Published three times annually by the American Economic Association’s Committee on the Status of Women news in the Economics Profession. 2016 ISSUE III

In Thiscswep Issue FOCUS C ecilia Rouse Receives 2016 Challenges, Opportunities and Carolyn Shaw Bell Award Strategies for Female Faculty INTRODUCTION Standing in Front Cecilia Rouse, Dean of on the Status of Women of the Classroom and Interacting with Students: Challenges, Opportunities the Woodrow Wilson in the Economics Pro- and Strategies for Female Faculty in School of Public and fession (CSWEP), the Economics International Affairs, Bell Award recognizes by Anne Winkler ...... 3. Lawrence and Shirley and honors an individ- Teaching Challenges and Strategies Katzman and Lewis and ual who has furthered for Improvement at a Liberal Arts College Anna Ernst Professor the status of women in by Sarah Pearlman ...... 4 in the Economics of Ed- the economics profes- Warming Up the Climate in the ucation and Professor sion. Professor Rouse Classroom: Challenges, Strategies of Economics and Pub- will accept the Bell and Rewards lic Affairs at Princeton Award at the annual by Lisa Saunders ...... 5. University is the recipient of the 2016 CSWEP business meeting and award Teaching Economics to Undergraduate Students as an Carolyn Shaw Bell Award. Given annu- ceremony held during the 2017 AEA International Faculty Member ally since 1998 by the American Eco- Meeting in Chicago. by Shahina Amin ...... 7 nomic Association’s (AEA) Committee continues on page 12 Some Advice on Teaching Economics by Shinyi Chou ...... 8 Mind the Gap: Addressing Gender and Racial Disparities in Economics Marina Halac Receives 2016 by Nicole Dussault and Emily Eisner 10 Elaine Bennett Research Prize From the CSWEP Chair Chair’s Letter by Shelly Lundberg ...... 2 Marina Halac, Associate Economic Association Professor of Business and (AEA) Committee on the Tributes & Commendations Economics at Columbia Status of Women in the University and Associate Economics Profession 2016 Bell and Bennett Winners Announcements ...... 1, 12 Professor of Economics at (CSWEP), held during the the University of Warwick, 2017 AEA/ASSA Meeting Calls & Announcements is the recipient of the 2016 in Chicago, IL. The event is scheduled for 3:00–4:30 CSWEP Events at 2017 Elaine Bennett Research AEA Meeting ...... 13 Prize. Established in 1998, PM on January 7, 2017, at Call for CSWEP Liaisons . . . . . 14 the Elaine Bennett Research the Hyatt Regency. Summer Fellows Program ...... 14 Prize recognizes and hon- Marina Halac is recog- Regional Meetings ...... 14 ors outstanding research in any field of nized for her impressive contributions CSWEP Board ...... 14 economics by a woman not more than to microeconomic theory, and to our seven years beyond her Ph.D. understanding of dynamic incentives Professor Halac will formally ac- and agency problems. Her research in cept the Prize at the Business Meeting contract theory and game theory focus- and Award Ceremony of the American es on how incentives are shaped by the continues on page 12

For Free Digital Subscriptions, email [email protected] Forward the CSWEP News to colleagues and graduate students. Contributors Shelly Lundberg Shahina Amin, From the Chair Associate Professor of Economics, University of Northern Iowa Let me begin by congratulating Cecilia including a session on gender in the Rouse, who is the recipient of the 2016 economics profession. There will also Carolyn Shaw Bell Award, and Marina be sessions on the economics of educa- Halac, winner of the 2016 Elaine Ben- tion (organized by Petra Todd and Kar- nett Research Prize. Cecilia is Dean of en Conway) and on environmental eco- Shinyi Chou, the Woodrow Wilson School of Public nomics (organized by Meredith Fowlie, Frank L. Magee Catherine Wolfram and Anne Winkler). Distinguished Professor and International Affairs, Lawrence and of Economics, Lehigh Shirley Katzman and Lewis and Anna Placement in one of these sessions con- University Ernst Professor in the Economics of tinues to be highly competitive, with Education and Professor of Economics over 120 papers submitted and only 24 Nicole Dussault, MD student, Pritzker and Public Affairs at Princeton Univer- selected. Of these, nine will be chosen School of Medicine, sity and is being honored for her contri- for inclusion in the 2017 Papers and Pro- University of Chicago butions to the status of women in eco- ceedings issue of the American Economic nomics. Marina is Associate Professor Review . of Business and Economics at Colum- Helping young economists acquire bia University and Associate Professor the skills they need to succeed has al- of Economics at the University of War- ways been an important goal of CSWEP wick and is being recognized for out- activities, and we will be sponsoring sev- Emily Eisner, standing research in her early career. eral mentoring events at the AEA/ASSA PhD student, Department of Presentation of these awards will take Meeting. The Mentoring Breakfasts for Economics, University place at the CSWEP Business Meet- Junior Economists, organized by Ama- of California, Berkeley ing during the 2017 AEA/ASSA Meet- lia Miller, are scheduled for Sunday, ing in Chicago. This event is scheduled January 8, 2017, from 8:00–10:00AM Shelly Lundberg, Leonard Broom for 3:00–4:30PM on January 7, 2017, at and Friday, January 6, 2017, from 8:00– Professor of the Hyatt Regency Chicago, and the cel- 10:00AM . Senior economists will be Demography, ebration will continue at a reception in available to answer questions and pro- Department of Economics, University the awardees’ honor that evening from vide advice at topic-themed tables. Feed- of California, Santa 6:00–7:30PM . On behalf of the CSWEP back from previous participants in these Barbara Board I invite you join us to celebrate breakfasts has been overwhelming- and honor their contributions to eco- ly positive. We encourage economists nomics and to women in economics. within six years of their PhD as well as The 2017 AEA/ASSA Meeting graduate students on the job market to Sarah Pearlman, Associate Professor in Chicago is fast approaching, and preregister for these events (details in of Economics, Vassar CSWEP will be there with a full pro- this issue and at cswep.org) and par- College gram of events that include paper ses- ticipate. For the third year, we will also sions, mentoring programs and presen- be offering a Mentoring Breakfast for tation of the 2016 Annual Report on the Mid-Career Economists, scheduled for Status of Women in the Economics Profes- Saturday, January 7, 2017, from 8:00– Lisa Saunders, sion at the Business Meeting. Full de- 10:00AM, organized by Ragan Petrie. Associate Professor of Economics, University tails are available in this issue and at At the end of the AEA/ASSA Meeting, of Massachusetts cswep.org. More events are in the plan- the 2017 CeMENT Mentoring Work- Amherst ning stages, so stay tuned. shop for Faculty in Doctoral Programs This year, CSWEP is presenting pa- will begin. This intensive and effective per sessions in three research areas mentoring experience is consistently Anne E. Winkler, (rather than the traditional two) to re- oversubscribed and relies on the gener- Chair, Department flect the broad interests of female econ- ous donation of time from senior men- of Economics, and Professor of Economics omists more effectively. Two sessions tors, who have been recruited by Direc- and Public Policy focus on the economics of gender (orga- tor Kosali Simon. Administration, nized by Kevin Lang and Laura Argys), University of Missouri- St. Louis

