Learning Outcomes For Economists

Articulating thoughtful learning outcome statements for courses and majors improves teaching and learning and satisfies accreditation requirements. After reading this paper, economists will be able to construct learning outcome statements that guide and enhance teaching and learning in their courses and programs. We present a framework for developing learning outcomes based on a set of five fundamental competencies in economics. We then provide another public good, offering a complete set of learning outcomes for an introductory microeconomics course, which instructors can include in their syllabi. For additional guidance, we construct examples of lesson-specific learning outcomes as well

Monetary Perspective On Underground Economic Activity In The United States

There are widespread reports of a growing underground, or unobserved, economy in the United States and in other countries. The unobserved economy seems to develop principally from efforts to evade taxes and government regulation. Although no single definition of such activity has been universally accepted, the term generally refers to activity – whether legal or illegal – generating income that either is underreported or not reported at all (see Chapter 1 in this volume). Some authors narrow the definition to cover income produced in legal activity that is not set down in the recorded national income statistics. Recent discussion of underground economic activity was stimulated by publication of two estimates, one by Gutmann (1977) and the other by Feige (1979), of the size of the underground economy in the United States; these estimates were derived from aggregate monetary statistics. In the ensuing years, numerous other estimates have been made of the underground economy in the United States and in other countries. The magnitude of some of these estimates has prompted congressional hearings and various government studies. In 1979, the Internal Revenue Service (IRS, 1979) estimated that, for 1976, individuals failed to report between $75 billion and$100 billion in income from legal sources and another $25 billion to$35 billion from three types of illegal activity – drugs, gambling, and prostitution. In a more recent study, the IRS estimated that unreported income from legal sources rose from $93.9 billion in 1973 to$249.7 billion in 1981 whereas unreported income from these same three illegal activities rose from $9.3 billion to$34 billion (IRS, 1983)

Fertilizer Rate and Substrate Water Content Effect on Growth and Flowering of Beardtongue

Research has shown that reduced irrigation and fertilizer rates can still produce good plant growth when irrigation is applied efficiently to reduce leaching. The impact of reduced irrigation and fertilizer rate on flowering and plant growth would provide additional information on the potential for reduced production inputs. The objective of this research was to quantify the impact of reduced irrigation and fertilizer rate on growth and flowering of Ruby Candle beardtongue (Penstemon × ‘Ruby Candle’). A soil moisture sensor automated irrigation system was used to maintain plants at 40% volumetric water content [VWC; well-watered (WW)] or 18% VWC (reduced irrigation, RI). A controlled release fertilizer was applied at 100%, 50%, and 25% of the bag rate (12 g/plant). There was not a significant treatment effect on any flower parameter. Average plant height was greatest for plants receiving the 50% fertilizer rate (75.9 cm) and was lowest for the 100% fertilizer rate (64.5 cm). Internode length was greater for WW plants (36.9 mm) than RI plants (32.4 mm). Well-watered plants had greater fresh weight (99.1 g) than RI plants (79.2 g) and 100% fertilizer rate (97.1 g) was greater than the 25% fertilizer rate (82.7 g

Astilbe and Coneflower Growth as Affected by Fertilizer Rate and Substrate Volumetric Water Content

Improved irrigation and fertilization practices, such as reduced applications, are needed to improve the sustainability of container plant production. The objective of this study was to assess growth of Visions astilbe (Astilbe chinensis ‘Visions’) and Mellow Yellow coneflower (Echinacea purpurea ‘Mellow Yellow’) grown at two controlled-release fertilizer (CRF) rates (100% or 50% of the medium bag rate) and two volumetric water contents (VWC; 40% and 18%). For coneflower, there were no significant treatment effects for height, growth index, shoot dry weight, or leaf size. There was a significant VWC effect on number of flowers with the 40% treatment having more flowers (5.6) per plant than the 18% treatment (2.7). Shoot dry weight, growth index, and leaf size of astilbe were greater for the 40% VWC treatment than the 18% VWC treatment with no fertilizer rate effect. Astilbe height and number of flowers was not significant. These results indicate that there is a species-specific effect of VWC on growth whereas reduced fertilizer applications are possible for both species without impacting growth. Although a substrate VWC of 18% is likely too low to produce salable plants, a VWC below 40% can potentially be used to support adequate growth

Does Simple Information Provision Lead To More Diverse Classrooms? Evidence From A Field Experiment On Undergraduate Economics

This paper reports the results of a field experiment involving 2,710 students across nine US colleges, in which faculty provided incoming women and URM students with information about economics. We randomly assign students to one of three conditions: a control (no email messaging), a Welcome treatment (two emails encouraging students to consider enrolling in economics courses), and a Welcome+Info treatment (which added information showcasing the diversity of research and researchers within economics). The Welcome+Info treatment increases the likelihood of completing an economics course in the first semester of college by 3.0 percentage points, nearly 20 percent of the base rate

How You Can Work To Increase The Presence And Improve The Experience Of Black, Latinx, And Native American People In The Economics Profession

Recently in economics there has been discussion of how to increase diversity in the profession and how to improve the work life of diverse peoples. We conducted surveys and interviews with Black, Latinx and Native American people. These groups have long been underrepresented in the economics profession. Participants were at various stages along the economics career trajectory, or on the trajectory no longer, and used their lived experience to reflect on what helps and hurts underrepresented minorities in economics. We heard a few consistent themes: bias, hostile climate, and the lack of information and good mentoring among them. Respondents\u27 insights and experience point toward action steps that you can take today to increase the presence and improve the work life of underrepresented minorities in the economics profession

Diagnosing The Learning Environment For Diverse Students In Introductory Economics: An Analysis Of Relevance, Belonging, And Growth Mindsets

Using administrative and survey data, we diagnose the learning environment in an introductory economics course. Relative to men from overrepresented groups, women and underrepresented minority students finish the course reporting significantly lower measures of relevance, belonging, and growth mindsets, factors related to college success. For example, they are less likely to agree that their professor used relatable examples, more likely to report feeling different than the typical economics major, and less likely to report believing they could learn the material. We also describe a new, low-cost initiative expanding the role of undergraduate teaching assistants to promote a more inclusive environment

School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students

Previous research suggests that school-based mentoring programs, such as those offered by Big Brothers Big Sisters of America (BBBSA), yield statistically significant, but generally small improvements in the academic performance and scholastic efficacy beliefs of mentored students. The present study uses randomized control trial data, involving over 1000 students from 71 schools across the country, to investigate further the academic benefits of school-based mentoring and to enrich understanding of how schools can use volunteers to support students. We employ instrumental variables and other approaches to provide insight into why the BBBSA school-based mentoring program is effective, finding that the relationship between mentor and youth appears to play a key role. The evidence suggests that developing a close relationship with a mentor led to better academic outcomes for youth; by contrast, youth who were mentored but did not experience a close relationship showed no improvement in academic outcomes relative to the control group. This pattern is evident in mentoring matches of various lengths. In addition, there is no evidence that mentoring programs with an academic focus produced better youth academic outcomes than did relationship-only programs. Findings do reveal, however, that programs structured with weekly meetings and with opportunities for pairs to interact outside of a large-group setting were more likely to generate close mentor-youth relationships. Beyond reporting new empirical findings, this paper contributes a theoretical structure with which to understand the results of randomized evaluations of mentoring programs