Summer School 2001
Teaching Economics: Visual, Web-Based, and Interactive
Tomsk State University The Sage Colleges
Tomsk, Russia Troy, NY
Purposeful Design for Economics Programs
Learner Typology
Modes of Learning
Course I - Techniques for Teaching Economics -- Accommodating the Social and Applied Learners
Course II. - International Economics -- Case Studies to Build on the Strengths of the Social Learner
Course III. Economies in Transition Capstone - Integrating the Needs of Social, Independent, Applied, and Conceptual Learners
Appendices:
- Syllabus Design Guide
- Creating Short Paper Assignments
- Project: Guidelines for Developing a Broadcast News
- Guide for Scholarly Reading Assignment
- Guide for Poster Presentations
- How to Prepare a Reading Journal
- Guide for Organizing Economic Debates
- Group Project: Creating a Web Page
- Guide to Effective Case Studies
- Teaching Economics -- Summer School Project
- Guide for Group Presentations - Peer Evaluated
- Guide for Individual Presentation - Instructor Evaluated
- Teaching Economics - Mid-Day Evaluation Form
Purposeful Design for Economics Programs
This summer school is concentrating on assist the participants to design undergraduate economic programs. In designing a new program or revising program, we consider 3 levels of courses. Although we have only 3 courses, the idea is based on developing a sequential development of knowledge from foundation to capstone. Each course is an example of different levels and style of teaching. Also, courses are connected to any undergraduate program. We provide a sample of curriculum material for those participants who wish to implement such a program.
· Introductory course: Introductory level, designed not especially for economic majors. Use of alternative content methods for teaching
· Intermediate courses: Theory and Applied courses
· A Capstone Course or Senior project
In designing an undergraduate program, we have considered students’ different learning styles and have employed variety of teaching techniques.
Learner Typology[1]
1. Social Learner
· Prefers extensive opportunities to interact with peers and instructors
· Has no strong preference for either applied or conceptual approaches
· Instructional techniques such as analysis of case studies or-self selected and self-paced programs will create the closest match.
2. Independent Learner
· Independent learner prefers to work alone toward individual goals
· Has no strong preference for either applied or conceptual approaches
· Instructional techniques such as analysis of case studies of self-selected and self-paced programs will create the closest match.
3. Applied Learner
· Prefers to work in activities directly related to real-world experience
· Has no strong preference for either social or independent approaches
· Instruction involving practicum, site visits, and team labs will create the closest match.
4. Conceptual Learner
· Prefers to work with highly organized language
· Oriented materials; has no preference for either social or independent approaches
· Instruction involving lectures and reading will create the closest match.
5. Social/Applied Learner
· Prefers to have opportunities to interact with students and instructors in activities closely approximating real-world experiences
· Instruction involving role-playing, group problem solving, and supervised practicum will create the closest match.
6. Social/ Conceptual Learner
· Prefers to have opportunities to interact with students and instructors using highly organized language-oriented materials
· Instruction involving a balance of lecture and discussion will create the closest match.
7. Independent/Applied Learner
· Prefers to work alone toward individual goals in activities closely approximating real-world experience
· Instruction involving individual labs or unsupervised technical practicum will create the closest match.
8. Independent/Conceptual Learner
· Prefers to work alone toward individual goals with highly organized language-oriented materials
· Instruction allowing for independent reading, literature searches, and reviews will create the closest match.
9. Neutral Preference Learner
· Tends to have no clear areas of strong preference
· May find adequate match in any other type, but may also find it difficult at times to become entirely involved.