2 CSWEP News S tanding in Front of the Classroom and Interacting with Students: Challenges, Opportunities & Strategies for Female Faculty in Economics

Anne E. Winkler Economics remains a male-dominated field, particularly University of Northern Iowa, describes herself as a “petite white males, both in terms of faculty and students. What brown female professor with a funny accent.” She is con- is it like to stand in front of a classroom of students or in- scious of what makes her different and has adopted a variety teract with students one-on-one in your office when you do of practices to be effective in the classroom. Shinyi Chou is not conform to the standard picture? Women faculty in eco- Professor of Economics at Lehigh University and grew up in nomics are more likely to be directly challenged by their stu- Taiwan. She was not initially familiar with higher education dents about course content, deadlines and grading and are in the US and, over time, has made shifts in how she delivers disproportionately asked for special favors (e.g., being able course content. She describes innovative approaches that she to take an exam at a non-standard time, offering an inde- is using and offers a wealth of practical advice. pendent study and the like.) At times, these experiences can What I take away from reading these four essays is that border on outright intimidation. The difficulties are magni- I wish I had had an opportunity to read them 25-plus years fied for women who are junior in age or rank, members of ago when I was a brand-new assistant professor. I would have minority groups and international faculty members. Further greatly benefitted from the advice and support they offer. Fast compounding the situation is the view that higher education forwarding to 2016, these essays offer fresh ideas on how to should be “customer-friendly”—basically that faculty should better manage interactions with students, and more gener- be responsive to students’ demands. Since women have long ally, improve the teaching side of the job. provided “caring labor,” the customer-service view of higher education reinforces students’ expectation that women fac- ulty will be more understanding and less demanding than From the Chair their male counterparts. In this issue, four female faculty members share their In the Focus section of this you to share this issue with experiences and the solutions they have come up with as a issue of CSWEP News, or- colleagues and students who result of trial and error, consulting with colleagues and uti- ganized and introduced by are in the early stages of lizing available institutional teaching resources. Sarah Pearl- Anne Winkler, four female their teaching careers—they man was recently promoted to Associate Professor at Vassar professors share their expe- are likely to find it both help- College. At Vassar—an all-women’s college until 1969—she riences in front of the class- ful and inspirational. Also in finds herself teaching economics to classes that are 80 per- room and the strategies they this issue, two young econo- cent male. Vassar students are demanding of her time and have devised for teaching mists outline steps that eco- she has established guidelines that manage their expectations and mentoring economics nomics departments could and allow her to get research done. Lisa Saunders is Associ- students successfully. In a take to gender and race di- ate Professor at the University of Massachusetts Amherst. male-dominated field and in versity among economic As an African-American woman, she confronts a “chilly” cli- “customer-friendly” campus researchers. mate and has learned to deal with student interactions “with environments, female facul- I’d like to thank the grace and dignity.” Shahina Amin, Associate Professor at ty face particular challenges CSWEP Board members and in their interactions with stu- affiliates who have contribut- dents, challenges that can be ed so much to CSWEP’s mis- heightened for women who sion this year as award com- are junior, members of mi- mittee members, mentors, nority groups or internation- event organizers, authors al faculty. The advice these and CSWEP departmental four writers provide is in- liaisons. sightful and broadly applica- Happy holidays! I hope ble, and their stories resonate to see you all in Chicago in for many of us. I encourage January.

2016 ISSUE III 3 Teaching Challenges & Strategies for Improvement at a Liberal Arts College

Sarah Pearlman of not doing the work for class; dis- Require your expectations putes over course content; and argu- After my first year I started making I work at a small liberal arts college ments over grades. These encounters class preparation mandatory. For exam- that does not have master’s or PhD pro- largely took place during my first year ple, in one class I expect students to re- grams or a business school. For most and left me feeling disrespected and view the calculation of a mean, variance of its history my institution, Vassar, angry. I seethed at the thought that my and covariance by a particular date. My was well known as a single-sex college senior, male colleagues might not face first year I handed out a review sheet, for women. However, in 1969 the col- the same problems and became mildly told students to look at it and assumed lege opened its doors to men, and to- hostile towards the students as a result. that being prepared for class was suffi- day men make up approximately 45% After several semesters, however, I cient motivation to do the work. I soon of the student body. While the student realized that being angry and resentful learned this was not sufficient motiva- body is majority female, the economics didn’t help. It didn’t help me gain the tion, as the students did not do the re- major is majority male. Furthermore, students’ respect, it didn’t transform view and were confused and hostile in the main course I teach—financial mar- me into a senior, male professor and class. Shaming them had no effect. kets—is overwhelmingly male. In the it definitely didn’t help me like teach- Under the goal of maximizing my nine years during which I have taught ing. Therefore, I decided to be proac- welfare I made subsequent review or this course at Vassar the percentage of tive, putting mechanisms in place that reading exercises mandatory. They now male students has ranged from 60% to minimized my stress and anger. My are worth an insignificant number of 80%. These numbers seem in line with goal was selfish—it was to improve my points and yet everyone does them. national averages, and thus despite Vas- work experience. I figured that if I liked While this seems heavy handed, it pre- sar’s history as a women’s college, the teaching more, there would be positive pares students for class and eliminates gender composition of our classes prob- spillovers for the students in the form an opportunity for conflict. At my insti- ably is typical. of better pedagogy. Overall, this has tution students respond to points, not The other thing to note is that our been the case. After changing my strat- shame. They will do lots of work for students actively engage with faculty. egy students did better on assignments minimal points, and I’ve decided to em- They regularly come to office hours, and my teaching evaluations improved. brace an incentive structure that works. send frequent emails and have a lot to Furthermore, the level of pushback fell say in course evaluations. This engage- to a level that is typical for any faculty Have a sales pitch ment makes them really fun to teach but member. Now when I compare notes I’ve found that Vassar students actually also means they expect a lot. They are with my colleagues, our stories seem don’t get upset about more work or dif- not shy about pushing for things they about the same. ficult exams. They get upset if they feel want or expressing their discontent. Below I provide a list of the mecha- blindsided by the level of rigor and/or if Although Vassar has been my only nisms that seemed most effective at im- the reasons for this rigor are unknown. job after graduate school, it has not proving my experience. Many are the re- So honing the sales pitch for a given ex- been my only job, as I worked on Wall sult of needing to balance teaching and ercise or course is important as it reduc- Street for several years before getting research at a place where students de- es angst. Of course the most compelling my PhD. I therefore was used to aggres- mand a lot of attention. The unifying sales pitch is, “I’m trying to teach you sive, male-dominated environments by theme, however, is the need to tell stu- information or skills that are useful to the time I arrived here. Despite this, I dents that your goal is for them to learn you, and this is the best way to do that.” faced some of the pushback from stu- useful material and the role you play While this is pretty obvious to us, it isn’t dents that is typical for new faculty. This in helping them achieving that goal. necessarily obvious to them. In the ab- included: students trying to use me as Combined, this helps gain student sence of some communication many their personal tutor; requests for meet- support and establish your authority, students think our real motivation is to ings outside of office hours; attempts to both of which are a constant challenge torture them. hijack class time; disrespectful language for female faculty facing largely male What constitutes an effective sales in emails (“yo Sarah, I’m free during the classrooms. pitch varies across instructors and top- following weekend times to get help on ics, but it is helpful to find one that my problem set”); brazen admittances works. For example, I have a colleague

