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Strengthening the writing component in upper level economics electives

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  • Schneider, Helen

Abstract

Writing-intensive economics courses are courses that use writing as a central feature of instruction and evaluation of students’ work. This study presents and evaluates teaching improvements on these basic structures. Using teaching evaluations data from eight public finance sections taught between Fall of 2012 and Spring of 2019, an ordered probit model estimates the value, as rated by students, of the following improvements to enhance the writing quality of student papers: (1) explicit grading rubrics; (2) funding a dedicated course specialist consultant (CSC) from the writing center; (3) engaging librarians in creating a literature review guide; (4) instructor blogging. The empirical model estimates the contribution of the improvements to the overall instructor and course evaluation ratings as well as to the writing component student ratings. Empirical results show that grading rubrics had a statistically significant positive effect on student assessments of writing component design and writing skills development. Engaging a dedicated CSC improves writing skills ratings. Instructor blogging had a statistically significant positive effect on instructor ratings while literature review guide improved course ratings. Only an expected grade had a significant positive effect on all student rated course outcomes. The goal of this paper is to provide ideas for enhancing economics content through writing.

Suggested Citation

  • Schneider, Helen, 2024. "Strengthening the writing component in upper level economics electives," International Review of Economics Education, Elsevier, vol. 46(C).
    • Handle: RePEc:eee:ireced:v:46:y:2024:i:c:s1477388024000082
    DOI: 10.1016/j.iree.2024.100290
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    References listed on IDEAS

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    1. Avi J. Cohen & Andrea L. Williams, 2019. "Scalable, scaffolded writing assignments with online peer review in a large introductory economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 50(4), pages 371-387, October.
    2. Jill Caviglia-Harris, 2020. "Using the process approach to teach writing in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(2), pages 116-129, April.
    3. Katherine Schmeiser, 2017. "Teaching writing in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 48(4), pages 254-264, October.
    4. KimMarie McGoldrick, 2008. "Writing Requirements and Economic Research Opportunities in the Undergraduate Curriculum: Results from a Survey of Departmental Practices," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 287-296, July.
    5. Langbein, Laura, 2008. "Management by results: Student evaluation of faculty teaching and the mis-measurement of performance," Economics of Education Review, Elsevier, vol. 27(4), pages 417-428, August.
    6. Steven A. Greenlaw, 2003. "Using Writing to Enhance Student Learning in Undergraduate Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 61-70.
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    More about this item

    Keywords

    education; teaching economics; writing; rubrics; blogging;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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