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Context-rich Problems in Economics

In: Teaching Innovations in Economics

Author

Listed:
  • Mark Maier
  • Joann Bangs
  • Niels-Hugo Blunch

Abstract

Teaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation. The six-year project engaged economics professors in the use of interactive teaching in undergraduate economics courses. Each chapter offers an insightful explanation of an innovative teaching strategy and provides a description and examples of its effective use in undergraduate economics courses. The book’s conclusion assesses the results from an evaluation of the program that reports detailed findings on how TIP fundamentals have contributed to faculty development and successful outcomes.

Suggested Citation

  • Mark Maier & Joann Bangs & Niels-Hugo Blunch, 2010. "Context-rich Problems in Economics," Chapters, in: Michael K. Salemi & William B. Walstad (ed.), Teaching Innovations in Economics, chapter 8, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:13734_8
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    File URL: https://www.elgaronline.com/view/9781848448254.00015.xml
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    References listed on IDEAS

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    1. Steven C. Myers & Michael A. Nelson & Richard W. Stratton, 2009. "Assessing An Economics Programme: Hansen Proficiencies, ePortfolio, and Undergraduate Research," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(1), pages 87-105.
    2. W. Lee Hansen, 2001. "Expected Proficiencies for Undergraduate Economics Majors," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 231-242, January.
    3. Hansen, W Lee, 1986. "What Knowledge Is Most Worth Knowing-For Economics Majors?," American Economic Review, American Economic Association, vol. 76(2), pages 149-152, May.
    4. W. Lee Hansen & Michael K. Salemi & John J. Siegfried, 2002. "Use It or Lose It: Teaching Literacy in the Economics Principles Course," American Economic Review, American Economic Association, vol. 92(2), pages 463-472, May.
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    Cited by:

    1. Diego Mendez-Carbajo & Keith G. Taylor & Mark A. Bayles, 2017. "Building a Taylor Rule Using FRED," Journal of Economics Teaching, Journal of Economics Teaching, vol. 2(1), pages 14-29, June.
    2. KimMarie McGoldrick & Robert Garnett, 2013. "Big Think: A Model for Critical Inquiry in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 389-398, October.
    3. Stephen Buckles & Gail M. Hoyt & Jennifer Imazeki, 2011. "Making the Large-Enrollment Course Interactive and Engaging," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 10, Edward Elgar Publishing.
    4. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).

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