Making Economic Principles Personal: Student Journals and Reflection Papers
AbstractAbstract: The authors address two informal writing assignments implemented in introductory economics classes. One assignment involves students writing short reflection papers, and the other assignment involves students writing short journal entries for a designated period of time. Both assignments are designed to help students realize that economics is directly pertinent to their daily lives. Pedagogical issues related to both the benefits to students and the benefits and costs to faculty who implement the assignments are discussed. These assignments can provide beneficial insights to newer faculty members, who are adjusting to university and local community life, and contribute to developing new course material of perceived relevance to students.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 37 (2006)
Issue (Month): 2 (April)
Contact details of provider:
Web page: http://www.tandfonline.com/VECE20
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Kristin Stowe, 2010. "A Quick Argument for Active Learning: The Effectiveness of One-Minute Papers," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 10(1), pages 33-39, Summer.
- Paul Dalziel, 2011. "Schumpeter's 'Vision' and the Teaching of Principles of Economics to Resource Students," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 63-74.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty).
If references are entirely missing, you can add them using this form.