Skip to main content

Fidelity Fiduciary Bank

In Economics for Teachers, I finally got around to teaching some macro. As a microeconomist through and through, I must admit I haven't exactly been looking forward to this part of the semester - it's not that I don't find macro kind of interesting (especially these days), but I haven't taught it in a very long time. I'm pretty sure I bored the heck out of my class for most of Monday and Wednesday but the one bright spot was using a clip from Mary Poppins to motivate our discussion of the banking system. I used the scene that includes the song "Fidelity Fiduciary Bank" in which the Chairman of the Bank, and Mr. Banks, try to explain to the children that by investing Michael's tuppence, he can be part of "railways through Africa; dams across the Nile; fleets of ocean greyhounds; majestic, self-amortizing canals; plantations of ripening tea". In the end, Michael causes a run on the bank when he starts yelling 'give me back my money' to the old Chairman. So this led well into our discussion of how banks take people's savings and lend that money out to other people, and why it's a problem if everyone suddenly wanted to take their money out of their bank accounts.

One thing I love about using this clip was that most students have seen the movie but either had no idea, or had not thought about, what the heck the Chairman and Mr. Banks were talking about in the song.


Comments

  1. I read your post regarding the email your sent to students. I thought it was great. It weeds out anyone who doesn't see any benefit in attending class, and those students are the ones who generally just talk through lecture. Everyone would seem to benefit from this new policy, even you. Very incentive based. Should lead to a more engaging lecture I would imagine, to where more people start asking questions because of a smaller class size. How many students are now showing up, 50 %?

    ReplyDelete
  2. Attendance seems to be generally between 250 and 300, versus 400-ish before. And I think there is less disruption (though I'm also trying to be better about stopping and calling people out for talking so that may be helping too). So this is definitely something I'll continue in the future.

    ReplyDelete
  3. I think pairing that clip from Mary Poppins with the clip from It's A Wonderful Life, in whihc Jimmy Stewart explains why the money isn't in the Savings & Loan would make a great combination.

    ReplyDelete

Post a Comment

Comments that contribute to the discussion are always welcome! Please note that spammy comments whose only purpose seems to be to direct traffic to a commercial site will be deleted.

Popular posts from this blog

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...

Designing effective courses means thinking through the WHAT and the HOW (in that order)

I think most folks have heard by now that the California State University system (in which I work) has announced the intention to prepare for fall classes to be primarily online. I have to say, I am sort of confused why everyone is making such a big deal about this - no matter what your own institution is saying, no instructor who cares about their own mental health (let alone their students) should be thinking we are going back to 'business as usual' in the fall. In my mind, the only sane thing to do is at least prepare  for the possibility of still teaching remotely. Fortunately, unlike this spring, we now have a lot more time for that preparation. Faculty developers across the country have been working overtime since March, and they aren't slowing down now; we are all trying to make sure we can offer our faculty the training and resources they will need to redesign fall courses for online or hybrid modalities. But one big difference between the training faculty needed ...

THE podcast on Implicit Bias

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...