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Which U.S. President generated the highest budget deficits? part of Teaching Methods:Interactive Lecture Demonstrations:Examples
Students compare budget deficits and surpluses generated between 1969 and 2008 measured in nominal terms and then as a percentage of GDP.
What is the opportunity cost of attending class? part of Teaching Methods:Interactive Lecture Demonstrations:Examples
Students calculate the opportunity cost of attending one class. The exercise reinforces learning about implicit, explicit and total opportunity costs.
Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process part of Teaching Methods:Cooperative Learning:Examples
This exercise uses the Think-Pair-Share technique to initiate the problem-solving process. It focuses on a common first step in economic problem solving: identifying relevant and irrelevant information.
Exploring and Explaining Determinants of Supply and Demand: Utilizing the Think-Pair-Share Technique part of Teaching Methods:Cooperative Learning:Examples
This is a two-part activity that implements an extension of the "think-pair-share" cooperative learning technique to study the determinants of supply and demand through hypothetical and real world examples.
Understanding the Impact of (Fiscal and Monetary) Policy: Using the Send-A-Problem Technique part of Teaching Methods:Cooperative Learning:Examples
Cooperative Learning Exercises to Teach the Gains from Trade part of Teaching Methods:Cooperative Learning:Examples
This is a cooperative learning exerise that allows students to learn about comparative advantage and the gains from trade.
Being Aware of Health Care: Using Cooperative Learning to Synthesize and Communicate U.S. Health Care Reform Issues part of Teaching Methods:Cooperative Learning:Examples
This is a three-part project spanning five weeks that uniquely interweaves individual and cooperative learning in the context of health care reform and the 2008 United States presidential campaign.
Replicating Results of Famous Empirical Papers part of Teaching Methods:Undergraduate Research:Examples
Using economic theory to predict outcomes: Applying stylized facts from the literature to the Solow Model part of Teaching Methods:Undergraduate Research:Examples
Students often do not understand how to derive a theoretical model and how to manipulate it to get predictions. The emphasis of this pedagocial example is to show students how they can manipulate the Solow model to predict outcomes. Student develop a set of "stylized facts" from a literature search. They then used those stylized facts to manipulate the model to answer a complex real-world question whose answer is ambigous.
Teaching Local Economic Development Using Problem-Based Service Learning part of Teaching Methods:Service Learning:Examples