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  5. The Ancillaries of Undergraduate Economics Program: The Extras Can Make All the Difference
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The Ancillaries of Undergraduate Economics Program: The Extras Can Make All the Difference

Paper Session

Saturday, Jan. 7, 2023 8:00 AM - 10:00 AM (CST)

Hilton Riverside, Grand Salon A Sec 6
Hosted By: American Economic Association & Committee on Economic Education
  • Chair: Gail Hoyt, University of Kentucky

The Ancillaries of Undergraduate Economics Programs: Results of a Departmental Survey

Roisin O’Sullivan
,
Smith College
Gail Hoyt
,
University of Kentucky

Abstract

We conduct a departmental survey (completed by the Director of Undergraduate Studies or Department chair, when appropriate) at U.S. and international institutions. The survey will characterize the prevalence, role, structure, costs/benefits, and perceived effectiveness of the supplemental elements of undergraduate economics program. The results will reveal the extent of similarities and differences in how these ancillaries are used across different types of academic institutions in the US as well as potential differences across countries. We explore possible impacts of the global pandemic on the retention and utilization of these elements as well as the potential for these ancillaries to support departmental efforts to promote diversity and inclusion. The survey will shed light on relationships between departmental and institution-wide initiatives and potential connections between external professional and other community-based organizations. Finally, the survey findings will highlight models of good practice and advice for successful implementation to other departments.

Utilizing Undergraduate Teaching Assistants to Enhance Learning

Rita A. Balaban
,
University of North Carolina
Michelle Sheran-Andrews
,
University of North Carolina

Abstract

The Department of Economics at the University of North Carolina introduced an Undergraduate Learning Assistants (ULAs) program in 2012 as a means of offering peer support in our large lecture courses. Over time, this program has grown and evolved; 40-50 ULAs now regularly support a wide variety of classes- small to large, introductory to advanced- across our undergraduate curriculum. In this paper, we discuss the selection and training of ULAs and the various roles ULAs can serve. We provide survey results which describe the benefits of the program to student learning for both the students served and the ULAs themselves. We also provide feedback from faculty who have incorporated ULAs into their instructional team and share how their perspectives on the costs and benefits of utilizing ULAs to enhance learning.

Undergraduate Journals and Conferences: Pathways to Understanding the Economics Profession

Steve DeLoach
,
Elon University
Steven A. Greenlaw
,
University of Mary Washington

Abstract

Each year, more than 26,000 students graduate with an economics degree. Ironically, many can graduate with little idea of what professional economists actually do. While students routinely develop basic applied research skills in econometrics and are exposed to journal articles in upper-level electives, many undergraduates remain naive to the process by which knowledge is discovered and scientific standards are enforced within the profession. Understanding the entirety of the scholarly process deepens critical thinking, enhances research skills, and engages students in professional development. To address this need, the Issues in Political Economy (IPE) journal and related conference sessions were established in the early 1990s as outlets for undergraduates to present and publish peer-reviewed research. By providing opportunities to organize annual conferences, referee papers, and edit journal issues, the IPE reflects authentic practices within the profession itself. In this paper, we first describe the logistics of how IPE operates and how it is integrated within the curriculum of Elon University’s BA major. Second, we describe the direct benefits to our students, as well as the indirect benefits to students at participating institutions. The paper also provides examples of ways in which participating institutions have integrated IPE into their own programs, and some advice for other departments who might consider participating in IPE or creating their own integrated models.

Discussant(s)
Gina C. Pieters
,
University of Chicago
Parama Chaudhury
,
University College London
Charles Becker
,
Duke University
Abdullah Al-Bahrani
,
Northern Kentucky University
JEL Classifications
  • A2 - Economic Education and Teaching of Economics