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This fascinating sequel to the 1998 Teaching Economics to
Undergraduates provides more alternatives to the lecture and
chalkboard approach that dominates university economics teaching.
Distinguished contributing authors provide a wide range of
innovative teaching techniques and examples aimed at more
effectively engaging undergraduates in the learning of economics.
New topics covered in this volume include game theory, using active
learning techniques in large classes, a streamlined content agenda
for macroeconomic principles, distance learning, and assessment of
student learning. Other chapters revisit topics from the first
volume, though often from different perspectives or with new
approaches provided by different authors. Topics covered in these
chapters include cooperative learning techniques, using technology
in the classroom (including dozens of websites), bringing the work
of the Nobel Laureates into undergraduate classes, and teaching
with experimental economics, case studies, or team writing
assignments and presentations. Teaching Economics is an invaluable
and practical tool for teachers of economics, administrators
responsible for undergraduate instruction and graduate students who
are just beginning to teach. Each chapter includes specific
teaching tips for classroom implementation and summary lists of dos
and don'ts for instructors who are thinking of moving beyond the
lecture method of traditional chalk and talk.
This fascinating sequel to the 1998 Teaching Economics to
Undergraduates provides more alternatives to the lecture and
chalkboard approach that dominates university economics teaching.
Distinguished contributing authors provide a wide range of
innovative teaching techniques and examples aimed at more
effectively engaging undergraduates in the learning of economics.
New topics covered in this volume include game theory, using active
learning techniques in large classes, a streamlined content agenda
for macroeconomic principles, distance learning, and assessment of
student learning. Other chapters revisit topics from the first
volume, though often from different perspectives or with new
approaches provided by different authors. Topics covered in these
chapters include cooperative learning techniques, using technology
in the classroom (including dozens of websites), bringing the work
of the Nobel Laureates into undergraduate classes, and teaching
with experimental economics, case studies, or team writing
assignments and presentations. Teaching Economics is an invaluable
and practical tool for teachers of economics, administrators
responsible for undergraduate instruction and graduate students who
are just beginning to teach. Each chapter includes specific
teaching tips for classroom implementation and summary lists of dos
and don'ts for instructors who are thinking of moving beyond the
lecture method of traditional chalk and talk.
This book demonstrates alternatives to the lecture and chalkboard
approach that dominates the teaching of economics, providing a
range of innovative teaching techniques and examples aimed at
engaging undergraduates in the learning of economics. The editors
provide a brief history of the teaching of economics in higher
education, as well as a review of current undergraduate teaching
practices. Some of the field's leading educators then demonstrate
alternative practices in three main sections: 'Active and
Cooperative Learning', 'Writing, the Internet, and Discovery
Through Sampling', and 'Examples from the World Around Us'. The
topics in the twelve chapters of the book have been carefully
selected based on their high potential for adoption by other
instructors. Detailed, 'hands-on' examples are included within each
chapter, illustrating how suggested approaches can be used in
different courses and classroom situations at the undergraduate
level. Also included are lists of 'Dos' and 'Dont's' to guide
instructors through the successful implementation of activities.
This book will be of great practical value to teachers of economics
as well as administrators responsible for undergraduate
instruction.
This book demonstrates alternatives to the lecture and chalkboard
approach that dominates the teaching of economics, providing a
range of innovative teaching techniques and examples aimed at
engaging undergraduates in the learning of economics. The editors
provide a brief history of the teaching of economics in higher
education, as well as a review of current undergraduate teaching
practices. Some of the field's leading educators then demonstrate
alternative practices in three main sections: 'Active and
Cooperative Learning', 'Writing, the Internet, and Discovery
Through Sampling', and 'Examples from the World Around Us'. The
topics in the twelve chapters of the book have been carefully
selected based on their high potential for adoption by other
instructors. Detailed, 'hands-on' examples are included within each
chapter, illustrating how suggested approaches can be used in
different courses and classroom situations at the undergraduate
level. Also included are lists of 'Dos' and 'Dont's' to guide
instructors through the successful implementation of activities.
This book will be of great practical value to teachers of economics
as well as administrators responsible for undergraduate
instruction.
Financial incentives play an important role in the behaviour of
public institutions of higher education. Incentive-Based Budgeting
Systems in Public Universities examines alternative uses of these
financial incentives, and reviews the consequences of their
implementation. The contributors to the book explore diverse areas
including: * faculty behaviour in an incentive-based environment *
effects on teaching, evaluation of decentralized approaches to
budgeting * efficiency implications at the state level * the
ramifications of revenue flux on institutional behaviour. Case
studies from the University of Toronto, the University of Michigan
and Indiana University are also presented, and the volume concludes
with recommendations regarding possible implementation strategies.
The first to analyse the implementation of various permutations of
incentive based budgeting in public institutions of higher
education, this book will be of enormous interest to policy makers,
trustees, administrators and faculty members of these institutions.
It will also appeal to those involved in higher education
programmes offering courses in the economics and finance of
colleges and universities.
Postsecondary educational institutions in the United States are
facing increasing financial stress and waning public support.
Unless these trends can be changed, higher education can be
expected to stagnate. What, if anything, can be done? As a starting
point, advocates of higher education need to more fully recognize
the issues associated with the economic mission of higher education
and how this mission gets translated into individual student gains,
regional growth, and social equity. This requires an understanding
of the relationship between the outcomes of higher education and
measures of economic productivity and well-being. This volume
addresses topics related to the role of postsecondary education in
microeconomic development within the United States. At tention is
given to the importance of colleges and universities 'in the
enhancement of individual students and in the advancement of the
com munities and states within which they work. Although several of
the chapters in this volume are aimed at research/teaching
universities, much of what is presented throughout can be
generalized to all of postsecondary education. Little attention,
however, is given to the role of higher education in the
macroeconomic development of the United States; this topic is
covered in our related book, American Higher Education and National
Growth."