4 CSWEP News At a Liberal Arts College who comes from a European university Explain what your job entails them more respectful of my time. Spe- system with a less generous grading pol- Most of our students don’t understand cifically, following great advice from col- icy than the US. He writes exams where what our jobs entail, and in particular, leagues I started telling students about 60% constitutes an “A.” Initially the stu- they don’t understand that we do more research activities. I find any excuse to dents were shocked by this and pushed than teach (ask the nearest undergradu- tell them about conferences or talks and back, arguing his class was unfair. In ate if they know the difference between incorporate useful information from ei- response he launched an informational an Assistant and Associate professor). ther into classes. I mention deadlines as campaign in which he told them about As a result, they think that if we aren’t a way of explaining why I am not avail- the style of his exams and grading. He in or preparing for class, we are doing able, and I shamelessly talk about my also polled students anonymously about something leisurely like golf. Because own research in class. Of all of the strat- their perceptions of the level of difficul- they think we either are thinking about egies listed, talking about research has ty and announced the results in class. them or golfing, they do not understand had the highest payoff. Students went After enacting this campaign my col- why we don’t have time for their extraor- from telling me when they were free to league’s evaluations improved despite dinary requests. I think that what comes thanking me for coming to office hours! the fact that he did not change the level across as a lack of respect for our time It’s been more difficult to maintain this of rigor or his grading policy. is, in part, a lack of understanding about appreciation for my time now that the Enforce strict deadlines what we do. pre-tenure stress is gone, but it still re- I therefore have found that telling mains much better than when I first I have strict deadlines and only accept started. late work in the case of a documented the students what else I have to do, emergency. This helps present the class mostly with regard to research, makes as a professional environment where we respect deadlines and each other. It also eliminates an opportunity for students to challenge my authority. Finally, it lim- W arming Up the Climate in the Classroom its opportunities for students to tell me more about their lives than is appropri- C hallenges, Strategies and Rewards ate. This is important as a young, fe- male professor who wants to avoid the “you should nurture me” phenomenon. Lisa Saunders If I don’t hear potential problems, there Sharing what I know and learn with my colleagues and my students is my favor- is no scope for me to be nurturing or ite part of being a professor. My research challenges and findings, colleagues’ re- not. This also reserves these conversa- search, workshop and conference presentations and news reports are sources of tions for students who really face an great excitement to me, and I often use them in the classroom. Students attuned emergency, in which case I work with to that enthusiasm are the most attentive and supportive. Over my career, I have the appropriate offices in the institution learned a few ways to inspire students to participate in my courses at a fairly high to help. level of academic and social engagement, but not all of them have been receptive. Set clear guidelines for I came to UMass right out of graduate school in 1987. Although I had been a office hours TA and a tutor, I was not prepared to teach at the university level or to be the main I think it’s important to decide on an ap- authority figure in the classroom. The University’s Center for Teaching and Fac- propriate use of office hours and com- ulty Development provided new faculty a half-day workshop that was largely about municate this. For example, I try not to student demographics, academic regulations and time management. Now called allow students to use office hours as a Teaching Excellence & Faculty Development, the center has grown in its mis- therapy or personal tutoring session. sion staff, expertise and offerings. I have attended dozens of workshops, primar- Both are more likely to happen to fe- ily focused on teaching effectiveness, student learning and classroom climate. The male faculty and are dangerous because workshops have been valuable. They have made me a better teacher and have made they confuse students as to our role in my job easier. But the classroom climate for me, an African-American woman, has their lives and erode respect. We are ac- remained a bit chilly. To come to learn to live with this, I have had to internalize ademic advisors, not counselors or tu- two facts. First, teaching is caring labor that can be performed really well by fac- tors. All of our institutions have spe- ulty who are women and men. Second, at my institution, teaching and service are cialized services in these areas, and the not valued for promotion in the same way as research is. Newly appointed faculty students are better off if we direct them have to become efficient, comfortable teachers really fast. to those venues.

2016 ISSUE III 5 Warming Up the Climate in the Classroom

My early experiences varied based but disruptions ceased. My evaluations introduce myself and the main topics on class size. My first year as a profes- were way below average. in the course. In the process of intro- sor was the most challenging, especially I have substituted for colleagues in ducing early material, I tell them why that first spring semester. Fortunately, large lectures with 100 to 300 students. I enjoy being an economist and why I I had a course reduction each semes- These events have gone very well. On enjoy teaching the class. That first day I ter the first year. Having filed my dis- occasion, I’ve taught classes of 45–65 announce that we will not set behavior- sertation in August, I had little time to where problematic behaviors were in al guidelines because I am accustomed prepare to teach. Luckily for me I had evidence, but not too extreme. I rarely to respectful, productive classroom be- one small course section in microeco- teach courses over 25–30 now. The be- havior. I describe my standards (and pet nomics theory, a course for which I haviors are less extreme: distractions peeves) around attendance, meritorious had been a TA a few times. Though it and disrespect in class continue, as do participation, extra credit and make-up was challenging, the class was small complaints of unfair or inaccurate grad- work. I conduct an anonymous survey (20 students) and the majority of stu- ing and the like. Someone seeks arbi- the first day, asking students to describe dents could see how hard I was work- tration over grading at the Ombudsper- their learning styles and strengths and ing to make the material accessible and son’s Office almost every semester. I weaknesses on specific skills we will interesting. Though questions arose feel well equipped to handle most of build upon in the class. It is necessary about how strict my grading seemed these, and I try not to let the stress steal to define terms such as critical think- to be, they were easily resolved. To my time and energy from my work. I try es- ing, linear and abstract reasoning for knowledge, my qualifications were nev- pecially hard not to let it affect how I feel students to complete the survey. I use er questioned, but my evaluation scores about the majority of students, who are my survey results to design group (and were below the department average. cooperative and productive. My evalu- individual) exercises and assessments Spring semester I taught a labor top- ation scores have never been above av- and to identify extra resources needed. ics course to over 110 students. There erage, though I receive exemplary let- I make sure the students know what were only 13 women and the only non- ters of support from honors students they are getting into early in the semes- white students I could identify were two and exchange students. The Universi- ter (before it’s too late to drop the class). Asian-American men. They all sat in the ty Administration acknowledges grade, Over the first two days, I reveal my as- front. I suppose I had that deer-in-the- gender and racial bias in the evaluations sumption that economic policies can headlights look, because it was rough. and recommends we use teaching port- create different outcomes for different About eight of the students sat in the folios to supplement evaluation scores groups and my tendency to teach eco- back and talked loudly, rattled newspa- used in promotion cases. nomics from a critical/normative per- pers, made rude remarks to guest speak- What observations and practices spective, and I share radical critiques of ers and walked out before class was have helped me improve the climate some basic theories and methods that done. Some of them asked the depart- and weather the challenges that still we will use. I like previewing topics ment chair to replace me. They never arise with grace and dignity? I apply while setting the tone, and I think the spoke to me about their concerns. They what I know about the students and students appreciate the honesty, balance told the Chair that I was “an incompe- what I have been taught are good prac- and early attention to details. tent token who needed to be replaced tices in the classroom. I’m told that all I receive a lot of challenges to my with a real economist.” The Chair asked students expect women to behave more credibility, authority and expectations them to describe how I handled the ma- like caregivers and give male facul- every semester. In spite of the help I of- terial and they could not, they said, be- ty greater respect for authority. I have fer students inside and outside class, in- cause they refused to attend with any tried to use demographic data about appropriate and challenging behaviors regularity. She said they had a weak case the skills, political and financial diver- occur. I receive a significant number of and asked them to leave her office. -Af sity of the students to inform the choic- requests to forgive unexcused absenc- ter hearing this, I conducted a quick es I make. I have had limited access to es and late assignments, to give make- survey of the class that revealed (to my scientific facts about social skills or cog- up exams and to make grade changes. relief) the majority of students wanted nitive maturity. Most of this I have had Some students persist to the point of me to take control. I learned that I could to intuit from other youth—former stu- intimidation. These occur every semes- call security if student rights were be- dents, my son and his friends. I have ter. Two out of three semesters a stu- ing violated. In class I read aloud the learned not to expect homogeneity in dent seeks outside arbitration from the security policy and I read the support- social and cognitive maturity. I now ar- Ombudsperson’s Office. A brief sur- ive peer comments. The troublemakers rive in the classroom with a plan to sur- vey of 15 colleagues shows me to be a walked out. After that, things settled vey that landscape. statistical outlier. These complaints down—attendance fell significantly, On the first day of each class, I continues on page 11

