Faculty and alumni from the University of Kentucky have recently co-authored two national publications addressing timely questions in economics education: how the discipline’s core courses adapt to student needs, and how social media shapes classroom engagement.
In The American Economist, Gail M. Hoyt (University of Kentucky), Emily C. Marshall (UK Econ PhD alum), Rohan O’Sullivan, Darshak Patel (University of Kentucky), and Alex Underwood published “How Should We Think About the Intermediate Microeconomics Course in Light of Recent Trends in the Economics Major?” The article examines how declining enrollments and shifting student demographics challenge the traditional design of intermediate microeconomics—a foundational course across programs.
By analyzing mathematical rigor, instructional methods, and faculty characteristics, the paper highlights how curriculum choices directly influence retention, diversity, and student success in economics.
“As we rethink the future of economics education, it’s critical that our intermediate microeconomics course reflects the evolving demands of the industry and the diverse aspirations of our students,” said co-author Darshak Patel. “This course isn’t just a checkpoint—it’s a gateway that can either open doors or quietly close them. By modernizing its structure and pedagogy, we can build a more inclusive and analytically rigorous foundation for the next generation of economists.”
Read the full article here: https://doi.org/10.1177/05694345251353199
In The Journal of Economic Education, UK Econ PhD alumni Brandon J. Sheridan, Darshak Patel, Abdoul Samy Al-Bahrani, and Jason Ducking published “Students’ Perspectives of Social Media Use in Economics Courses.” This study surveyed nearly 600 students across four types of post-secondary institutions to better understand how they use and perceive social media in an academic context.
Findings show that while students are active users of platforms like Instagram, TikTok, Snapchat, and YouTube, privacy concerns and the desire for professional boundaries influence how they engage with professors online.
“As economics educators, we see this research as a roadmap for building stronger, more inclusive connections with our students,” said Patel. “By understanding their digital habits and respecting their privacy, we can use social media to make economics more relatable and foster a greater sense of belonging in our classrooms.”
Read the full article here: https://doi.org/10.1080/00220485.2025.2554640