Since its establishment in the 1950s the American Economic
Association's Committee on Economic Education has sought to promote
improved instruction in economics and to facilitate this objective
by stimulating research on the teaching of economics. These efforts
are most apparent in the sessions on economic education that the
Committee organizes at the Association's annual meetings. At these
sessions economists interested in economic education have
opportunities to present new ideas on teaching and research and
also to report the findings of their research. The record of this
activity can be found in the Proceedings of the American Eco nomic
Review. The Committee on Economic Education and its members have
been actively involved in a variety of other projects. In the early
1960s it organized the National Task Force on Economic Education
that spurred the development of economics teaching at the
precollege level. This in turn led to the development of a
standardized research instrument, a high school test of economic
understanding. This was followed later in the 1960s by the
preparation of a similar test of understanding college economics.
The development of these two instruments greatly facilitated
research on the impact of economics instruction, opened the way for
application of increasingly sophisticated statistical methods in
measuring the impact of economic education, and initiated a steady
stream of research papers on a subject that previously had not been
explored."
After decades of effortless growth and prosperity, America's
postsecondary institutions of education have come under increasing
financial stress and waning public support. In part, this stress
reflects a slowdown in the real rate of national economic growth
and the loss of federal and state revenues for education generally.
It also reflects a trend of state legislatures simply giving higher
education an ever lower ranking on the list of funding priorities.
Postsecondary educational institutions in the United States will
continue to face increasing financial stress and waning public
support as critics question the contribution of higher education to
economic growth, which historically has been a major rationale for
funding. Unless the trends in education financing can be changed,
higher edu cation can be expected to stagnate. What, if anything,
can be done? As a starting point, advocates of higher education
need to more fully recognize the important ways in which higher
education influences technological change and also is influenced by
that change. As demonstrated by the chapters in this book, higher
education is not a neutral or passive player in economic growth.
This volume addresses topics related to the role of postsecondary
education in national economic development within the United
States."
After decades of effortless growth and prosperity, America's
postsecondary institutions of education have come under increasing
financial stress and waning public support. In part, this stress
reflects a slowdown in the real rate of national economic growth
and the loss of federal and state revenues for education generally.
It also reflects a trend of state legislatures simply giving higher
education an ever lower ranking on the list of funding priorities.
Postsecondary educational institutions in the United States will
continue to face increasing financial stress and waning public
support as critics question the contribution of higher education to
economic growth, which historically has been a major rationale for
funding. Unless the trends in education financing can be changed,
higher edu cation can be expected to stagnate. What, if anything,
can be done? As a starting point, advocates of higher education
need to more fully recognize the important ways in which higher
education influences technological change and also is influenced by
that change. As demonstrated by the chapters in this book, higher
education is not a neutral or passive player in economic growth.
This volume addresses topics related to the role of postsecondary
education in national economic development within the United
States."
Postsecondary educational institutions in the United States are
facing increasing financial stress and waning public support.
Unless these trends can be changed, higher education can be
expected to stagnate. What, if anything, can be done? As a starting
point, advocates of higher education need to more fully recognize
the issues associated with the economic mission of higher education
and how this mission gets translated into individual student gains,
regional growth, and social equity. This requires an understanding
of the relationship between the outcomes of higher education and
measures of economic productivity and well-being. This volume
addresses topics related to the role of postsecondary education in
microeconomic development within the United States. At tention is
given to the importance of colleges and universities 'in the
enhancement of individual students and in the advancement of the
com munities and states within which they work. Although several of
the chapters in this volume are aimed at research/teaching
universities, much of what is presented throughout can be
generalized to all of postsecondary education. Little attention,
however, is given to the role of higher education in the
macroeconomic development of the United States; this topic is
covered in our related book, American Higher Education and National
Growth."
Since its establishment in the 1950s the American Economic
Association's Committee on Economic Education has sought to promote
improved instruction in economics and to facilitate this objective
by stimulating research on the teaching of economics. These efforts
are most apparent in the sessions on economic education that the
Committee organizes at the Association's annual meetings. At these
sessions economists interested in economic education have
opportunities to present new ideas on teaching and research and
also to report the findings of their research. The record of this
activity can be found in the Proceedings of the American Eco nomic
Review. The Committee on Economic Education and its members have
been actively involved in a variety of other projects. In the early
1960s it organized the National Task Force on Economic Education
that spurred the development of economics teaching at the
precollege level. This in turn led to the development of a
standardized research instrument, a high school test of economic
understanding. This was followed later in the 1960s by the
preparation of a similar test of understanding college economics.
The development of these two instruments greatly facilitated
research on the impact of economics instruction, opened the way for
application of increasingly sophisticated statistical methods in
measuring the impact of economic education, and initiated a steady
stream of research papers on a subject that previously had not been
explored."
This anthology presents the best papers delivered at three
conferences sponsored by the Scholarship of Teaching and Learning
program at Indiana University Bloomington. The SOTL program is a
systematic research and research-based program aimed at deepening
and broadening the foundation of teaching practice and generating
new forms of knowledge through new forms of research forms that
often focus on IU s own pedagogical practices."
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