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A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic

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  • Helmy, Heba E.

Abstract

In this paper we present an innovative in-depth writing assignment with structured steps in an undergraduate economic development course, where we bring two developing countries, randomly selected and represented by two students in class to write about, and later discuss, a certain development problem existing in the two countries, and to prove which country was more successful in overcoming its problem. The assignment started with its most exciting part – the lottery – which was used to assign countries for the students. The guideline, which comprised a detailed outline, important websites and how to use them, and a detailed rubric, provided students with the necessary answers to their inquiries. The feedback on the first part of the projects indicated not only the depth and width required but the degree of accuracy as well. The results were magnificent compared to traditional projects where students were only required to write on a topic of their choice with no accompanying clarifying material on the amount of depth and width required and with no feedback.

Suggested Citation

  • Helmy, Heba E., 2016. "A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic," International Review of Economics Education, Elsevier, vol. 21(C), pages 41-47.
    • Handle: RePEc:eee:ireced:v:21:y:2016:i:c:p:41-47
    DOI: 10.1016/j.iree.2015.12.002
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    1. Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2011. "Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 50-62.
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    3. Steven A. Greenlaw, 2003. "Using Writing to Enhance Student Learning in Undergraduate Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 61-70.
    4. Joseph Santos & Angeline M. Lavin, 2004. "Do as I Do, Not as I Say: Assessing Outcomes When Students Think Like Economists," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(2), pages 148-161, April.
    5. David Colander, 2004. "The Art of Teaching Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 3(1), pages 63-76.
    6. William E. Becker, 2000. "Teaching Economics in the 21st Century," Journal of Economic Perspectives, American Economic Association, vol. 14(1), pages 109-119, Winter.
    7. William B. Walstad, 2001. "Improving Assessment in University Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 281-294, January.
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    Cited by:

    1. Josep Petchamé & Ignasi Iriondo & Xavi Canaleta & David Riu & Silvia Necchi, 2021. "Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study," Sustainability, MDPI, vol. 13(13), pages 1-20, July.

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    More about this item

    Keywords

    Undergraduate teaching; Economic development; Pedagogy;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • B40 - Schools of Economic Thought and Methodology - - Economic Methodology - - - General
    • O11 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Macroeconomic Analyses of Economic Development

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