6 CSWEP News Teaching Economics to Undergraduate Students as an International Faculty Member

Shahina Amin the University of Nebraska at Omaha this only in my Principles classes. In for a summer, and as a teaching assis- that handout, I lay out everything; for I am standing in front of a room full of tant at the University of Illinois. I tell example, talking in class is prohibited. students in the Department of Econom- them that professors are required to do I have also realized that if I do not firm- ics at the University of Northern Iowa a lot of research and that I mainly study ly take action during the first week, this (UNI) on a Monday morning at 9 am child labor issues and women’s labor is- will affect my performance and their during the fall semester, about to teach sues. I also tell them that our job entails performance throughout the semester. an economics class. The students are a lot of service work as well. I remind I tell them that I will prepare a seating mostly men, almost all Iowans. Many them that all professors participate in chart, so they should pick a seat where of them are seeing a brown person for research and service activities so that we they would be comfortable and where real for the first time in their lives. And can better help them learn. they would not be tempted to talk. I also then I start to talk! Oh boy, there’s this I must say that my teaching experi- tell them if they insist on talking, I will weird accent that they are hearing for ence has been quite positive, but there warn them twice; the third infraction, I the first time in their lives. Being ful- are a few strategies that I have adopted take points off. It always works. In my ly aware of the surroundings, I start to that helped me to overcome a few hur- “Rules” sheet, I mention a few other in- teach my favorite subject—economics. dles. Realizing that my accent could be a appropriate behaviors, such as coming I see that within a few minutes my stu- problem or could be seen as a problem, to class late, leaving class early and tex- dents forget about this petite brown fe- I address it the first day of class. I tell my ting in class. I follow the same proce- male professor with a funny accent and Principles students that I realize that I dure as I do for talking: two warnings, start to focus on the content. And pretty have an accent, so if they want to switch then I take points off. Setting out my soon I forget that these students are see- to a different section they are most wel- expectations upfront always works for ing this strange person for the first time come to do so. I stress that I care about me, and I actually never have had to take in their lives. We click and flow with the their learning and that it would not hurt points off. rhythm of economics. This has been my my feelings if they were to switch sec- Seating charts have helped me in general experience as an international tions. In my upper-division classes, I other ways too. Consulting the seating faculty member at UNI. take a different tack. I say, “Welcome chart helps me to remember students’ Before I start to teach, I always in- to global world. Pretty soon you will be names. Once I start to call them by their troduce myself during the first class. I dealing with people with accents when names, they become conscious and con- tell them I have my Bachelors in Eco- you go into the real world.” nected, and class disturbances decrease. nomics from the University of Dhaka, Early on I needed to take some dis- I have tried to understand my stu- and then I tell them that Dhaka is the ciplinary actions in my Principles class- dents better by breaking down some capital of Bangladesh. I then ask them es from time to time. Students tended barriers. I believe if they know me well if anybody knows where Bangladesh is to talk in class, expected extra cred- enough and I know them better, we located. Very few students know, so I tell it points, retakes of exams and so on. can create a classroom environment them where it is and tell them a little How would I deal with such expecta- that will boost learning. Each and every story about Bangladesh. Next I tell them tions? I realize that not only I am a for- semester, I set up a one-on-one meet- that I have a Masters in Economics from eign brown person, I am a petite wom- ing with each student. I do not make the University of Houston and a PhD an. I took the advice of a petite female the meeting mandatory, but I highly from the University of Illinois and ask colleague (at the time I joined Northern encourage it. Most students come by them to say “Go Illini.” (Yes, I get a few Iowa she was the only female professor to see me. It is amazing how much I smiles after that. Actually one student in the department—she was white, but get to know them during these meet- started to wear Illinois shirts in class). petite). Following her advice, I present- ings. I discover why they picked UNI, I also explain my job. (Remember that ed myself as a very rigid, inflexible pro- why they chose to take economics and they are freshmen, and some think that fessor (at least on the first day). I adopt- what they enjoy doing outside of class. I “assistant professors” mean assistant to ed a somewhat different strategy from ask high-performing students how they professors.) I tell them what I teach and hers. On the first day of classes, along study and share that with students who that, before I came to Northern Iowa, with the syllabi and other materials, I are struggling. Students also ask me I taught at Grinnell College for a year, give a handout that I call “Rules.” I do personal questions —why did I choose