Mode of Learning[2]
A. Listening: Prefers hearing lectures, tapes, speeches, etc.
Recommended Instructional Techniques:
1. Lecture
2. Stop and go presentation
3. Tutorial sessions
4. Audiotapes
5. Outlines
6. Small group discussion
7. Tapes or records
8. Panel discussion
9. Debate
10. Oral reports by students
11. Presentation overviews, summaries, etc.
B. Reading: Prefers examining written information, movies, slides, graphs, etc.
Recommended Instructional Techniques:
1. Conventional reading
2. Programmed readings
3. Case studies
4. Tests and quizzes
5. Course/unit objectives, outlines, time allocations, etc.
6. Written reports
7. Independent literature searches and reviews
C. Iconic: Likes interpreting illustrations, movies, slides, graphs, etc.
Recommended Instructional Techniques
1. Movies, videotapes, slide-tape presentations
2. Blackboard, flipchart, flannel board displays
3. Pictures, drawings
4. Charts, graphs, data presentations
5. Models, replicas, mock-ups
6. Demonstrations
7. Videotape feedback
D. Direct Experience: Likes hands-on or performance situations, such as shop, lab, field trips, practice exercises, etc.
Recommended Instructional Techniques
1. Role plays
2. Sensitivity exercises
3. Laboratory/field experiments, visits, etc.
4. Supervised practice
5. Non-supervised practice
6. Simulations
7. Problem-solving exercises and activities
8. Drills
Course I. Techniques for Teaching Economic
- Accommodating the Social and Applied Learners
Introductory courses in economics are usually populated with students with a variety of goals. For some, this will be their only course in economics. Economics and Business majors on the other hand may be taking the course as a foundation for further study in economics. Others still are exploring options and may become fascinated with the study of economics. This diverse student body brings to the classroom a wide range of learner typology.
Most professional economists would find themselves to be "conceptual learners." Some of us would profess to be "applied learners", but we love the concepts. We have learned effectively from "reading" and "lectures" and would have a natural tendency to emphasize that mode in our own teaching. However, these teaching techniques may not be the best match for the majority of our students.
"Techniques for Teaching Economics" will explore numerous strategies for teaching economics: from the very visual to the highly interactive. The goal is to identify strategies that will "engage" your students as active learners -- participants in the learning process. Among the strategies to be explored: WEB exploratory assignments, maps and geography, cartoons and other visuals, role playing and simulation, group experiential activities.
Course II. International Economics - Case Studies to Build on the Strengths of the Social Learner
Students who are predominantly classified as "social learners" will benefit from a case study approach to learning. Students who are "independent learners" will also benefit from the visual approach and presentations associated with some case studies. Different intermediate level courses should select different approaches. For the study of International Economics we find that the case study approach is an excellent way to proceed.
According to Alfred North Whitehead "the true practice of education must start from the particular fact, concrete and definite for individual apprehension, and must gradually evolve towards the general idea. On the other hand, Charles I. Gragg argues that "the mere act of listening to wise statements and sound advice does little for anyone. In the process of learning, the learner's dynamic cooperation is required".[3]
The case method provide for both the development of inductive reasoning and active participation. As the approach is used in legal, medical, and business training, it can also teach the fledgling economist to be skilled in diagnosis of situations and acting accordingly.
Good case discussions should provide:
· A focus on understanding the specific situation
· A focus on the total situation, as well as on the specific
· An action orientation
"International Economics" will draw on the cases from Inside the Global Economy. They presents the audience with a rare glimpse at the way in which nations respond to each other and how those responses affect people's daily lives. The television series was produced on location in more than twenty countries on five continents.
There are three distinct elements for each program in the series:
· Framing the programs, the topic of each unit and the specific economic principles are presented and analyzed.
· Each one-hour presentation includes two documentary case studies -investigative stories about prominent leaders and citizens impacted by changes in policy and the global drama.
· Each program concrete applications of the principles in the real world of business, labor, industry, and government.
The flow of the case studies provide balanced and internationally accepted perspectives which expand the viewer's outlooks on diverse global economic issues. This in turn prepares the student with an understanding of the myriad international economic issues which seem to bombard us daily from a variety of news sources.”
