Flipping the classroom with econlowdown.org

Méndez-Carbajo, Diego; Malakar, Lucy

doi:10.1080/00220485.2019.1687376

Cited by 7 publications

(2 citation statements)

References 13 publications

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“…To that end, several economists have written articles that describe their efforts to flip classrooms, providing sources of materials available to instructors, often at no monetary cost to them. For example, a recent article by Mendez-Carbajo and Malakar (2020) details how to use a free resource from the Federal Reserve Bank of St. Louis to flip introductory economics courses. Additionally, publishers have responded to requests for prepackaged materials by offering them in textbook bundles, highlighting recent news articles on their websites, creating worksheets for instructors to use with their students, preparing questions for use with student response systems, and more.…”

Section: Discussionmentioning

confidence: 99%

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

Harter

Asarta

2021

The American Economist

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This article is an extension of a recent article published in The American Economist (Asarta et al., 2021) and presents the second report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods in economics. Consistent with the results from the first report, we find that “chalk and talk” remains the staple method of instruction across the entire undergraduate economics curriculum. Lessons, activities, and references that address diversity, inclusion, or gender issues are almost never used in intermediate theory, statistics and econometrics, and other upper-division field courses. There has been notable growth in the use of cooperative learning/small-group assignments, as well as in instructor-led and “student(s) with student(s)” discussions over the past 25 years. Overall, however, there have been minimal changes in teaching methods over time.JEL Classifications: A20, A22

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Section: Discussionmentioning

confidence: 99%

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

Harter

Asarta

2021

The American Economist

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“…This feature allows the quizzes to be automatically graded. Instructors interested in leveraging econlowdown.org in their teaching can learn more about that resource from Mendez-Carbajo and Malakar (2020).…”

Section: Fred Blog Reading Questions and Answersmentioning

confidence: 99%

Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom

Méndez-Carbajo

2022

The American Economist

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This article describes 30 instructional resources produced by the Federal Reserve Bank of St Louis suitable to address topics related to diversity and inclusion in the undergraduate economics classroom. These resources employ FRED® data to broach a wide range of topics in the areas of gender, race, and inequality. The resources take the form of FRED Blog Reading Questions and Answers, Page One Economics essays, and Lesson Plans. Borrowing from the science, technology, mathematics, and engineering literature, we argue for the use of examples and demonstrations that draw connections between formal instruction and the social context of the learning process itself. To that end, we put forward examples for leveraging economics data from FRED® in instructional settings emphasizing active learning and the development of practical data-related skills.

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The Effectiveness of Logical Distractors in an Online Module

Méndez-Carbajo

2022

Eastern Econ J

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Flipping the classroom with econlowdown.org

Cited by 7 publications

References 13 publications

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom

The Effectiveness of Logical Distractors in an Online Module

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