House Prices, Credit and Willingness to Lend

This paper establishes a Tobin’s q model in which house prices fluctuate around their long run equilibrium due to fluctuations in credit availability and income. It is shown that house prices are positively related to credit in the short run, however, negatively related to the availability of credit in the long run. Using survey data on banks’ willingness to lend and data on disintermediation for the U.S. over a long period and for nine OECD countries over a short period it is shown that the availability of credit is the principal variable driving house prices around their long run equilibrium. Shocks to interest rates and income have only secondary effects on house price fluctuations.Willingness to lend, Tobin’s q. House prices

How physics instruction impacts students' beliefs about learning physics: A meta-analysis of 24 studies

In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics instruction impact students' beliefs? (2) When do physics majors develop expert-like beliefs? and (3) How do students' beliefs impact their learning of physics? We report that in typical physics classes, students' beliefs deteriorate or at best stay the same. There are a few types of interventions, including an explicit focus on model-building and/or developing expert- like beliefs that lead to significant improvements in beliefs. Further, small courses and those for elementary education and non-science majors also result in improved beliefs. However, because the available data oversamples certain types of classes, it is unclear whether these improvements are actually due to the interventions, or due to the small class size, or student population typical of the kinds of classes in which these interventions are most often used. Physics majors tend to enter their undergraduate education with more expert-like beliefs than non-majors and these beliefs remain relatively stable throughout their undergraduate careers. Thus, typical physics courses appear to be selecting students who already have strong beliefs, rather than supporting students in developing strong beliefs. There is a small correlation between students' incoming beliefs about physics and their gains on conceptual mechanics surveys. This suggests that students with more expert-like incoming beliefs may learn more in their physics courses, but this finding should be further explored and replicated. Some unanswered questions remain. To answer these questions, we advocate several specific types of future studies.Comment: 30 pages. Accepted to Phys Rev ST-PE

Information Literacy in the Writing Classroom: A Collaborative Approach

“Writing and information literacy (IL) are paired as learning outcomes in many composition classrooms. But even in those classrooms, IL is often seen as an add-on, a set of mechanical skills, in much the same way writing is often viewed in courses in the disciplines. In this presentation, a librarian and a FYW instructor will share new approaches to collaboration and curricular innovation involving videos, exercises, and reflection designed to teach writing and research as two parts of the same proces

Research-based assessment affordances and constraints: Perceptions of physics faculty

To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the Physics Education Research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBA). First, many faculty are interested in using RBAs but have practical needs around how to do so: how to find them, which ones there are, and how to administer them. They want help addressing these needs. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to norm their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members role in their department and type of institution influence their perceived wants and needs around assessment.Comment: submitted to Physical Review Special Topics - Physics Education Researc

Privatizing Social Security: Economic and Social Concerns

The U.S. Social Security program is in need of reform. One of the most popular solutions to the long-run financing problem is privatization. This paper examines key economic and social concerns about a shift from a public pay-as-you-go system to a privately-funded system. While a privatized system does reduce overall uncertainty and allows for greater returns, its increased risk and high transition costs make it an unreliable strategy

Homeownership by race: Factors that explain the homeownership gap between blacks and whites

A key source of wealth and a symbol of hard work, homeownership is at the heart of the American Dream. The disparity of homeownership between whites and blacks has existed for decades and has only increased. The homeownership rate gap is wider now than before the 1968 Fair Housing Act, with about a 30-percentage point gap. This paper investigates the reasons for the homeownership rate gap by discussing policies history, discriminatory practices, and other minority disadvantages