A recent study by Katy Rouse, an economics professor at Elon University’s Martha and Spencer Love School of Business, demonstrates how integrating structured writing assignments into intermediate microeconomics courses can improve student comprehension and real-world application. Published in The Journal of Economic Education, the research introduces a semester-long policy project where students assume the role of staff economists analyzing current issues such as sugary drink taxes or prescription drug price controls.\n\nUsing economic models and empirical research, students develop concise policy briefs tailored for decision-makers. The process includes incremental tasks like media analysis, annotated bibliographies, and peer evaluations, with continuous instructor feedback allowing for revisions. The course concludes with a reflective exercise on how their analytical perspectives evolved.\n\nFindings indicate that students perceived the assignment as effective in linking theoretical concepts to practical policy challenges. Many appreciated the step-by-step structure and iterative feedback, which boosted both understanding and confidence. Surveys revealed that the writing component complemented traditional assessments like exams and problem sets by offering an alternative method to demonstrate mastery.\n\nAdditionally, the opportunity to revise drafts led to deeper engagement and higher-quality final submissions. Rouse, who has been at Elon since 2009 and specializes in education and health economics, previously co-authored a 2022 paper on capstone consulting projects with Associate Professor Brooks Depro. This latest publication marks her second contribution focused on pedagogical strategies that enhance learning outcomes in economics.\n— news from Elon University\n\n— News Original —\nElon research highlights the benefits of integrating writing into economics courses\nKaty Rouse, professor of economics in Elon University’s Martha and Spencer Love School of Business, published new research outlining a semester-long writing project designed for intermediate microeconomics students. n nThe article, Applying best practices in writing assignment design—A semester-long policy project for intermediate microeconomics, appears in The Journal of Economic Education and describes how structured writing assignments can offer students more ways to demonstrate learning and connect course content to real-world issues. n nStudents take on the role of a staff economist, analyzing a current policy issue such as a tax on sugary drinks or a price cap on prescription drugs. Using economic theory and research, they build toward a short policy paper written for a policymaker audience. n nAlong the way, students complete smaller assignments including media critiques, peer reviews, and annotated bibliographies. They receive feedback throughout the process and have the chance to revise their work. The course ends with a reflection on how their thinking has developed over time. n nKey Findings: n nStudents reported that the project helped them see how economic theory applies to real-world policy issues. n nMany found the structured approach, including staged assignments and feedback, supported their learning and confidence. n nSurvey responses suggested the writing project complemented exams and problem sets by offering another way to demonstrate understanding. n nStudents also noted that opportunities to revise their work contributed to deeper reflection and stronger final papers. n nRouse joined Elon University in 2009 and regularly teaches microeconomics. She is an applied microeconomist with scholarship interests in the economics of education and health economics. This article is her second publication focused on teaching practices that support student learning in economics. In 2022, she co-authored an article with Associate Professor Brooks Depro on an economic consulting capstone project.
