AEA Committee on Economic Education Poster Session
Saturday, Jan. 6, 2018 2:30 PM - 4:30 PM
- Chair: Steven L. Cobb, University of North Texas
International Trade Between the United States and Other Nations
Teaching Homotheticity and Homogeneity of Utility and Production Functions Using 3D-printed Prototypes: An Innovative Pedagogical Tool to Teach Delicacies of Utility and Production Functions
AbstractUtility and production functions are two major building blocks of economics as a discipline. Teaching and learning the geometric and mathematical properties of utility and production functions (including, but not limited to, the concavity of the functions, convexity of their level curves, homotheticity, and homogeneity) have always been difficult in the classroom for instructors and students, while effectively teaching and completely learning these properties are of crucial importance for economics students to thrive academically and professionally in the discipline. As introduced and proposed by Zeytoon Nejad Moosavian (2017), “a novel, innovative way to teach these functions is to use the “materialized demonstrations” of utility and production functions, enabling students to actually “observe” what instructors usually try to describe verbally or at best graphically.” As he explains, “this way, students can actually “see” and even “touch” the functions, and get a hands-on experience with utility and production functions. These innovative pedagogical tools can highly enhance the quality of teaching and level of learning.” The present paper builds on Zeytoon Nejad Moosavian (2017) to introduce an innovative way to teach the mentioned properties of these functions with a special emphasis on homogeneity and homotheticity. Thereby, economics students can use even the sense of touch in learning such a highly theoretical science, i.e. economics. Advantages and applications of this approach are discussed from a pedagogical point of view in the paper. By using these tools, economics students get a chance to “see” and “touch” a set of actual, colorfully-designed, 3D-printed prototypes and models of multiple essential utility and production functions that have the capability to illustrate delicate geometric subtleties and desired mathematical properties of utility and production functions.
Durable Archiving of Leading Edge Pedagogies in Economic Education
An Active-learning Approach to Visualizing Multivariate Functions Using Balloons
E-journaling: A Tool for Written Communication in Business Environment
One Size Doesn’t Fit All: A Team Project Designing Small Scale Economic Development Projects
AbstractWe describe an innovative active learning strategy for a course on the economics of developing countries – a team project designing a small scale economic development project. Student teams research issues faced by developing countries and identify a specific problem in a specific locale. Students then create a detailed, feasible plan to alleviate the problem. Student plans include five key components: justification, implementation, budget, funding and evaluation. After having implemented this project for five years, we believe it has the potential to enhance learning and improve analytical, creative, problem solving and research skills. We discuss results from a survey in spring 2017 where students respond favorably to the project.
Hall of Fame Writing Assignments: Using Real World Problems to Encourage and Assess Higher Order Thinking
Teaching Students How Continuous Innovation Affects Supply, Producer Surplus, and Consumer Surplus
Classicals Versus Keynesians: A Comprehensive Table to Teach 50 Distinctions Between Two Major Schools of Economic Thought
AbstractMacroeconomics essentially discusses macroeconomic phenomena from the perspectives of various schools of economic thought, each of which takes different views on how macroeconomic agents make decisions and how the corresponding markets operate. Therefore, developing a clear, comprehensive understanding of how and in what ways these schools of economic thought differ is a key and a prerequisite for economics students to prosper academically and professionally in the discipline. This becomes even more crucial as economics students pursue their studies toward higher levels of education and graduate school, during which students are expected to attain higher levels of Bloom’s taxonomy, including analysis, synthesis, evaluation, and creation. Teaching the distinctions and similarities of these two schools has never been an easy task to undertake in the classroom. Although the reason for such a hardship can be multi-fold, one reason has undoubtedly been students’ lack of a holistic view on how the two mainstream economic schools of thought differ. There is strong evidence that students make smoother transition to higher levels of education after building up such groundwork, on which they can build further later on (e.g. Didia and Hasnat, 1998; Marcal and Roberts, 2001; Islam, et al., 2008; Green, et al., 2009; White, 2016). The paper starts with a visual spectrum of various schools of economic thought, and then narrows down the scope to the Classical and Keynesian schools, i.e. the backbone of modern macroeconomics. Afterwards, a holistic table contrasts the two schools in terms of more than 50 aspects. Not only does this table help economics students enhance their comprehension, retention, and critical-thinking capability, it also benefits macroeconomic instructors to gain a holistic view and deliver such a view more easily in their classrooms. The pedagogical aspects of this approach are discussed throughout the paper with reference to the economics education literature.
Lights, Camera, Action: A Semester-long Video Project for Active Learning in Introductory Business and Economics Classes
AbstractThis poster provides a structured method for implementing a group video project
in introductory business and economics classes. The main objective of the video project is to encourage students to appreciate and apply important course concepts to real world events thereby promoting critical thinking and informed decision making in day-to-day lives. Different elements of the project specifically address skills related to comprehension, application, analysis, synthesis, and communication of commonly taught business and economic concepts. The poster will outline in detail the steps essential for successfully implementing such a project in business and economics courses. Additionally, preliminary results on the impact of the video project on student performance and students satisfaction are presented.
Tweeting Adam Smith
You Can’t Teach That Online!! Best Practices for Developing and Managing a Quantitative Course for Effective Online Delivery
Learning While Testing: Using the Immediate Feedback Assessment Technique in Principles of Economics Courses
Using Structured Discussions Online and Measuring Both Student Performance and Question Effectiveness
Guided Writing in Lower Level Field Electives
Teaching Research Methods in Economics to Undergraduate Students
Is it Facetime or Structure and Accountability That Matter? Moving From a Flipped to a Flipped/Hybrid Classroom
- A2 - Economic Education and Teaching of Economics