Authentic Group Projects for Upper-Level Economics Courses
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| Title: | Authentic Group Projects for Upper-Level Economics Courses |
|---|---|
| Language: | English |
| Authors: | Julien Picault (ORCID |
| Source: | Citizenship, Social and Economics Education. 2026 25(1):44-58. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Group Activities, Student Projects, Economics Education, Performance Based Assessment, Advanced Courses, Scaffolding (Teaching Technique), College Instruction, College Students |
| DOI: | 10.1177/14788047251343791 |
| Abstract: | This article describes a method to introduce authentic group projects in upper-level economics courses. Such projects allow students to reflect and solidify their learning of the key economics concepts developed in a course and to experience the benefits inherent to authentic assessment, such as increased autonomy and depth of learning and development of the abilities needed in the workplace. Also, authentic group projects demonstrate to students that economics is a highly practical social science. These projects invite students to act as representatives with the goal of convincing a government official that their chosen issue warrants government intervention. These term projects require students to follow a scaffolded process designed to separate the more objective from the more subjective steps, both of which are essential to the project's quality. Instructors can use such projects in many upper-level courses. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501796 |
| Database: | ERIC |
| Abstract: | This article describes a method to introduce authentic group projects in upper-level economics courses. Such projects allow students to reflect and solidify their learning of the key economics concepts developed in a course and to experience the benefits inherent to authentic assessment, such as increased autonomy and depth of learning and development of the abilities needed in the workplace. Also, authentic group projects demonstrate to students that economics is a highly practical social science. These projects invite students to act as representatives with the goal of convincing a government official that their chosen issue warrants government intervention. These term projects require students to follow a scaffolded process designed to separate the more objective from the more subjective steps, both of which are essential to the project's quality. Instructors can use such projects in many upper-level courses. |
|---|---|
| DOI: | 10.1177/14788047251343791 |
