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This short educational note describes how to incorporate EconTalk podcasts into a principles course. A list of specific podcasts is included, along with the applicable chapters from Economics: Private and Public Choice by Gwartney, Stroup, Sobel, and Macpherson.
To read the full-text of this research, you can request a copy directly from the author.
... The pedagogical literature over the past two decades is increasingly supportive of teaching techniques that creatively depart from the traditional chalk and talk. Luther (2015) discusses using episodes from NPR's planet money to engage students in introductory macroeconomics; Hall (2012) and Moryl (2013) highlight the pedagogical value of podcasts in the economics classroom. More recently, Vidal (2020b) provides a curated list of podcasts that could be used in a typical introduction to macroeconomics class, while Coon and Vidal (2021) describe the use of podcasts to teach supply and demand. ...
... In direct reference and influence to this article, Hall (2012) uses EconTalk podcasts to teach introductory economics while Luther (2014) uses NPR's Planet Money to teach Principles of Macroeconomics. Moryl (2013Moryl ( , 2014 describes and studies the validity, applicability, and value of the use of podcasts to teach undergraduate economics in great detail. ...
his study describes the impact of a training simulation aimed to increase preparedness and confidence of users’ strategies in conducting screening and brief intervention (SBI).
METHOD. This quasi-experimental, single-group pretest–posttest design included 44 Masters students. Changes in student confidence and preparedness in selecting appropriate responses during the virtual assessment were measured.
RESULTS. Paired sample t-tests indicated a significant increase in students’ preparedness and confidence when addressing patients’ substance use in all phases of the intervention.
CONCLUSION. Computer role-play simulation training in motivational interviewing strategies is effective for improving preparedness and confidence to screen, motivate to seek treatment, and refer patients with behavioral health concerns.
Keywords: substance use, mental health, healthcare provider education, screening, role-play, virtual patients, substance use, brief interventions, instructional methods
... The continuously updated library includes links to popular podcasts like Freakonomics or Planet Money and are linked to topics in a traditional principles textbook. Other researchers have looked specifically at using EconTalk with Russ Roberts (Hall, 2012) or NPR's Planet Money (Luther, 2015) in teaching economics at the principles level. Similar to the introduction of student-generated music videos, student-generated podcasting assignments (Moryl, 2016) allow students to apply their economic proficiency and create some deliverable, which the American Economic Association would perhaps believe satisfies their goal of having undergraduate students be able to present and discuss economics broadly. ...
The literature on active learning and engaging pedagogy has grown since the turn of the century when William Becker challenged the economics education community to be “sexier” in order to attract more majors. While the effectiveness of teaching methods has been understudied, the available resources to an interested educator has grown substantially. We survey the literature of active teaching techniques and resources as well as provide sources for aspiring educators wishing to enhance the relevance of their coursework.
This paper analyses the pedagogical value of a course that uses the deliberate nature of film to teach students how to think like economists. The paper analyses how an instructor may use film not only to engage students and make lectures more appealing but to also change the way the students think about the world by critically evaluating all the elements that come together to create a cinematic experience. Different forms of qualitative evidence, such as student reactions to art, teaching evaluations or student interviews, are summarized, analyzed and presented in support of the use of the deliberate nature of films which touch on socioeconomic phenomena to teach economics.
While economic education considers a large body of valuable classroom activities which demonstrate the efficacy of economic ideas, these activities mainly serve as illustrations and are constrained to the classroom. But video games hold even more pedagogical promise and to illustrate their potential, I present a working video game designed to reinforce students’ understanding of comparative statics. The game plays as if it was built solely to entertain but rewards players who have a solid grasp of how to shift supply and demand curves. It thus incentivizes command of the subject matter without the pressure of grades. And because the game is not obviously homework, students who have trouble would be encouraged to stay engaged as they practice shifting curves. Though the game lacked many features a final version would include, student test results suggested that the video game improved student learning.
