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American Economic Association & Committee on Economic Education
But budget decisions aren’t only about fiscal sustainability. They also shape the kind of country we live in. To win the game, you need to find a combination of policies that match your values and priorities AND set the budget on a sustainable course.
The Fiscal Ship is produced by the Hutchins Center at Brookings and the Serious Games Initiative at the Woodrow Wilson Center. We solicited advice from an advisory committee that represents a broad spectrum of political views. We are grateful to our funders, the Peter G. Peterson Foundation, the William and Flora Hewlett Foundation, and the Lounsbery Foundation. Brookings and the Wilson Center are solely responsible for the game; neither the advisory group nor the funders had approval or veto power over its content.
While the focus is on economics education, the idea of promoting inclusivity through foreign-language resources is quite generic and can easily be applied to other disciplines. We have included links so that you can interact with the poster and visit the video clips shown. If links are not enabled on your computer, please visit http://econ.video/inclusive
AEA Committee on Economic Education Poster Session
Poster Session
Sunday, Jan. 3, 2021 7:00 AM - 6:00 PM (EST)
Monday, Jan. 4, 2021 7:00 AM - 6:00 PM (EST)
Tuesday, Jan. 5, 2021 7:00 AM - 3:00 PM (EST)
- Chair: William L. Goffe, Pennsylvania State University
Baking for Economics and the Community: Teaching Principles of Microeconomics Using a Hands-On Baking Project
Closing the Skills Gap of a Management Statistics Course through the Usage of Interactive Video Quizzing
Comparative Macroeconomic Data Project
Creating Effective In-Class Group Assignments
Do Imports Subtract from GDP? Teaching the GDP Expenditures Equation
Engaging Students with Current Events Using Marketplace with Kai Ryssdal
Abstract
Discussion of current economic events is important to deepen student understanding in both Intermediate Macroeconomics and Money & Banking. To meet a learning goal of connecting economic ideas to course material, this assignment asks students to listen to the Weekly Wrap podcast, typically 5 minutes, and to find one key application.Forecasting the Economic Consequences of COVID-19 Using a Futures Wheel
Incorporating Health Economics into Principles of Microeconomics
Is Your Education Worth It? A Benefit-Cost Analysis
Seeds of Learning: Uncertainty and Technology Adoption in an Ecosystem-Based Adaptation Game
Teaching Strategies Which Promote Perspective Transformation in Adult Economics Students
Helping Students Prepare for the Work of the Future: Teaching Autonomous Vehicles Technology, Economic Growth, and Inequality
Abstract
A goal of undergraduate education is to help students prepare for a career after graduation. This is particularly significant in the current labor markets where new technologies such as self-driving cars, robots, AI, and intelligent machines and ongoing COVID-19 crisis such as remote schooling and telework further amplify these changes in economic growth, labor market, and inequality (for example, “the Future of Work” (Autor (2019)). Then, undergraduate economics classes need to provide appropriate education and training to help students prepare for "the Work of the Future." This is significant not only for students but also for the future of the US economy. In this second part of the project “Re-Imagining Introductory Economics,” we develop a novel case study of the autonomous vehicle technology, aggregate production functions, Solow growth model, and endogenous growth with economic inequality.The Application of Economics through Podcasts and TED Talks in Principles of Microeconomics and Environmental Economics in a Team-Based Learning Setting
The Efficacy of Classroom Incentives: Experimental Evidence from Kenya
Abstract
Many students in developing countries still lag behind their grade in learning. Improving human capital among the poor in the developing world is key to lifting this population out of poverty. Individual-level financial incentives to students for a range of outcomes such as reading books, getting better test scores, or grades have shown to yield little to no effects on student achievement at the mean (Angrist and Lavy 2009, Fryer 2011). We conduct a randomized control trial across 225 schools across Kenya with over 30,000 pupils in our study sample to study the effectiveness of group-level non-monetary incentives in Kenya for entire classes of students both in addition to and in place of individual level incentives in order to see whether student effort and positive peer interactions can be better incentivized. We find that group-level incentives raise test scores by over 0.1 standard deviations, while individual level incentives are ineffective.The Fiscal Ship
Abstract
The Fiscal Ship challenges you to put the federal budget on a sustainable course. Measured as a share of gross domestic product, the federal debt is higher than at any time since the end of World War II and projected to climb to unprecedented levels. America is looking at a permanent, growing mismatch between revenues and spending, and policymakers are faced with difficult decisions about how to reconcile important government priorities—including retirement and health benefits promised to the growing number of old folks—with the tax revenues that the current tax code will yield. Today’s tax code won’t yield enough revenue to pay for basic services of government plus the retirement and health benefits promised to the growing number of old folks. So your mission is to pick from a menu of tax and spending options to reduce the debt from projected levels over the next 25 years. Small changes to spending and taxes won’t suffice. The choices are difficult, but the goal is achievable.But budget decisions aren’t only about fiscal sustainability. They also shape the kind of country we live in. To win the game, you need to find a combination of policies that match your values and priorities AND set the budget on a sustainable course.
The Fiscal Ship is produced by the Hutchins Center at Brookings and the Serious Games Initiative at the Woodrow Wilson Center. We solicited advice from an advisory committee that represents a broad spectrum of political views. We are grateful to our funders, the Peter G. Peterson Foundation, the William and Flora Hewlett Foundation, and the Lounsbery Foundation. Brookings and the Wilson Center are solely responsible for the game; neither the advisory group nor the funders had approval or veto power over its content.
The Inclusive Economist: Celebrating Cultural and Linguistic Diversity through Pop Culture
Abstract
We showcase how to promote greater inclusion in the economics classroom through the use of culturally and linguistically diverse pop culture. Examples come from a database of foreign-language pop culture clips and include commercials, film, internet, music, and TV. These resources are available as a common resource to any interested instructor.While the focus is on economics education, the idea of promoting inclusivity through foreign-language resources is quite generic and can easily be applied to other disciplines. We have included links so that you can interact with the poster and visit the video clips shown. If links are not enabled on your computer, please visit http://econ.video/inclusive
Understanding Banking Operations with Ethical Perspective through Banking Scandals
Using Blended Learning Activities to Enhance Students' Learning Effectiveness and Performance
Using Mobile Personal Response Systems in Large Classroom to Enhance Engagement and Active Learning
JEL Classifications
- A2 - Economic Education and Teaching of Economics