Document Type
Article
Publication Date
5-2016
Publication Title
International Review of Economics Education
ISSN/ISBN
1477-3880
Volume
22
DOI
10.1016/j.iree.2016.02.001
Embargo Period
6-1-2019
Keywords
Experiential learning, Experiments, Behavioral economics
Abstract
If experiential learning activities support engagement and deeper student learning, student-owned experiments constructed “from the ground up” might have benefits that exceed pre-designed classroom experiences. This paper provides a framework for embedding a custom experiment project within an existing course. Students manage every aspect of the process, from experimental design to analysis. Two example implementations are described. Undergraduate behavioral economics students created original experiments, exploring anchoring and adjustment in the context of pyramid scheme pitches (in spring 2013) and reciprocity in attraction (in fall 2014). Perceived benefits and potential pitfalls are explored. While this paper does not represent a controlled study of student learning or engagement, both student reflection and instructor observation support the continued use of this pedagogical approach.
Rights
This is the author's accepted manuscript. The final, definitive version of this document can be found online at International Review of Economic Education published by Elsevier. Copyright restrictions apply. doi: 10.1016/j.iree.2016.02.001
Recommended Citation
Bosley, Stacie A., "Student-crafted experiments “from the ground up”" (2016). School of Business All Faculty Scholarship. 5.
https://digitalcommons.hamline.edu/hsb_faculty/5