Using backward design to create a more diverse, equitable, and inclusive principles course
Author:
Affiliation:
1. Department of Economics, University of CA – Davis, Davis, CA, USA
Funder
University of California, Davis
Publisher
Informa UK Limited
Subject
Economics and Econometrics,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00220485.2023.2243910
Reference8 articles.
1. Learning Outcomes for Economists
2. Barkley, E. F., and C. H. Major. 2016. Learning assessment techniques: A handbook for college faculty. San Francisco: Jossey-Bass.
3. Diagnosing the Learning Environment for Diverse Students in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets
4. Does Simple Information Provision Lead to More Diverse Classrooms? Evidence from a Field Experiment on Undergraduate Economics
5. Fink, L. D. 2013. A taxonomy of significant learning. In Creating significant learning experiences: An integrated approach to designing college courses, rev. and updated edition, ed. L. D. Fink, 31–66. San Francisco: Jossey-Bass.
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1. Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium;The Journal of Economic Education;2023-05-23
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