Join us. There is work to do.

By Giacomo Piccoli | 4 May 2023

Between March and April 2023, we have met many CORE Econ instructors, students, and supporters.

University of Bath students present their feedback on Units 1 and 2 of The Economy 2.0 – Actors, Institutions, and Outcomes

At the end of March, we were at the University of Bath for the CORE Econ workshop. We thank our hosts, Matteo De Tina and Michael Stimmelmayr.

The Editorial Board presented The Economy 2.0 and explained how we’ve listened to your feedback and improved The Economy.

Wendy Carlin and Sam Bowles showed how Units 1 and 2 have been adapted to highlight the role played by slavery and colonial rule in the British Industrial Revolution. Their presentation is available online. Margaret Stevens sets out the new labour market model in Unit 6, which combines search-and-matching with the labour discipline model. The slides show you how this is done.

When The Economy 2.0 – Actors, Institutions, and Outcomes comes out in May, we’ll host a webinar so you can see what has changed from The Economy 1.0. Keep an eye on your inbox, or on Twitter or Facebook.

We heard from Luz Marina Arias (CIDE) about Honor Education, an integrated teaching and learning platform that gives instructors easy-to-use tools for building courses and actively guiding students through coursework. This app is being developed as part of the enCOREage project, which will create an accessible economics course primarily aimed at less well-resourced to 2- and 4-year US colleges and universities. If you want to have a sneak peek, Luz prepared a demo video.

Humberto Llavador (Universitat Pompeu Fabra) showcased online games from Experiencing Economics, a collection of classroom games and experiments he co-authored. Students love to see how the game predictions and results explained in The Economy and ESPP also happen in a setting close to them: do contributions to a public good really increase if there is a punishment? Why are we ending up in a prisoner’s dilemma? They don’t just read about it in the books, they experience it in class.

Damian Phelan, a CORE Econ teaching assistant and PhD student at UCL, demonstrated how you can better engage your students with your course content. Asking them questions and prompting them to discuss with one another is an effective way to keep participation high. Damian’s presentation is available online.

You can find the slides from every session online.

CORE Econ at the RES/SES Annual Conference. From left to right: Giacomo Piccoli, Outreach and Adoptions; Wendy Carlin, Director; Luka Crnjakovic, Head of Operations

At the beginning of April, we went to the Royal Economic Society & Scottish Economic Society Annual Conference. It was great to see many participants already aware of CORE Econ, and interested in the changes coming up in The Economy 2.0 edition.

We were delighted to attend Wendy Carlin’s receipt of the RES Medal for Services to the Economics Profession, which recognised her enduring commitment to changing economics education through CORE Econ.

She highlighted ongoing challenges during a session on socio-economic diversity in the economics pipeline, where Stefania Paredes Fuentes presented results of the RES’ Diversity Report. Economics is an elitist discipline. 33% of Russell Group university students are male from high socio-economic backgrounds. Students from lower socio-economic backgrounds, regardless of gender or ethnicity, are less likely to be awarded a good degree in economics. What can be done? CORE Econ’s enCOREage project is an example of an initiative that can help tackle this problem using the lessons from a large-scale intervention in STEM courses led by Mary Murphy (Indiana University and the Equity Accelerator).

CORE Econ relies on contributions from many expert researchers and committed instructors. If you have an idea you’d like to discuss with us, please get in touch. As Wendy reminded us on receiving her award: “Join us. There is work to be done so we don’t disappoint our students”.

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