Unfamiliar with aggregate concepts like gross domestic product and inflation, many introductory students struggle to understand the big ideas in macroeconomics. Macroeconomic educators typically respond with boring lectures aimed at bringing students up to speed, or by jumping to the interesting topics their students are not yet prepared to consider. In an effort to combat this problem, I have incorporated NPR’s Planet Money podcast into my Principles of Macroeconomics course. I describe the podcast and provide a list of episodes others might find useful. In my experience, students enjoy listening to the assigned episodes. They report that the podcast made them more interested in the principles course, helped them understand the relevance of macroeconomics, and increased their understanding of many macroeconomic issues. Most students also feel more comfortable discussing macroeconomic issues having listened to the podcast. And nearly half of those students surveyed say they will continue listening to the podcast after the course ends.
This note describes an approach to teaching the public choice perspectives on voting using an episode from Comedy Central’s animated television show, South Park. The episode titled, “Douche and Turd,” demonstrates the near-zero value of an individual vote, the intrinsic value individuals place on the act of voting itself, problems arising when voters must choose amongst undesirable candidates rather than issues, and the role of political campaigning; and mirrors public perception regarding the 2004 presidential campaign between George W. Bush and John Kerry.
In 1995 and 2000, the authors surveyed academic economists in the United States to establish how economics is taught in four types of undergraduate courses. The authors report overall findings from the 2000 survey and compare these results with the aggregate findings for respondents from all types of colleges and universities in the 1995 survey. The basic finding is that, despite some indications of increased emphasis and interest in teaching over this period, the teaching methods in these courses have changed very little over the past five years and are still dominated by "chalk and talk" classroom presentations.
West V i r p a University Getting students to understand the economic way of thinking might be the most difficult aspect of a teaching economist's job. The counterintuitive nature of economics often makes it difficult to get the average student to think "like an economist." T o this end, the need to keep students engaged and interested is essential when teaching economic principles and interdisciplinaly approaches to engaging students are becoming increasingly common. For example, Leet and Houser (2003) build an entire principles class around classic films and documentaries while Watts (1 999) discusses how literary passages can be used to teach a typical undergraduate course more effectively. I further extend this interdisciplinary approach to economic education by providing examples from the long-running animated television show The Simpsons that can be used to stimulate student discussion and engagement in an introductory course in microeconomics. Using The Simpsons in the classroom The bulk of this paper describes scenes from The Simpsons that illustrate basic economic concepts. While the examples are pretty straightforward, the difficulty in using The Simpsons lies in deciding: where to place the examples into the lecture and the best way to present the scene to the students. " The author gratefully acknowledges the Lnancial support of The Buckeye Institute.
Stories are memorable and convincing. One way to efficiently tell stories is through movie and video clips. I summarize several video clips that may be useful in teaching aspects of Schumpeter's important theory of creative destruction. Among the clips discussed are: Hugh Laurie's Protest Song, electric light segment from a documentary on the 1898 Trans-Mississippi Exposition, eBay Toy Boat Ad, Miss Princess Fun Brick Ad, Moscow toilet paper queue scene, the New York coffee aisle scene from Moscow on the Hudson, and Peck and DeVito's speeches from Other People's Money.
This teaching note describes how to use Drew Carey's short public policy documentaries both in the classroom as a standalone complement to lectures, and in combination as a part of a writing assignment for an introductory microeconomics class. Students are challenged to identify the core microeconomic concepts that are relevant to real-world policy matter, and to understand issues such as privatization, paternalism, altruism and globalization.
In recent years, there has been a trend away from "chalk and talk" toward alternative pedagogical approaches to teaching economics. One such approach is the use of film clips to illustrate economic concepts; this paper documents film clips that can be used to teach public choice economics.
The desire to reverse a downward trend in the number of undergraduates majoring in economics is an impetus to advance the scholarship of teaching economics as we enter the 21st century. This article offers suggestions for changing the concepts taught and the applications used in college and university economics courses within the United States. It provides practical methods to improve the way economics is taught. The assessment of students and the evaluation of pedagogical practices are also addressed.