2016 ISSUE III 7 International Faculty Member to study economics, why did I become in my syllabi also. Regarding bargaining Gary Becker’s theory, not mine, or this a college professor, how do I balance for extra points: most of my tests in my is what George Borjas has said! Even to work and family and how frequently do Principles classes are multiple choice, this day, when I teach these topics I am I go back to Bangladesh to see my fami- and part of the tests in my upper-divi- very careful. ly. I really enjoy these conversations and sion classes is multiple choice; the rest Sometimes in the past I became con- have made life-long friends as a result. is problems and/ or graphs with some fused by certain student behaviors, for Requests for make-up and/or conflict explanations. There is little room for example, eating in class, putting one’s exams as well as bargaining for more bargaining for extra points. feet up on the desk and addressing pro- points are probably more common for There have also been times during fessors with the word “hey.” Such infor- female professors. I am no exception. I an exam or a quiz when a student would mal behavior is not common in Bangla- lay out my rules clearly in the syllabus. ask for the meaning of a certain word — desh. I often ask my colleagues whether But even then, I get requests. One ap- implying that I use this word because I a behavior is “cultural” or “generation- proach I have started to take (thanks to am “foreign.” So I announce in advance al.” Depending on the answer I get, I a colleague of mine for the advice) is to that all the questions have been checked deal with the situation the same way my give a set date at the end of semester and re-checked for clarity by many pro- colleagues would. for any make-up exam. Generally, the fessors. That keeps them quiet. After over 20 years of teaching ex- students who have requested a make- I teach Labor Economics as an elec- perience, I can say that, although there up exam have already dropped or with- tive to juniors and seniors. I love teach- have been a few hurdles, students really drawn by that time. I do get some gen- ing this class, but it does present a few appreciate when I care, when I am fair, uine cases at the end of the semester. I challenges. I always think twice when I when I am prepared and when I know generally make exceptions for students teach topics such as immigration and my material. What has worked for me is in University-sponsored activities and/ discrimination. When I teach discrim- my love, caring and respect for my stu- or in service duty. But I announce that ination, I keep repeating that this is dents, ceteris paribus .

S ome Advice on Teaching Economics

Shinyi Chou I majored in Economics at National education in the US. At first, lecturing Taiwan University and then went to in class was the only way of teaching I Duke University, where I received my knew. I would write down every word I PhD in Economics. My first faculty ap- plan to say and rehearse my lecture sev- pointment was at New Jersey Institute eral times before class. I still rehearse of Technology, where I taught econom- my lectures as it is tremendously useful: ic principles to undergraduates. I have I not only review the course material but been a faculty member at Lehigh Uni- also think about the delivery, such as the versity since 2003. My research focuses size or locations of the equations and on health economics, and I have been graphs on the PowerPoint slides. I have teaching undergraduate applied micro- not gotten comfortable with jokes or economics and both undergraduate and casual chatter in class, so I always pre- graduate health economics. The Eco- pare extra material so I never run out of nomics Department at Lehigh is part of things to say. Teaching the same mate- the College of Business and Econom- rial over and over helps me notice where ics, and thus our teaching emphasizes students have troubles and how I can applying economics to solve real world better pace my lectures. Each year I will problems. fine-tune my material and try new ways Teaching economics can be chal- of teaching. For example, I will add new lenging, especially for instructors like questions, find new movie clips for stu- me who are not native English speak- dents to discuss in class or change the ers and are not familiar with secondary homework assignments.

8 CSWEP News Some Advice on Teaching Economics

One thing I noticed during my less satisfying (after two or three rounds grading rules clearly and hand out as- first year as a teacher was how dispa- the volunteer usually asks to get some signments on time. It could be frustrat- rate the students’ mathematical back- water). Also, whenever I watch a mov- ing when students prefer to use their grounds were. The Applied Microeco- ie or see a story forwarded by others, creativity to come up with unreasonable nomics course is a required course for I write it down if it is relevant to my excuses for extra points or make up ex- business majors, and some engineer- teaching. After teaching a class for a ams, but more often students do need ing students like to enroll in this class few years I will have enough anecdotes some help. Trust your students and ac- too. Equations and curves in the course to use. Strategic placement of movie commodate their needs, especially in material, while easy for students with quotes during the class helps the stu- the hypercompetitive climate in univer- enough experience in algebra and calcu- dents stay awake in the afternoon. sities everywhere. lus, can be daunting to others. Having Managing two sections of 50 un- I teach two health economics class- a lecture at the beginning of the course dergraduates each week can be daunt- es, one for undergraduates and the oth- to go over important mathematical con- ing even for experienced teachers. Oc- er for PhD students. Teaching these cepts such as the XY-plane, basic calcu- casionally a student would not attend courses is quite different from applied lus and exponents can help the students lectures but came to office hours ask- microeconomics. Certainly there are ba- get prepared. I assign questions in the ing me to explain everything over again. sic concepts and models that apply at homework and tests that focus more on Sometimes students used laptops or any time, but health economics is close- concepts and less on math so students ipads during my lecture, although it is ly intertwined with healthcare policies, lacking mechanical skills will not be pe- not clear if they were taking notes or which are convoluted and constantly nalized unnecessarily. A balance needs reading their own stuff on the Internet. changing. It is a challenge to have to to be achieved with respect to use of These could be distracting behaviors constantly update the course material math since students still need to know and affect other students who want to as health policy changes. It also makes how to reason with equations and mod- learn from the class. Therefore it is im- teaching the course quite enjoyable: the els, and I need to help students who are portant to explain my expectations and topics are very relevant to everyone’s interested in studying more economics define rules clearly in syllabus and dur- daily lives, and it can be quite satisfying get prepared. ing the first class. I use sign-in sheets to see students find their own answers It is hard to teach undergraduates and count attendance as part of the fi- and discuss them, especially when stu- economic models as they lack experi- nal grade. I allow students to be absent dents have different views. ence in reasoning with abstract con- for up to three times without penalty cepts. Using some props can some- regardless of reasons. When the class times help students to grasp those ends, I check as students leave the class- abstract concepts. For example, some room so students cannot sign in for oth- students have difficulty linking utility ers. It is more work, but it helps me rec- functions of multiple goods to their in- ognize individual students. difference curves. I use Lego blocks to Office hours can be exhausting, but build the utility function surface; differ- it is a great opportunity to help students ent colored blocks correspond to differ- catch up so they will not fail the class, ent levels of utility, and I flip the con- especially if you use the office hours -ef struction to show how the indifference ficiently. Sometimes a homework ques- curves look like. The students find it in- tion may be more difficult than usual, teresting and funny too. and it will save you from repeating your- Using real-life examples, especially self during office hours if you explain ones the students can relate to, always it in class beforehand. Make it clear to helps. Questions, props and in-class the students that you will not solve the activities help students stay engaged problems for them or go over the en- and interested in the topic. Every year tire material during office hours if they I would bring a box of mini muffins or miss the class. doughnut dots to the classroom to dem- My applied microeconomics class onstrate diminishing marginal utility. I has several homework assignments, start by asking for a volunteer to come a midterm and a final exam. The stu- and have a muffin. After he eats each dents are graded based on their home- muffin I will ask him to rate how much work and test scores and their atten- he enjoys it, which of course becomes dance. It is important to explain the

