I have been trying to think of good, practical examples of marginal analysis that I can use with my students (unlike many economists I know, I don't think it makes any sense to explain to students that 'if the movie stinks, you should get up and leave' - it might be the utility-maximizing thing to do but it's just too big a jump from human nature to be useful for teaching). EconomistMom may have a more useful example - she points out that when the marginal benefits from something (in this case, straightening out one's teeth) accrue over a lifetime, those benefits are automatically higher for a kid simply because they have more lifetime left. Economistmom goes on to talk about the implications for social policy (e.g., spending money on education versus cutting inheritance taxes); this could get into some nuances about investment vs. consumption but I think her point is a powerful one.
By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu
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