Is Economics STEM? Process of (Re)classification, Requirements, and Quantitative Rigor

Autor/inn/en	Marshall, Emily C.; Underwood, Anthony
Titel	Is Economics STEM? Process of (Re)classification, Requirements, and Quantitative Rigor
Quelle	In: Journal of Economic Education, 53 (2022) 3, S.250-258 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Emily C.) ORCID (Underwood, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2022.2075508
Schlagwörter	Economics Education; STEM Education; Undergraduate Students; Difficulty Level; Teaching Methods; Classification; Educational Change; Calculus; Advanced Courses; Mathematics Instruction; Required Courses; School Surveys; Academic Degrees; Academic Standards; Institutional Characteristics + Suchen Sie Ihr Suchwort? Wirtschaftskunde; STEM; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Bildungsreform; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Fortgeschrittenenunterricht; Mathematics lessons; Mathematikunterricht; Pflichtkurs; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	From 2012 to 2019, the proportion of undergraduate economics degrees denoted as "Econometrics and Quantitative Economics" (STEM-eligible) conferred annually increased from 1 percent to 22 percent. The authors present results from a survey of the 73 institutions conferring at least one STEM-eligible economics degree in 2017 or 2018. They find that most institutions (59%) offer both traditional and STEM-eligible degrees and report needing departmental, college/university committee, and provost/dean approval to (re-)classify. The main motivation for this change is maintaining consistency with an increasingly quantitative discipline (73%). The significant differences in requirements between STEM-eligible and traditional economics degrees are the proportion requiring single variable calculus (91% vs. 69%), multivariable calculus (70% vs. 31%), linear algebra (48% vs. 21%), basic econometrics (96% vs. 77%), and advanced econometrics (48% vs. 8%). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01