some useful background readings related to our meeting.
Why Not Try a Scientific Approach to Science Education?
By Carl Wieman
Change, September/October 2007 Volume 39, Number 5
In this article, Carl Wieman, Nobel-prize-winning physicist, discusses how using the practices of science ■ gathering objective data, building on demonstrated effectiveness, and fully utilizing modern technology ■ can significantly increase students’ learning. Our interest is in how these principles can be applied to economic education research and the teaching of economics.
Learning from Physics Education Research: Lessons for Economics Education
By Scott P. Simkins and Mark H. Maier
June 27, 2008
Download from one of the following repositories:
We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education
research – (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline – and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics
education – context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations – and illustrate how these practices can be adapted for economic education.
Developing an Economics Pedagogic Portal (grant project)
National Science Foundation
Award Number: DUE 0817382 (2008-2011)
Investigators: Scott Simkins, Mark Maier, KimMarie McGoldrick, Cathryn
Abstract available at:
We look forward to seeing many of you in San Francisco.
I am organizing a three-hour workshop for teaching assistants. The workshop is meant to be their first introduction to teaching. If anyone has organized anything similar, I would love to exchange ideas. Below is a list of links for the workshops. If anyone has comments, suggestions, etc. they are very welcome!
Useful links – this list is compiled having in mind parsimony assuming that TAs will have little time and find a short list more useful.
- The Higher Education Academy Economics Network : this UK-based site provides offers a great variety of materials to support university teachers of economics. Of special interest is The Handbook for Economics Lecturers which includes a chapter for teaching assistants.
I am not aware of any other handbooks for teaching economics, that are freely available on the internet. There are however several handbooks for teaching assistants.
- Handbook for teaching assistants at Cornell (2007, pp. 5-22) this handbook is just one of many materials that are available from the Cornell Centre for Learning and Teaching. These include, for instance, a Syllabus Template, which reflects the best practices for syllabus construction (MS Word version and PDF version) as well as Test Construction Manual “to help you write discriminating test questions, avoid common mistakes in multiple-choice and true-false questions, construct and grade essay questions and plan an exam“.
Also excellent is the site
- Handbook for teaching assistance by UC San Diego (2005, pp.42-66)
- Tch-econ discussion list From the description of the discussion list: “This is a place to discuss ideas related to the teaching of economics. We particularly concentrate on undergraduate university-level teaching, but do occasionally foray into graduate or secondary-school teaching. This is also a place to make contacts and form collaborative teams to work on projects related to the scholarship of teaching and to multi-campus collaborative efforts. “
Peer-reviewed journals on economic education
Here is a list of lectures and interviews on behavioral economics, which can be used as additional materials for teaching.
Nobel Memorial Prize Lecture by George Akerlof on Behavioral Macroeconomics and Macroeconomic Behavior
Nobel Memorial Prize Lecture by Daniel Kahneman on Maps of Bounded Rationality
Interview with Daniel Kahneman on YouTube (Conversation with History)
Richard Thaler on Libertarian Paternalism at EconTalk Richard Thaler
Dan Ariely on Behavioral Economics: Common Mistakes in Daily Decisions at LSE
Dan Ariely on Predictably Irrational (July 1, 2008) at Authors@Google
Richard Thaler on Nudge (May 29, 2008) at Authors@Google
What should be the nature and characteristics an economics degree? Which skills and capabilities should a graduate in economics possess? The British Quality Assurance Agency for Higher Education, QAA, produced in 2007 a benchmark statement for economics (pdf) with the aim of answering these questions. Here is the response to the benchmarking statement by the Association for Heterodox Economics, AHE.
Conference Pluralism in economics: rethinking the teaching of economics
in London, United Kingdom from 18. October 2008 to 18. October 2008
Deadline for paper submission: 1. August 2008
JEL classifications: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, Z