2016 ISSUE III 9 Mind the Gap Nicole Dussault Addressing Gender and Racial Disparities in Economics Emily Eisner

As we began our positions as economic than she had. must be addressed. Here, we present a research analysts at the Federal Reserve These personal experiences reflect list of a few suggestions, sourced over Bank of New York, both of us noticed larger disparities at the undergraduate time through conversations with peers, that we were two women in a depart- level that spill over into the econom- that we believe could help universities ment of mostly men. Our experience ics pipeline. Women and students of encourage and prepare more women reflects the larger and persistent issue color are underrepresented in STEM and students of color to pursue careers of gender disparity and attrition in the and computer science courses. For ex- in economic research: field of economics, often referred to as ample, from 1995 to 2006 the propor- 1. Undergraduate students in eco- the “leaky pipeline.” While over the past tion of math degrees awarded to Black nomics should be systematically in- 20 years the share of total female un- and Hispanic students was static at 12% formed of the coursework needed in dergraduates has grown to over 50%, even though their share of total Bach- preparation for graduate school. Not their share of economics degrees has elor’s degrees rose from 14% to 18% every economics major includes the remained stagnant at 35%, according to over the same time period. These gaps rigorous math and advanced statistics the CSWEP annual report. The end of are due to systemic barriers to advance- courses that economics graduate pro- the pipeline shows further attrition— ment that women and people of color grams require. Because of the current in 2015 women held only 12.2% of ten- face. As just one example, research sug- disparate state of the field, women and ured full professorships at PhD-grant- gests that women and students of color students of color may not have peers ing institutions. are socialized to think they are less pro- and mentors to inform them of the ad- Racial disparities in the field are sim- ficient at math. Furthermore, students ditional coursework they must take. ilarly disheartening. For example, in of color are less likely to have access to Therefore, this information should be 2014 Black and Hispanic students only advanced math courses in high school. formally disseminated by the depart- received 8 .3% of doctorates in econom- Therefore, while the field of econom- ment, and the students who take these ics despite earning 14% of Bachelor’s ics is becoming more quantitative, sys- advanced courses should be academical- degrees in economics and constituting temic disparities that deter many wom- ly supported. roughly 30% of the undergraduate pop- en and people of color from pursuing 2. Since women and students of color ulation. Concurrently, Black and His- quantitative educational paths translate are underrepresented in undergraduate panic faculty held only 4% of tenured into a less diverse pool of candidates computer science courses, economics full professorships at PhD-granting applying for and being accepted into departments should host introductory institutions. economic research assistantships and coding workshops to expose them early Our exposure to economic research PhD programs. Once accepted to grad- on to different programming languag- at the New York Fed has given us in- uate school, any student who did not es. Importantly, coding skills are often a sight into possible leaks in this pipe- focus their undergraduate education prerequisite for research assistantships. line. Notably, the field of economics on advanced math courses may have 3. On that note, economics depart- is becoming ever more technical and to do the hard work of catching up to ments should also encourage wom- quantitative. As data proliferate and strengthen their quantitative and tech- en and students of color to engage in econometric techniques advance, econ- nical skills. Because of the reasons we hands-on research. Working as a re- omists are increasingly called upon to describe above, this burden may be sys- search assistant for an economist and understand advanced math, statistics tematically more likely to affect women completing an independent senior the- and computer science. Both of us soon and students of color. This is not a re- sis are some of the best ways to gain the realized how much influence our un- flection of who is innately capable. Rath- experience that graduate schools like to dergraduate preparation would have on er, it is a reflection of access – who is see, because they signal both interest each of our decisions to pursue grad- being encouraged to enter the field and and ability. uate school. While Emily’s math back- offered the tools and training it takes to 4. Economics departments can sup- ground prepared her for applying (de- advance. port underrepresented students by de- spite delayed exposure to economics), Although issues surrounding access veloping formal student-faculty men- Nicole didn’t realize until after gradua- to quantitative preparation at the under- torship programs that engage all faculty tion that economics PhD programs re- graduate level do not solely determine members (not just female faculty or fac- quire a more quantitative background the gaps in academic economics, they ulty of color). Unfortunately, because

10 CSWEP News Mind the Gap the majority of faculty are white and the way the world is structured, bring- male, not all students may feel equally ing diverse voices to the table is the only comfortable approaching faculty mem- way to conduct research and policy with bers for research positions or guidance just and equitable impacts. on their own. Nicole Dussault and Emily Eisner are for- 5. For the same reasons (as well as mer Research Analysts at the Federal Re- for other reasons beyond the scope of serve Bank of New York . The views ex- this article), economics departments pressed in this piece are their own and do should consider diversifying the com- not necessarily reflect those of the Federal position of their faculty. Reserve Bank of New York or of the Federal 6. Undergraduate economics depart- Reserve System . ments should establish groups such as a Women in Economics Association or Black Students in Economics. These groups can provide student mentors Warming Up the Climate in the Classroom continued from page 5 and help build the networks often nec- essary to be successful in economics. have become so predictable that I feel when necessary). I assume good in- Student groups can also disseminate equipped to handle most of them well. tentions and position myself more as information on course requirements, I’ve taken steps to reduce complaints an adviser: “You wouldn’t want peo- research assistant positions and coding and eliminate plagiarism on out of class ple to think you are biased or misin- workshops directly to women and stu- assignments. formed….” In extreme circumstances, dents of color. I am a harsh grader of attendance I might have to ask whether a com- We want to note that while we think and participation, but I allow students ment was supposed to be a (bad) joke these steps could have an impact, target- to have two unexcused absences and I and may request an apology to any of us ing the undergraduate level alone will allow them to participate in office hours offended. One semester a student felt not solve the gender and racial gaps or by email. I also allow students to compelled to check my facts on his lap- in economics. Equity issues at the job write short papers to add extra credit to top, so I converted him into our official market level, the co-authorship level their grades. When students complain classroom fact checker. and the tenure level are problematic as about attendance, participation or other Most of what I’ve learned about be- well. There are also numerous dispar- grading problems, I remind them about ing a good teacher I learned from my ities in early childhood resources and the extra-credit option. I provide grad- students. I learned not to paint them education that prevent women and peo- ing rubrics for all major writing assign- with a broad brush—to give everyone ple of color from entering economics or ments. I hand out and review practice the benefit of the doubt. If I observe a other quantitative fields. It is necessary quizzes and practice exams in advance troublesome pattern, I discuss it with to think about how someone’s access to of the assessments. I use an online the student privately. I use their diver- any educational or career path may be blackboard system to grade work done sity in social and cognitive development impacted uniquely by their race, gender, outside class that detects plagiarism. to help all of the students learn better sexuality, religion, class, ability and any Plagiarism is way down and my grade practices for classroom behavior and intersection of these identities. distribution is way up. Attendance is engage with the material up to their ca- Ultimately, while addressing these perfect most days. My evaluations re- pacities. I treat students as adults even issues of racial and gender equity and main below average. though I don’t expect them to always accessibility in economics is important Inappropriate behaviors and com- behave that way. I review skills they in and of itself, reversing underrepre- ments in class are often unintentional need to succeed and any pet peeves I sentation is imperative to the quality and/or born out of immaturity or in- have early and often. I’m fair but don’t of academic work and its implications security. Realizing this has helped me make exceptions except for truly ex- for policy analysis and implementa- respond compassionately on the spot. ceptional circumstances. I have to pro- tion. The inclusion of women and peo- Often it becomes a teachable moment, tect my time and emotional energy as I ple of color in economics has a bearing a chance to provide information and need it for my research and (lots of/way on what issues are considered, priori- advice. I try to cultivate a self-effacing too much) service. tized and addressed. Since beneath all demeanor: well meaning, willing to go economic research and policy prescrip- the extra mile, imperfect (will admit tions is a set of values and beliefs about mistakes, look up answers to questions