Course III. Economies in Transition Capstone - Integrating the Needs of Social, Independent, Applied, and Conceptual Learners
The American Economic Association has recently advocated creation of some sort of capstone in the undergraduate economic programs. Many universities have senior seminars, senior thesis, or culminating experience. All these courses show connected learning and an experience that requires students bring together various elements of an economic curriculum into a cohesive work. The capstone course should synthesize the applications and integrate economics with the rest of learning experience. The offering of only one type of senior experience may be too restrictive. A small portfolio of options may permit a better match of student interests, faculty resources, and curricular objectives. For example students might select from two alternative capstone options: a senior honors thesis or more structures senior project.
A capstone experience can serve multiple purposes. At the minimum a capstone course should be designed to incorporate the following curricular objectives:
1. Breadth of research to encourage integration works in the discipline.
2. Reading selected significant literature original works in the discipline.
3. Critical evaluation of disciplinary literature. The reading should require evaluation and application of original literature.
4. Demonstration of effective writing sills.
5. Demonstrate effective oral communication skills.
There are different types of capstone projects that demonstrate the above objectives. What kind of presentation is appropriate depends on what you want your students to achieve and what is the best medium for the goals of the course. Capstone course project can be presented in form of debates (Appendix I), oral report by individuals (Appendix H) or group of students (Appendix HG) or poster presentations (Appendix E).
An important element of a social science program is emphasizing on improving writing skill of students in a discipline. Please refer to the guidelines for creating writing assignment developed by Russell Sage College (Appendix B).
For the capstone experience in this Summer School we selected a seminar style where students become active participants. (See Appendix G). For each day, a group of students will be responsible for delivery of topics and summarizing relevant articles included in the reading packets.
APPENDIX A
Syllabus Design Guide[4]
Introduction
Etymologically syllabus means a "label" or "table of contents." The American Heritage Dictionary defines syllabus as outline of a course of study. We agree that a syllabus should contain an outline, and a schedule of topics, and many more items of information. However, we suggest that the primary purpose of a syllabus is to communicate to one's students what the course is about, why the course is taught, where it is going, and what will be required of the students for them to complete the course with a passing grade.
Most of this paper will list suggestions about what information might be included in your course syllabus. We suggest two criteria in deciding what information to include. First, include all information that students need to have at the beginning of the course; second, include all information that students need to have in writing. We believe that any really important information about the course should be in writing. However, it may be better to introduce some information later in the term, e.g., the details of a required project. To the experienced teacher, probably few of the items listed in this paper are likely to come as a surprise.
Major Content Areas of a Syllabus
Course Information
The first items of information in a syllabus should give course information: course title, course number, and credit hours. Also, are there any prerequisites? Is the permission of the instructor required? Include the location of classroom, and the days and hours class/lab/studio/etc. meets.
Instructor Information
Second, the students need information about the instructor: full name, title; office location (and where to leave assignments), office phone number; office hours. Depending on the size of the class (and other factors), it may be desirable to include an emergency phone number; quite often this can be the number of the department office. Many instructors give the students their home telephone number. If you do, it is well to also list restrictions, e.g., "No calls between 10:30 p.m. and 8:30 a.m. please." If you are helped by teaching assistants or other instructors, their names, locations, and phone numbers should also be listed.
Texts, Readings, Materials
College-level instruction-at least in the United States-is heavily dependent upon the use of print material, - if not a required textbook, then a variety of reading. These become increasingly costly. The syllabus should provide the students with detailed information about the following.
· Textbook(s) – include the title, author, date (and edition), publisher, cost (where available). Often it is appropriate to indicate why the particular text was chosen and/or how extensively it will be used.
· Supplementary reading(s)- in addition to the detailed bibliographic information about the readings, the syllabus should indicate whether the readings are required or only recommended, and whether the readings are on reserve in the library or available for purchase in the bookstore. Sometimes instructors make their own books available to students. If this is the case for the given course. that information might be included in the syllabus along with whatever conditions apply to there use.
· Materials-although many courses use only print material, there are a myriad of courses that require additional-sometimes expensive-materials, e.g., lab or safety equipment, art supplies, special calculators or even computers, etc.