This paper discusses the use of mobile computer learning technology tools for teaching economic courses and offers suggestions to improve student learning outcomes and to assist professors in becoming more efficient in their use of time. The use of computer-based teaching technologies is...

An asynchronous course in the foundations of economic analysis depends on mastery of content before students may progress to the next module. Each module is formulated with introduction, content, graded and non-graded assessment. Student success over four semesters is pronounced with little...

Economics departments are faced with growing demands to document what their graduates have learned upon completion of the undergraduate major. The results of a national survey of economics department chairs in the U.S. reveal that nearly two-thirds of the departments have a formal assessment...

Numerous sources calling for more accountability in higher education are putting increased pressure on many economics departments to develop assessment plans. This paper discusses a set of principles for programmatic assessment gleaned from the assessment literature, while highlighting one US...

Increased pressure from institutional accrediting agencies has required economic departments to develop program assessment plans. Episodic program reviews that focus on departmental inputs are no longer acceptable in an environment that stresses student outcomes and continuous improvement...

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...