2016 ISSUE III 11 Cecilia Rouse Receives 2016 Carolyn Shaw Bell Award continued from page 1

Professor Rouse is a labor economist levels. She is a senior editor of the jour- academic research while also having an and is one of the nation’s leading ex- nal Future of Children, a prior editor of impact in the real world, and balancing perts on the economics of education. the Journal of Labor Economics, a top such achievements with a concern for Her research confronts questions of sig- field journal, and has served on the edi- others who are entering the profession nificant policy importance including in- torial board of many other journals in behind her.” vestigating the effects of school vouch- labor economics and the economics of Named after the first Chair of ers and school accountability measures, education. Dr. Rouse has spent sever- CSWEP, the Carolyn Shaw Bell Award measuring the labor market returns to al years as Chair of the AEA Commit- was created as part of the 25th Anni- community college, measuring discrim- tee on the Status of Minority Groups in versary celebration of the founding of ination, and studying new technologies the Economic Profession (CSMGEP). the CSWEP and is given annually to an in education. Dr. Rouse is lauded as a CSMGEP’s mission includes efforts to individual who has furthered the sta- “mature thinker” and “careful empiri- promote the advancement of underrep- tus of women in the economics profes- cist” by her colleagues, and she has pub- resented groups in the economics pro- sion through example, achievements, lished numerous papers in the top gen- fession. She is also past Vice-President increasing our understanding of how eral interest journals. of the American Economic Association. women can advance in the economics As demonstrated in the more than In addition to her service to the profes- profession or mentoring others. From 10 letters from economists she has sion, Dr. Rouse has taken on top pol- most recent to first, previous recipients mentored—from undergraduate stu- icy positions in Washington, D.C., for of the Carolyn Shaw Bell Award are: Ja- dents, graduate students, and contem- two Presidents: one year as Special As- net Currie, Hilary Hoynes, Rachel Mc- porary colleagues—Professor Rouse sistant to the President as a member of Culloch, Catherine C. Eckel, Sharon “has an extremely generous spirit” and President Clinton’s National Econom- Oster, Elizabeth Hoffman, Elizabeth E. shares her time to provide feedback, to ic Council and two years as a member Bailey, Anne Carter, Olivia S. Mitchell, support, to nurture development and of President Obama’s Council on Eco- Barbara Fraumeni, Claudia Goldin, Bar- dispense frank and sage advice to oth- nomic Advisers. “As a contributor to the bara Bergmann, Robin L. Bartlett, Mar- ers. Dr. Rouse is someone who “very economics profession and society writ garet Garritsen de Vries, Francine Blau, much leads by example,” setting “a high large, Ceci Rouse is an inspiration.” Marianne Ferber, Eva Mueller, Sandra bar for her own contributions.” Dr. Rouse has furthered the status Ohrn Moose, and Alice M. Rivlin. In addition to her outstanding schol- of women in economics as both a men- arship and mentorship, Dr. Rouse has tor and a model; she is cited as “an ex- dedicated significant time to profession- ample of how an economist can lead a al and public service at the very highest life that involves producing high quality

Marina Halac Receives 2016 Elaine Bennett Research Prize continued from page 1 information environment. She has de- In general, Professor Halac’s work ap- The Elaine Bennett Research Prize veloped theoretical models to study is- proaches complex, dynamic, non-stan- is given in memory of Elaine Bennett, sues such as the structure and dynamics dard agency problems with analytical who made significant contributions to of employment relationships, the prob- rigor and generates implications for economic theory and experimental eco- lem of how to motivate experimentation policy and for empirical testing. nomics during her short professional and innovation, and the design of fiscal Professor Halac received her Ph.D. career, and who mentored many wom- rules to constrain government spend- in Economics from the University of en economists at the start of their ca- ing. Her work on relational contracting, California, Berkeley in 2009 and cur- reers. Previous winners of this prize which studies the optimal design of self- rently serves on the editorial boards of are: (Columbia Uni- enforcing contracts in a principal-agent two journals. Her publication record versity), (MIT), Erica setting where the value of the relation- is exemplary, and includes five papers Field (Duke University), Amy Finkel- ship is not commonly known, opens in top-five journals. Her work is also stein (MIT), (Stanford up new areas of inquiry and suggests well-cited and influential. In addition University), (Uni- ways of making dynamic contracting to her outstanding research, Professor versity of Chicago), (MIT), problems with bargaining analytically Halac is described as “an award-win- (Stanford University), and tractable. In other work, she examines ning teacher, a noted provider of pub- (Yale University). the credibility of management systems, lic goods, and a spectacular colleague” and the role of reputation in main- who is much in demand as a speaker at taining high productivity equilibria. seminars and conferences.

12 CSWEP News Leslie Martin, University of Melbourne, and Kim Liu, University of Melbourne Calls & Announcements Knowledge Capital, Technology Adoption and Environmental Policies: Evidence from the US Automobile Industry Yichen Christy Zhou, Clemson University Visit cswep .org for full details on each University–Carey Business School, Janet of the below opportunities, including Currie, Princeton University, Reed Walker, The Impact of Adaptation on Price vs. submission guidelines for paper and Berkeley–Haas School of Business, and Quantity Instruments application calls as well as participant, Peter Nilsson, IIES–Stockholm University Stephanie Fried, Carleton College, and panelist and paper titles for currently Adaptation to Climate Extremes in Tamara Sheldon, University of South Carolina scheduled sessions . Developing Countries: An Analysis of In Utero Weather Impacts on Early-Life Health Saturday, Jan. 7, 2017 CSWEP Paper Sessions at 2017 Outcomes 10:15 AM–12:15 PM AEA Meeting Vis Taraz, Smith College, and Ben Fitch- Acapulco Fleischmann, Oberlin College January 6–8, 2017, Gender and Education Hyatt Regency Chicago Shale Gas Development and Drinking Water Quality Are Different Early Investments Friday, Jan. 6, 2017 Elaine Hill, University of Rochester School Complements or Substitutes? 8:00 AM–10:00 AM of Medicine, and Lala Ma, University of Maya Rossin-Slater, University of Acapulco Kentucky California-Santa Barbara, and Miriam Wust, Danish National Centre for Social School Performance: Information, Friday, Jan. 6, 2017 Research Choice and Interventions 10:15 AM–12:15 PM Teenage Motherhood and Sibling Academic The Effect of School Quality and District Acapulco Family Trajectory or Spillover Effects Administration on Housing Prices: Evidence Gender and the Economics Jennifer Heissel, Northwestern University from Changes in the Shelby County School and David Figlio, Northwestern University System Profession Equal but Inequitable: Who Benefits from Education and Labor Market Consequences Courtney Collins, Rhodes College, and of Teenage Childbearing: Heterogeneous Erin Kaplan, Rhodes College Gender-Neutral Tenure Clock Stopping Policies? Effects Across Race and Socioeconomic The Importance of the Decision Maker and Kelly Bedard, University of California– Status Information in School Choice Decisions Santa Barbara, Heather Antecol, Devon Gorry, Utah State University Kehinde Ajayi, Boston University, Willa Claremont McKenna College, and Jenna Graduated Driver Licensing and Teen Friedman, University of Houston, and Stearns, University of California–Santa Fertility Adrienne Lucas, University of Delaware Barbara Monica Deza, University of Texas–Dallas Incentives for Effort or Outputs? A Field Professional Achievements and Gender Experiment to Improve Student Performance Sunday, Jan. 8, 2017 Differences: Tracking the Economics Ph.D. Sarojini Hirshleifer, University of 10:15 AM–12:15 PM Class of 2008 California–Riverside Regency C Jihui Chen, Illinois State University, Do One-to-One Laptop Programs Improve Myongjin Kim, University of Oklahoma, Gender Disparities Student Outcomes? Evidence from and Qihong Liu, University Oklahoma Does Family Leave Adversely Affect Women’s Mooresville’s Digital Conversion Initiative Gender Differences in Credit for Group Work Careers? Evidence from Tax Data and the Marie Hull, University of North Carolina- Heather Sarsons, Harvard University Introduction of Paid Leave in the United Greensboro, and Katherine Duch, Analyst States Does Better Information Reduce the Gender Institute Tanya Byker, Middlebury College, and Gap in Economics Majors? Elena Patel, U.S. Department of Treasury Friday, Jan. 6, 2017 Cher Li, Colorado State University 2:30 PM–4:30 PM Women’s Inheritance Rights, Household Acapulco Saturday, Jan. 7, 2017 Allocation and Gender Bias 8:00 AM–10:00 AM Shreyasee Das, University of Wisconsin– Environment and Health Acapulco Whitewater Transboundary Pollution in South-East Gender-Based Division of Marital Assets Asia: The Impact on Air Quality and Energy and the Environment Prices versus Social Nudges for Motivating Jennifer Shinall, Vanderbilt University, and Health in Singapore from the Forest Burning Joni Hersch, Vanderbilt University in Indonesia Energy Conservation Tamara Sheldon, University of South Laura Grant, University of Wisconsin, Shopping While Female: Who Pays Higher Carolina, and Chandini Sankaran, Milwaukee Prices and Why? University of South Carolina Supplying Carbon Offsets: Participation of Anne Fitzpatrick, University of Massachusetts–Boston Congestion Pricing and Children’s Health India’s Manufacturing Firms in the Clean Emilia Simeonova, Johns Hopkins Development Mechanism (CDM) 2016 ISSUE III 13 Join the CSWEP Liaison Network!

