The Ancillaries of Undergraduate Economics Programs: Five Inspiring Models
Paper Session
Friday, Jan. 5, 2024 10:15 AM - 12:15 PM (CST)
- Chair: Roisin O’Sullivan, Smith College
Establishing a Pipeline to Doctoral Work in Economics for URM
Abstract
The University of Maryland - Baltimore County (UMBC) is a public research university with approximately 550 undergraduate economics majors. In 2017, the Sloan Foundation awarded UMBC a grant to set up a pipeline for underrepresented minority students to enter predoctoral/postbaccalaureate programs with the aim of gaining entry into leading doctoral programs in economics. The UMBC program provides information sessions, coding events, summer research experiences, and field trips to major conferences such as the ASSA meetings to cultivate this pipeline. This paper summarizes the impact of these ancillary initiatives on student engagement and achievements relating to their pursuit of careers in economics. It will also discuss prospects for sustaining this effort at UMBC and provide guidance for other institutions considering similar measures.Supporting Economic Understanding and Student Success through Peer Assistance in an Economics Learning Center
Abstract
This paper provides an overview of a peer-assistance resource for students in the undergraduate degree programs in economics at the University of California (UC), Irvine. UC Irvine is a large public research university with approximately 2300 undergraduate economics majors. The Economics Learning Center (ELC) is a walk-in help facility for students in principles of economics, intermediate economics, statistics, and econometrics courses. The ELC is staffed by trained undergraduate students with strong academic records. The ELC was opened in 2014 in response to growth in the ratio of undergraduate majors to faculty and graduate TAs and growth in the share of economics students who are from outside the US. The author discusses the effectiveness of the ELC, describes lessons learned since its inception, and provides suggestions for improvements to the model.Facilitating Authentic Practice and Content Acquisition through the Econ Games and Peer Tutoring
Abstract
The University of Kentucky is a public research university with approximately 500 undergraduates majoring in economics. This paper highlights two specific initiatives that significantly contribute to authentic practice and content acquisition for economics majors as well as nonmajors who might only take one or two courses. The first ancillary is The Econ Games, a competition first organized at the University of Kentucky, that now hosts over thirty academic institutions annually and provides students with valuable experiential learning opportunities. Students connect with a corporate partner to apply data analysis and other research skills to solve real-world problems. The event is designed to foster inclusivity and diversity by encouraging students from all backgrounds to participate and engage with each other. The program provides hands-on experience with real-world data, enhances presentation and teamwork skills, and provides an opportunity for early career development. The second ancillary is a peer tutoring lab called LEAP – the Lab for Economic and Accounting Proficiency. The lab is beneficial to the students who come for assistance as well as the students majoring in Economics who serve as tutors. The lab is especially helpful for low-income and first-generation college students.Providing Enrichment Opportunities for Economics Students through Participation in Local and National Competitions
Abstract
The Economics department at the University of North Carolina at Chapel Hill (UNC) has a long-term commitment to offering extracurricular opportunities for undergraduate students to enhance their learning beyond the classroom. These diverse opportunities include research, problem-solving, leadership development, Undergraduate Learning Assistance (ULA), peer tutoring, and networking events, among others. Given the Economics program’s substantial size, with over 1400 majors, it has been important to structure the activities in a way that provides avenues for all students in the major to explore their interests. This paper focusses on opportunities that exist for students to conduct research, to practice problem-solving, and to enhance presentation skills by competing in various local and national competitions, such as the Fed Challenge, the FDIC Academic Challenge, Case Competitions, and Data Science Competitions. We discuss how the structure and mentorship in these faculty-advised, student-team activities facilitate the acquisition of valuable skills for all students who possess an interest and are willing to dedicate the necessary time. The training provided to UNC teams has proven effective, as evidenced by the large number of students who participate. Furthermore, the teams consistently place in top positions in the Fed Challenge and FDIC Academic Challenge competitions.Discussant(s)
Irene Foster
,
George Washington University
JEL Classifications
- A2 - Economic Education and Teaching of Economics