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.
I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching. Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...
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