Directory of CSWEP Three cheers for the 150+ economists who have agreed to serve as CSWEP Liaisons! We are already seeing the positive effects of your Board Members hard work with increased demand for CSWEP paper sessions, fel- lowships and other opportunities. Thank you! Dissemination of Shelly Lundberg, (312) 726-8000 Indiana University information—including notice of mentoring events, new editions Chair [email protected] Room 359, of the CSWEP News and reporting requests for our Annual Sur- 1315 East Tenth Street Broom Professor of Karen Conway, vey and Questionnaire—is an important charge of CSWEP. For Bloomington, IN 47405 Demography Eastern (812) 856-3850 this key task, we need your help. Visit CSWEP .org to see the list Department of Economics Representative University of California, [email protected] of current liaisons and departments for which we’d like to identify Professor of Economics a liaison. We are also seeking liaisons from outside the academy. Santa Barbara University of New Petra Todd, at-large North Hall 2127 Hampshire Professor of Economics To indicate your willingness to serve, send an e-mail with your Santa Barbara, CA 93106- 10 Garrison Avenue University of Pennsylvania contact information to cswep@econ .ucsb .edu. 9210 Durham, NH 03824 3718 Locust Walk, (805) 893-8619 (603) 862-3386 McNeil 160 [email protected] [email protected] Philadelphia, PA 19104 Margaret Levenstein, (215) 898-4084 Elizabeth Klee, [email protected] Associate Chair, at-large Survey Assistant Director of Anne Winkler, Research Professor Program Direction Midwestern Summer Fellows Program University of Michigan Division of Monetary Representative Institute for Social Affairs Professor of Economics Research University of Missouri– Board of Governors of the Sponsored by the American Economic Association and Ann Arbor, MI 48106-1248 Federal Reserve St. Louis (734) 615-9088 20th Street and One University Boulevard the National Science Foundation, the Summer Econom- [email protected] Constitution Avenue N.W. St. Louis, MO 63121 ics Fellows Program is designed to increase the partici- Terra McKinnish, Washington, DC 20551 (314) 516-5563 pation and advancement of women and underrepresent- [email protected] Associate Chair, (202) 721-4501 ed minorities in economics. Fellows spend a summer in [email protected] Mentoring Justin Wolfers, residence at a sponsoring research organization or pub- Associate Professor of Amalia Miller, at-large at-large Economics Associate Professor of Professor of Economics, lic agency, such as a statistical agency or a Federal Re- University of Colorado Economics College of Literature, serve Bank. Summer economics fellowships are available Boulder, CO 80309-0256 P.O. Box 400182 Science and the Arts, and to senior graduate students and junior faculty. Applica- (303) 492-6770 Charlottesville, Professor of Public Policy, tions are due by February 15 . For more information, terra.mckinnish@colo- VA 22904-4182 Gerald R. Ford School of rado.edu (434) 924-6750 Public Policy go to https://www .aeaweb .org/about-aea/committees/ Catalina Amuedo- [email protected] University of Michigan summer-fellows-program Room 319 Lorch Hall, 611 Dorantes, Western Ragan Petrie, Representative Tappan Street For more information, please contact Dan Newlon, Co- Southern Ann Arbor, MI 48104 Professor and Chair of Representative ordinator AEA Summer Economics Fellows Program at Economics (734) 764-2447 Associate Professor of [email protected] dan .newlon@aeapubs .org. San Diego State University Economics 5500 Campanile Drive George Mason University Madeline Zavodny, San Diego, CA 92182-4485 4400 University Drive, Newsletter Oversight Phone: (619) 594-1663 MSN 1B2 Editor [email protected] Fairfax, VA 22030 Professor of Economics Upcoming Regional Meetings Cecilia Conrad, (703) 993-4842 Agnes Scott College at-large [email protected] 141 E. College Avenue CSWEP sponsors paper sessions, professional development Vice President, MacArthur Decatur, GA 30030 Kosali Simon, (404) 471-6377 panels and networking events at the meetings of the four re- Fellows Program CeMENT Director 140 S. Dearborn Street mzavodny@agnesscott. gional economics associations. Visit CSWEP.org for more info. Professor, School of Public edu Chicago, IL 60603-5285 and Environmental Affairs Eastern Economic Association http://www.quinnipiac.edu/eea/ Newsletter Staff 2017 Annual Conference, February 23–26, 2017 Shelly Lundberg, Editor Amber Pipa, Assistant Editor New York City: Sheraton New York Madeline Zavodny, Oversight Editor Leda Black, Graphic Designer Times Square Hotel Anne Winkler, Co-Editor Midwest Economics Association http://mea.grinnell.edu Annual Conference, March 31–April 2, 2017 Cincinnati, Ohio: The Westin

14 CSWEP News