Among existing infrastructures to disseminate innovative teaching methods and to build collaborative networks, the authors situate a community of practice (CoP). They explain what a CoP is and compare it with teaching-focused economics journals and conferences, and other infrastructures such as institutional teaching centers. Since 2016, the…

The "Issues in Political Economy" (IPE) journal and related conference sessions were established in the early 1990s as outlets for undergraduates to present and publish peer-reviewed research in economics. By providing opportunities to attend and present at professional conferences, referee papers, and edit journal issues, IPE reflects…

In this article, the authors document the educational pedigrees of faculty at the top 96 economics programs in the United States. They use roster data of 96 top U.S. economics departments to provide a comprehensive update and expansion on data regarding the academic origins--both undergraduate and doctoral--of tenure-track faculty. Nearly 60…

While the field of economics lacks diversity, there is little consensus on the underlying causes of or most effective solutions to this problem. The authors of this article combine data from the Integrated Postsecondary Education Data System (IPEDS) with data from their own survey of U.S. economics departments to identify institution and…

Using the backward design model, the author of this article surveys and connects the economic competencies literature evolving from Hansen with the literature on literacy-targeted principles courses. He makes the case why departments should offer LT principles courses--which focus on higher-level mastery of a shorter list of concepts that students…

Data from the National Science Foundation (2014) indicate that at least one PhD in economics was awarded to a Swarthmore College graduate in every year since 1966. The authors' purpose in this article is to consider factors that may have contributed to the high number of PhDs in economics awarded to Swarthmore College graduates. While there is…

Economics departments are faced with growing demands to document what their graduates have learned on completion of the undergraduate major. The results of a national survey of economics department chairs in the United States reveal that nearly two-thirds of the departments have a formal assessment plan. There is substantial agreement on the most…

Survey results from a large sample of economics departments describe offerings for principles courses, coursework requirements for economics majors, and program augmentations such as capstone courses, senior seminars, and honors programs. Findings are reported for all institutions, and institutions are subdivided into six different categories…

Based on results from a 1999 national survey, William Becker and Michael Watts found that student evaluations of teaching were by far the most widely used, and often the only method used by economics departments, to evaluate teaching in undergraduate economics courses. To investigate whether departments of economics have moved beyond the use of…

In a review of the purpose and structure of the undergraduate economics major, J. Siegfried et al. (1991) suggested that every student should be required to "do economics" and specifically recommended the development of skills through writing requirements and research-oriented courses, as in a capstone experience. The author describes results of a…

The author describes his experience with the process of peer reviews by economists of economics departments. On the bases of roughly 20 reviews of departments in the public and private sectors over two decades, he discusses how the process works and what can be accomplished by it and identifies some pitfalls that should be avoided. He offers…

Presents rankings of U.S., university, economics departments. Explains the rankings are based upon representation of the departments on the editorial boards of leading economics journals. Reports that results are similar to rankings based upon other criteria. (DK)

Identifies real costs and benefits involved in becoming a university department chairperson. Concludes that, although rewards of salary and influence may be significant, costs of time lost to research and leisure pursuits are also great. (Author/DB)

Investigates the effect of graduate program rank on success in the job market of Ph.D. job candidates for economics departments at three state universities. Reports a positive return for program rank in relation to (1) the number of interviews obtained and (2) initial salaries for the candidates. (CMK)

Describes a 1999 benchmarking survey of 15 economics departments in private universities. Reports information gleaned from the survey concerning departmental resources, teaching load, class sizes, and the weight given to research, teaching, and service in salary determination and promotion. (RLH)