The author reports on various aspects of teaching economics in an interdisciplinary, team-taught course, including reflections on a unique experiment in teaching economics to nonmajors. By the incorporation of selected topics of gender economics into the interdisciplinary course about the changing economic statuses of women throughout history, the…

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…

In his article, Steven Klees claims that certain economic policies have been a failure in general and specifically in education. He has it backwards. His characterisation of the economics profession has not been true since the 1960s. Nobel Prizes to Simon, Akerlof, Spence and Stiglitz illustrate a flowering of ideas in fields of behaviourial and…

There is so much more to preparing a citizen than merely running students like lemmings through a three-year succession of history survey courses. Everyone is neglecting most of the social sciences in American high schools today, favoring the sequential and systematic delivery of history. What should be primary in the teaching of social studies,…

Since 2005, the Center for Studies in Higher Education (CSHE), with generous funding from the Andrew W. Mellon Foundation, has been conducting research to understand the needs and practices of faculty for in-progress scholarly communication (i.e., forms of communication employed as research is being executed) as well as archival publication. This…

A teacher writes about the power of the profit motive in business and in life and discusses some points which might be used in economics classes: self-interest; new and unusual occupational fields; if the profit motive did not exist (an egalitarian economy); and excesses caused by the profit motive. (MF)

This article describes the process of planning and implementing a problem-based learning community. Business and communication students from a large university in the Western United States competed in teams to solve an authentic business problem posed by a Fortune 500 company. The company's willingness to adopt some of their recommendations…

The number of contact hours, one of the important institutional context factors, was examined and compared between Dutch and Vietnamese higher education at institute and student levels in Psychology and Business and/or Economics specializations. The quantity of contact hours per credit point given by institutions was investigated in a number of…

The 2009 Nevada Legislature approved Senate Bill 317 (SB 317) requiring that Nevada's public high schools, including charter schools, provide instruction in financial literacy. In an effort to assist school districts with implementation of instruction in financial literacy, the Nevada Department of Education assembled a task force (Financial…

Standard introductory textbook authors assert that an increase in government spending expands aggregate demand in the short run but also raises the interest rate and, thus, crowds out private investment in the long run. Because the decrease in investment results in a smaller capital stock, potential output or production capacity decreases. The…

In his article titled "A Quarter Century of Neoliberal Thinking in Education: Misleading Analyses and Failed Policies", Steven J. Klees provides a rich account of how educational policy has been influenced by a shift towards neoliberal economic thinking since the 1980s. He also effectively demonstrates the negative impact of this experiment in…

Visualization through the use of physical objects is an important method that instructors can use to convey and solidify an understanding of economic principles in their novice students of economics. This paper outlines three simple examples which have been successful in the classroom, each taking a question that students frequently ask--why we…

Economics is a subject worthy of study not only because it affects us all, information for making decisions at all organizational levels, but also because it stretches the mind and requires the use of moral as well as mental judgement. (JH)

Condensed from "Jorunal of Home Economics, Volume 60 (December 1968), 767-73.

Title, volume, number, and pagination are given for each article categorized under (1) Foods and Nutrition, (2) Clothing and Textiles, (3) Child and Family, (4) Housing, (5) Management, (6) Educational Facilities, (7) Evaluation, (8) Providing for Individual Differences, (9) Program Enrichments. (10) Preemployment Education, (11) Values, and (12)…