Bibliographic record
Abstract
Report of the Committee on Economic EducationThe committee held the thirteenth Conference on Teaching and Research in Economic Education (CTREE) on May 29-31, 2024, at the Loews Atlanta Hotel in Atlanta, Georgia.Conference submissions reached an all-time high with 163 submissions including a mix of papers, complete paper sessions, panels, workshops, and posters.Due to space constraints, the program remained fairly constant in size, which resulted in a record low acceptance rate of roughly 55 percent.With many quality submissions to choose from, the program committee of William Bosshardt (chair), Gail Hoyt, and Scott Simkins assembled an exemplary program.The conference had 303 registered participants.Plenary talks were given by Peter Arcidiacono (Duke University), Sarah Turner (University of Virginia), and Raphael Bostic (Federal Reserve Bank of Atlanta).In addition to plenary sessions, 77 papers were presented at 19 paper sessions, 26 people participated in six panel discussions, 16 people participated in a poster session, and 13 people comprised the staff at seven practicum workshops.The 30 sessions were offered in five sets of six concurrent sessions.Nine publishers exhibited.The committee will hold the fourteenth CTREE conference on May 28-30, 2025, at the Westin Denver Downtown, in Denver, Colorado.The committee reviewed nominations for the AEA Distinguished Economic Education Award.The award acknowledges excellence in economic education at a national level.Recipients are able to demonstrate a sustained and impactful contribution to several areas of economic education.These areas include teaching, the development of curriculum and pedagogy, scholarship of teaching and learning (SoTL) of economics, mentoring of students and young faculty, and service at the institution, regional, and state level.A subcommittee of the Committee on Economic Education (CEE) reviewed many very strong nominations before choosing Wendy Stock (Montana State University) as the award recipient for her significant contributions to economic education in SoTL, teaching effectiveness, mentoring students and faculty, and service to the profession.More information can be found on the Distinguished Economic Education Award page.The award was conferred at the CEE's Friends of Economic Education Reception at the 2025 Allied Social Science Associations (ASSA) meetings.The annual report provided by the coeditors of the Journal of Economic Education (JEE)-Sam Allgood ( University of Nebraska-Lincoln) and KimMarie McGoldrick (University of Richmond)to the committee is included in this report.The CEE sponsored the Expanding Diversity in Undergraduate Classes with Advancements in the Teaching of Economics (EDUCATE) Workshop, held in conjunction with the 2024 CTREE conference.The application process generated a pool of 46 applicants from which a cohort of 28 participants was chosen.The workshop was conducted as a face-to-face and Canvas-supported course running from May 31 to June 2, 2024.This workshop provided opportunities for instructors to take part in course design activities and experience pedagogical strategies for engaging all of the students they teach.Participants engaged with issues of diversity and inclusion (D+I) throughout the workshop, including opportunities to think critically about course goals and learning outcomes, their relationship to pedagogical choices and assessment, and how such decisions might have disparate effects on those of different race, gender, and ethnicity.An EDUCATE report is included later in this report.The 2025 workshop will be held in conjunction with the May 2025 CTREE conference; details and application portal are available at https://www.aeaweb.org/about-aea/committees/economic-education/ educate-workshop.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.024 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.011 | 0.003 |
| Open science | 0.004 | 0.004 |
| Research integrity | 0.012 | 0.011 |
| Insufficient payload (model declined to judge) | 0.102 | 0.076 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".