When it comes to teaching, nobody likes revamping lecture notes and reforming a curriculum. This is especially true when one is oneself not really conversant in the new material. While I think a Economics PhD should be able to teach almost any undergraduate Economics class, one is still drawn to the path of least resistance and teach only what one knows, even when this is outdated. One consequence of this is that undergraduates get to learn what the profession discredited sometimes decades ago. Nowhere is that more true than in Macroeconomics, which went through a transformation in 1970's and 1980's that to a large extend shelved IS/LM, yet the latter is still the core of undergraduate teaching. The fact that those teaching this today were taught IS/LM is the prime reason, and the textbook writers accommodate this.
Some have called current macroeconomic theory wrong with the current crisis and thus there would be the need to a change in research paradigm and thus also teaching. I am not sure about this claim, I would rather call macroeconomic research before the crisis incomplete rather than wrong. As to the teaching reform, that will take ages. One way to the someway fix the broken IS/LM model to make it more amenable to current events, like Peter Bofinger tries by introducing involuntary unemployment that does not necessarily come from wage rigidity. There have been other such attempts, but frankly, they just make the model even less believable and impossible to teach. The true reform should be to drop IS/LM entirely from the undergraduate classroom, except for History of Economics classes.
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
Students hate good teachers
Teachers often find student evaluations rather frustrating. They are contradictory, short-sighted and sometimes insulting, especially when students did not put much effort in the class in the first place. Student evaluations are also biased towards teachers who are physically more appealing. And students, with their lack of experience and expertise, are not in a good position to evaluate an expert. What more could be said against student evaluations?
Michela Braga, Marco Paccagnella and Michele Pellizzari find that better teachers get worse evaluations. The way they measure teacher effectiveness is by looking at how students do in subsequent classes. They find that teachers matter, and substantially as the teacher can explain 43% of the standard deviation in subsequent grades. But the good teachers get a worse student evaluation, which is frightening, because administrators are getting the wrong message.
From the tables, I gather that higher ranked faculty teach better, but older and researchers with higher H-indexes do worse, which is rather contradictory. I wonder whether taking into account the obviously high correlation between some of the independent variables would take care of this, or other controls, like the attractiveness mentioned above.
Michela Braga, Marco Paccagnella and Michele Pellizzari find that better teachers get worse evaluations. The way they measure teacher effectiveness is by looking at how students do in subsequent classes. They find that teachers matter, and substantially as the teacher can explain 43% of the standard deviation in subsequent grades. But the good teachers get a worse student evaluation, which is frightening, because administrators are getting the wrong message.
From the tables, I gather that higher ranked faculty teach better, but older and researchers with higher H-indexes do worse, which is rather contradictory. I wonder whether taking into account the obviously high correlation between some of the independent variables would take care of this, or other controls, like the attractiveness mentioned above.
Are hot teachers better teachers?
It is well known that beautiful and tall people have better lives and are better paid. This is especially thought to be true in activities where skills are relatively unimportant. What about economics professors?
Anindya Sen, Marcel Voia and Frances Woolley use the hotness indicators from student evaluations at ratemyprofessor.com in Ontario and find hot economics university professors are paid a whooping 10% more than their less attractive counterparts. Not only is this a large number, it also runs counter to previous results that such effects are limited to unskilled professions. This effect is especially strong for men and not present for women, Indeed women who negotiate hard are not deemed attractive.
In addition, hotter teachers also get better student evaluations, even after controlling for all what the authors could put their hands on. For other indicators of professor productivity, it turns out that hotness affects positively women for citations, although this could be due to a few highly cited women (citation counts are always very skewed). But neither men nor women publish significantly more when hot, but they tend to attract more co-authors. I really need to be careful with my appearance.
Anindya Sen, Marcel Voia and Frances Woolley use the hotness indicators from student evaluations at ratemyprofessor.com in Ontario and find hot economics university professors are paid a whooping 10% more than their less attractive counterparts. Not only is this a large number, it also runs counter to previous results that such effects are limited to unskilled professions. This effect is especially strong for men and not present for women, Indeed women who negotiate hard are not deemed attractive.
In addition, hotter teachers also get better student evaluations, even after controlling for all what the authors could put their hands on. For other indicators of professor productivity, it turns out that hotness affects positively women for citations, although this could be due to a few highly cited women (citation counts are always very skewed). But neither men nor women publish significantly more when hot, but they tend to attract more co-authors. I really need to be careful with my appearance.
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