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The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed effects model to estimate the effect of treatment on student learning and control for student characteristics. The methodology demonstrates how to extract the benefits of multi-site randomized controlled designs using a minimum of resources. The authors also discuss the challenges and the lessons learned in this study.
Katherine Silz Carson; Hiuko Adams; Jimena Gonzalez-Ramirez; Craig Heinicke; James “Michael” Latham; Mark Maier; C. Lucy Malakar; Phil Ruder; Scott P. Simkins. Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning. The Journal of Economic Education 2021, 52, 241 -248.
AMA StyleKatherine Silz Carson, Hiuko Adams, Jimena Gonzalez-Ramirez, Craig Heinicke, James “Michael” Latham, Mark Maier, C. Lucy Malakar, Phil Ruder, Scott P. Simkins. Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning. The Journal of Economic Education. 2021; 52 (3):241-248.
Chicago/Turabian StyleKatherine Silz Carson; Hiuko Adams; Jimena Gonzalez-Ramirez; Craig Heinicke; James “Michael” Latham; Mark Maier; C. Lucy Malakar; Phil Ruder; Scott P. Simkins. 2021. "Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning." The Journal of Economic Education 52, no. 3: 241-248.
Many higher education institutions promote sustainability by instilling environmental awareness within college students, the innovators of the future. As higher education institutions face budgetary constraints to achieve greener campuses, green fees have emerged as an alternative method for universities to encourage student participation and overall campus sustainability. A green fee is a mandatory student fee that funds sustainability projects on campus and is typically managed by a group of students and faculty. We are the first to assess students’ support for a mandatory green using a single dichotomous choice, contingent valuation question and estimating the willingness to pay to fund campus sustainability using a discrete choice model. Using results from a survey at a private college in New York City, we found more support for $5 and $10 green fee values. Using both parametric and non-parametric estimation methods, we found that mean and median willingness-to-pay values were between $13 and $15 and between $10 and $18, respectively. We suggest implementing a green fee between $10 and $13 following the lower values of the non-parametric median willingness to pay (WTP) range estimates that do not rely on distributional assumptions. We hope that other academic institutions follow our research steps to assess the support for a green fee and to suggest a green fee value for their institutions.
Jimena González-Ramírez; Heyi Cheng; Sierra Arral. Funding Campus Sustainability through a Green Fee—Estimating Students’ Willingness to Pay. Sustainability 2021, 13, 2528 .
AMA StyleJimena González-Ramírez, Heyi Cheng, Sierra Arral. Funding Campus Sustainability through a Green Fee—Estimating Students’ Willingness to Pay. Sustainability. 2021; 13 (5):2528.
Chicago/Turabian StyleJimena González-Ramírez; Heyi Cheng; Sierra Arral. 2021. "Funding Campus Sustainability through a Green Fee—Estimating Students’ Willingness to Pay." Sustainability 13, no. 5: 2528.
With increasing fake news and polarizing politics, Americans have been exposed to false or misinterpreted scientific information. A disconnect between the scientific community and news outlets has perpetuated public uncertainty about climate change. With the widening of such disconnect, it is crucial to understand how youth, who mainly use digital sources for information, comprehend climate change, as such a demographic will be a vehicle for climate change mitigation. We aim to understand climate change knowledge and attitudes among college students and their trustworthiness of six news outlets as sources of information about climate change. Results from a survey show that students care and are aware of climate change. Moreover, students are hesitant about news sources for climate change information. While students trust more the New York Times and The Wall Street Journal, local news sources to the college, they overall neither trust nor distrust CNN, The Washington Post, Fox News, and Breitbart. This hesitation to trust or distrust such contrasting news regarding climate change may be explained by the overabundance of misinformation, the usage of cognitive heuristics, the rise of anti-intellectualism, and the lack of digital literacy, which make processing information more challenging in this postdigital era. We conclude by emphasizing the need to develop different information literacies in higher education. As digital platforms continue to grow, it is important to understand how youth receive and process information about topics like climate change in a complex information ecosystem.
Heyi Cheng; Jimena Gonzalez-Ramirez. Trust and the Media: Perceptions of Climate Change News Sources Among US College Students. Postdigital Science and Education 2020, 1 -24.
AMA StyleHeyi Cheng, Jimena Gonzalez-Ramirez. Trust and the Media: Perceptions of Climate Change News Sources Among US College Students. Postdigital Science and Education. 2020; ():1-24.
Chicago/Turabian StyleHeyi Cheng; Jimena Gonzalez-Ramirez. 2020. "Trust and the Media: Perceptions of Climate Change News Sources Among US College Students." Postdigital Science and Education , no. : 1-24.
Farm production often involves family-owned agribusinesses where decisions are made by households or individuals, not corporate managers. As these decisions have important economic, environmental, and social implications, decision-making processes must be understood to foster sustainable agricultural production. Decision experiments, involving lotteries, targeting farmers in the Argentine Pampas were used to estimate prospect theory (PT) parameters. Results suggest that decisions under risk are better represented by prospect theory than by expected utility (EU) theory: Decision makers treat gains and losses differently and use subjective probabilities of outcomes; they are quite loss averse and are more likely to overweigh probabilities of infrequent events, such as large droughts or floods. Statistical testing revealed heterogeneity in the risk tied to land tenure (land owners vs. renters) and agribusiness roles (farmers vs. technical advisors). Perceptions of risk, probability, and outcomes played a large role in the sustainability of production. Due to a strong desire to avoid losses, decision makers have a greater short term focus: Immediate economic outcomes are more salient, and environmental and social investments are framed as costs rather than long-term gains. This research can help design policies, programs, and tools that assist agribusinesses in managing better contradictions across the triple bottom line to ensure greater sustainability.
Jimena Gonzalez-Ramirez; Poonam Arora; Guillermo Podesta. Using Insights from Prospect Theory to Enhance Sustainable Decision Making by Agribusinesses in Argentina. Sustainability 2018, 10, 2693 .
AMA StyleJimena Gonzalez-Ramirez, Poonam Arora, Guillermo Podesta. Using Insights from Prospect Theory to Enhance Sustainable Decision Making by Agribusinesses in Argentina. Sustainability. 2018; 10 (8):2693.
Chicago/Turabian StyleJimena Gonzalez-Ramirez; Poonam Arora; Guillermo Podesta. 2018. "Using Insights from Prospect Theory to Enhance Sustainable Decision Making by Agribusinesses in Argentina." Sustainability 10, no. 8: 2693.
Jimena González-Ramírez; Catherine L. Kling; Adriana Valcu. An Overview of Carbon Offsets from Agriculture. Annual Review of Resource Economics 2012, 4, 145 -160.
AMA StyleJimena González-Ramírez, Catherine L. Kling, Adriana Valcu. An Overview of Carbon Offsets from Agriculture. Annual Review of Resource Economics. 2012; 4 (1):145-160.
Chicago/Turabian StyleJimena González-Ramírez; Catherine L. Kling; Adriana Valcu. 2012. "An Overview of Carbon Offsets from Agriculture." Annual Review of Resource Economics 4, no. 1: 145-160.