Skip to main content

Hot off the presses...

For those who were not able to participate personally in the AEA's Teaching Innovations Program (TIP), you can still get a taste of the project through a new book, Teaching Innovations in Economics: Strategies and Applications for Interactive Instruction. The first few chapters talk about the program itself and then there is a chapter on each of the interactive strategies that TIP focused on, i.e., cooperative learning, classroom experiments, interpretive discussion, formative assessment, context-rich problem solving, teaching with cases, and active learning in large-enrollment courses (full disclosure: I'm a contributor to one of the chapters - take a wild guess which one!). There are tons of good ideas, with solid advice from people who have implemented the techniques themselves.

I also just got a notice that the paperback version of The Invisible Hook: The Hidden Economics of Pirates is coming out in May. I haven't read it yet but just have to give props to a book that can (apparently in complete seriousness) claim, "Leeson argues that the pirate customs we know and love resulted from pirates responding rationally to prevailing economic conditions in the pursuit of profits."

And while I'm sharing cool resources, someone sent me a link to a list of 15 Fascinating TED Talks for Econ Geeks, most of which actually are pretty fascinating. I'm a big fan of TED talks - they are short enough that I can justify watching them as a break from whatever else I should be doing but usually educational/insightful enough that I still feel like I'm doing something productive while I'm procrastinating...


Comments

  1. I love two things about the book. the first is the price ($125)--they're not aiming at the individual market, are they? Large economics departments only need apply. And, according to Amazon, they'll ship it in 1 - 3 weeks...so they're not carrying any inventory.

    ReplyDelete
  2. Yeah, I was tempted to make a snarky side comment about the price but I have no idea who makes the decisions about those sorts of things and I didn't want to offend the editors :-). But I think most college libraries should be willing to get it for you...

    ReplyDelete
  3. Yeah, we're working on that. Another possibility is our teaching-learning center.

    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

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...

When is an exam "too hard"?

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...

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...