Difference between revisions of "Meaningful content"

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(Created page with "Offer meaningful content in all courses. Provide opportunities for students to use economics to examine issues important to them. e.g., *The intro course, especially, should lin...")
 
 
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Provide opportunities for students to use economics to examine issues important to them. e.g.,
 
Provide opportunities for students to use economics to examine issues important to them. e.g.,
 
*The intro course, especially, should link to students’ existing knowledge and experiences.
 
*The intro course, especially, should link to students’ existing knowledge and experiences.
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*Refer to real, consequential economic issues when introducing economic concepts and tools. Avoid using beer-vs.-pizza-type examples.
 
*Regularly connect intermediate theory course material to real problems.
 
*Regularly connect intermediate theory course material to real problems.
 
*Ask students to connect a new concept, such as opportunity cost or marginal benefit, to a setting meaningful to them.  
 
*Ask students to connect a new concept, such as opportunity cost or marginal benefit, to a setting meaningful to them.  
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Implement carefully.
 
Implement carefully.
*Create space, but don’t assume certain topics are women’s issues.
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*Create space for a range of interests, but don’t assume certain topics are women’s issues.
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== Additional suggestions for course content ==
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*Offer content or whole [[Courses on Poverty and Inequality]].
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*Include [[Heterodox theories of economics]].
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*Consider this classic article with some good suggestions [http://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.10.2.141].
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*Assign readings from the [http://www.feministeconomics.org/fern/ Feminist Economics Research Notes].
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*Share the AEA's new video on [[careers in economics]].
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*Share the AEA's [[Research Highlights]].
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*Offer [[meaningful content]] in all courses.
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*Teach with [[nuance]].

Latest revision as of 11:21, 2 April 2016

Offer meaningful content in all courses.

Provide opportunities for students to use economics to examine issues important to them. e.g.,

  • The intro course, especially, should link to students’ existing knowledge and experiences.
  • Refer to real, consequential economic issues when introducing economic concepts and tools. Avoid using beer-vs.-pizza-type examples.
  • Regularly connect intermediate theory course material to real problems.
  • Ask students to connect a new concept, such as opportunity cost or marginal benefit, to a setting meaningful to them.
  • Use some class time to present brief summaries of a wide range of empirical studies in economics.

Implement carefully.

  • Create space for a range of interests, but don’t assume certain topics are women’s issues.


Additional suggestions for course content