This piece builds upon literature using media to teach not only college students in economics, social justice, and sociology, but also those college students in family and interpersonal communication as well. I provide a resource aimed to engage and expand students' understanding thoughtfully of two well-known family communication and…

Nine years of experience teaching economics in the Tajikistan and Kyrgyzstan provides knowledge on the nuances and challenges of teaching economics across cultures. Particular categories and difficulties are presented with some examples of how to address them. Conclusions and findings are used to form general guiding principles for teaching…

The most challenging global problems of our age involve coupled human--environmental systems within the Food-Energy-Water Nexus. The undergraduate students currently in our classrooms will be tomorrow's global citizens, each of whom must be prepared to understand and reason about these challenges and ultimately make decisions about them in a…

Entrepreneurship education has gained considerable interest in the last decade, both in the political and academic arenas, because it fosters innovation and plays a crucial role in developing the business landscape. However, instructors are faced with challenges related to creating successful learning objectives, suitable methodologies, and…

In this article, the authors examine two ways that they use music (i.e., popular song lyrics) as an active learning technique in an undergraduate history of economic thought course. First, they use music to help students grasp the ideas of the great thinkers in economics and see their relevance today. Second, because they require students to read…

The authors investigated whether the curricular structure of an economics course (semester, trimester, or compressed block schedule) has an effect on an undergraduate's subsequent retention of course material, while controlling for other relevant differences. They tested separately for theoretical or process comprehension and for graphical…

College instructors and students participated in a pilot project at the University of Akron to enhance student learning through the use of a common teaching pedagogy, peer instruction. The teaching pedagogy was supported by the use of technology, an electronic personal response system, which recorded student responses. The authors report their…

Investigates the teaching of concepts of work and profit to third graders in Rome. Students were interviewed before and after teaching of instructional units to ascertain their ideas on prices, profit, and product distribution. (PCB)

A barter trading game in which college students exchanged real goods over a period of seven weeks with different market constraints imposed each week is described. Student comments about the exercise were favorable. (Author/RM)

Discusses problems in teaching and learning economics. Describes students' perceptions of cost as a quality inherent in the product or the result of supply and demand in spite of training they may have received in economics. Urges teachers to help students develop economic understanding so that the students can use what they have been taught. (DK)

Study results suggest that student achievement and attitudes toward economics at the college level might be improved by a better match between the teaching style of instructors and the learning style of students. (Author/RM)

This study evaluated the use of video production supplements in an upper-level applied microeconomics course. The presentation mode was interactive viewing. With respect to economic understanding, users and nonusers of the videos did about equally well. However, the user group did not exhibit the frequently reported negative attitude toward…

College students enrolled in a microeconomics course enthusiastically responded to the use of interactive video tapes. The tapes varied in length from 5 to 40 minutes and covered all the major topics in the course. The advantages of an interactive video program are discussed. (RM)

Presents study results of how children reason about international trade. Explains that open ended questions were posed to students in grades 1-11 asking why nations trade, the benefits of trade, and their understanding of barriers to trade. Concludes that teaching fundamentals of international trade can be introduced as early as grade six. (DK)

Guidelines for the construction and use of an attitude instrument are presented, and the application of the instrument to measure student attitude toward economics is described. Attention is directed to the Likert-like summated forced-choice variety of attitude instrument, whereby attitude toward the object is inferred from the summed responses to…