Mark H. Maier

Using just-in-time teaching techniques in the principles of economics course

This article provides an overview of Just-in-Time Teaching (JiTT) pedagogy and the development, implementation, and assessment of JiTT pedagogy in teaching introductory, college-level economics courses. Broadly speaking, JiTT techniques blend structured, out-of-class, web-based exercises with related classroom activities that promote active student learning. The two components work together to promote a feedback loop that encourages outside-of-class preparation by students, provides prompt feedback on students’conceptual understanding of course material, and informs just-in-time modifications of class activities and discussion. The benefits of the JiTT approach can be summarized as follows: (a) Students are more likely to be prepared for class, (b) the use of student responses in class creates a positive feedback loop that promotes further learning, (c) JiTT exercises make instructors more aware of student thinking processes, and (d) JiTT pedagogy increases students’ cognitive learning.

The Data Game : Controversies in Social Science Statistics

In order to ensure that structural health monitoring (SHM) systems provide optimal benefit for bridge owners and that there is standardization of data storage systems and ownership, long term strategies are required. With many players in the instrumentation world that accompanies SHM, the proper overall perspective is crucial. The decision must be made whether to hire a system provider to propose the SHM system or to turn to a research institution; and in terms of data storage, the answer is not any clearer, with a multitude of formats and servers available. Technologies must be reviewed and standards developed for SHM systems, with an urgent need for data formatting standards, data storage standards and agreements between owners and suppliers. SHM should be considered a long term strategy to provide a better understanding of the real world behavior of structures, not as a way of getting instant results.

End on a High Note: Better Endings for Classes and Courses.

days work. Similar discord occurs at the end of the course when students slink out of the room after a final exam, often deliberately avoiding any farewell ex change with the instructor. The literature on college teaching is sparse on the topic of class and course endings. The sources of advice include Cross and Angelo (1988), Duffy and Jones (1995), Wagenheim and Gemmill (1994), cooperative learning advocates, Johnson, Johnson, and Smith (1991), and the field of group dynamics, including Corey and Corey (1987) and Schmuck and Schmuck (1975). Based on this liter ature and a discussion that we initiated

Starting Point: Pedagogic Resources for Teaching and Learning Economics

This article describes Starting Point: Teaching and Learning Economics, a Web-based portal that makes innovative pedagogic resources and effective teaching practices easily accessible to economists. Starting Point introduces economists to teaching innovations through 16 online modules, each containing a general description of a specific pedagogic method, theory and evidence supporting effective use of the method, classroom implementation guides, and a library of economics-based examples that illustrate use of the teaching method. In addition, each module includes an online form allowing faculty to contribute their own classroom-based teaching examples to the examples library.

Using Pedagogical Change to Improve Student Learning in the Economics Major

The economics major is a central part of a college education. But is that economics major doing what it is meant to do? And if not, how should it be changed? This book raises a set of provocative questions that encourage readers to look at the economics major in a different light than it is typically considered and provides a series of recommendations for change.

Learning from Physics Education Research: Lessons for Economics Education

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.

City unions : managing discontent in New York City

This concise history of New York City municipal unions makes a persuasive case that union leadership in NYC has often behaved like a junior partner in the management structure by conceding to City demands (oftentimes over the protest of the membership); by excluding the rank and file from decision-making; by doing managements job of enforcing workplace discipline; and by undermining and marginalizing militants within the ranks.

A Critical Review of Learning from the Market: Integrating The Stock Market Game across the Curriculum

Abstract Learning from the Market: Integrating The Stock Market Game across the Curriculum is a guide for teachers of economics, mathematics, social studies, and language arts in grades 4 to 12. The author believes that Learning from the Market suffers from errors of fact and omission that seriously detract from its usefulness as a guide to the stock market and the economy. He suggests corrections and alternative activities that will enable instructors to continue to use the guide in conjunction with ever-popular stock market simulations.

Community college economics instruction: Results from a National Science Foundation Project

Abstract The principal investigator of a National Science Foundation project, “Economics at Community Colleges,” surveyed community college economics faculty and organized workshops, webinars, and regional meetings to address community college faculty isolation from new ideas in economics and economics instruction. Survey results, combined with National Study of Postsecondary Faculty data, help fill a lacuna in information about community college faculty. A key finding is the reliance in community college economic instruction on part-time faculty, including many who do not hold a graduate degree in economics. The projects webinars reached the most community college faculty, while the workshops were most effective in improving economics instruction. Areas for future research are identified.

Index of economic freedom: Unrealized pedagogical opportunities

ABSTRACT Although the Index of Economic Freedom appears in many economic textbooks, their coverage of the index misses opportunities to teach statistical and policy-related concepts important for the principles course. The standard textbook presentation passes up an opportunity to examine the statistical issues of weighting in composite index numbers and correlation versus causation. In addition, textbook presentations fail to examine the assumptions made in the indexes about key economic concepts. These include inflation rate targets, appropriate government spending levels, tax rates, labor standards, financial regulation, monetary policy, property rights, government regulation, and even the meaning of economic freedom. This study explores how examining economic freedom index assumptions can help students understand key economic policy debates.