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The content presents workshop and paper proposals focused on principles and macroeconomics instruction through active learning, including ALEKS-based preparation, remedial and micro modules, and strategies for collecting student data plus summative assessment. Additional sessions connect macroeconomic theory to empirical evidence using data collection, econometric modeling, interpretation, and anonymous survey feedback, and discuss a narrative framework linking economists and innovation, labor displacement, and policy options like automation taxes and UBI.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/concurrent-sessions-3oth-annual-teaching-economics-conference-friday-february-22-2019/398029/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/concurrent-sessions-3oth-annual-teaching-economics-conference-friday-february-22-2019/398029.png","ImageObject",300,407,{"name":92,"@type":93},"Rowan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-09-27",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional approach is proposed for principles economics students who are not well prepared in math?","Question",{"text":112,"@type":113},"The workshop discusses using ALEKS and an in-class math test, along with active-learning modules for remedial or introductory microeconomics contexts to help students master the math needed for introductory economics courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposal connect macroeconomic theory to empirical evidence?",{"text":117,"@type":113},"Students collect data, interpret economic variables, run econometric models, and relate empirical findings to macroeconomic topics such as short-run to long-run transitions, economic fluctuations, and growth, with effectiveness assessed through an anonymous survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy and narrative issues are examined in the Helsinki session?",{"text":121,"@type":113},"The presentation uses ideas from Schumpeter, Keynes, and Bill Gates to frame manufacturing innovation, productivity, and worker displacement, then evaluates policy proposals such as taxes on automation and Universal Basic Income (UBI) to address unemployment and stagnant wages.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},398029,1791260551,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","3Oth ANNUAL TEACHING ECONOMICS CONFERENCE  \nConcurrent Sessions  \nFriday, February 22, 2019  \n1:50 p.m.–2:35 p.m.  \n\"I am Just Not a Math Person\" and Other Obstacles in the Principles Classroom  \nIrene Foster, George Washington University  \nMadeline de Quillacq, George Washington University  \nAbstract: The workshop will include a discussion of the use of ALEKS (as well as an in-class math test created at GWU) to ensure that students are adequately prepared for principles of economics. It will also describe what we are doing at GWU with students who are not adequately prepared for the principles classes. We will present active-learning modules which can be used in a remedial course or within the principles of microeconomics course to help students master the basic math they need to do well in their required introductory economics courses. We will show how to collect student data through the semester to ensure mastery of the material being  \npresented as well as different ways of doing summative assessment at the end of the semester. My graduate teaching assistants and undergraduate learning assistants will present with me  \n-unsure how many of them will be able to attend at this time. I will need a projector and screen as I will be using a PowerPoint presentation and clickers in conjunction with worksheets that I will distribute to the participants.  \nConnecting Theory to Data: A Proposal to Enhance Students' Learning Experiences  \nRattaphon Wuthisatian, Southern Oregon University  \nAbstract: Economic data play an essential role, and teaching with empirical exercises is widely considered as one of the most efficient forms of teaching, especially in macroeconomics,  \nto engage students in the learning process, and make them become interested in economic concepts. However, the extent to which economic data and empirical work should be integrated into a macroeconomics course is rarely discussed. The present study aims to fill this paucity by developing a pedagogical proposal for teaching an introductory macroeconomics course, in which theoretical concepts are complimented with empirical evidence. Specifically, this pedagogical proposal is primarily designed to connect empirical evidence to the topics that have been  \ntaught widely in an introductory macroeconomics course across colleges and universities: how the economy makes the transition from the short run to the long run (i.e., economic fluctuations and business cycles, classical economic theory, economic growth) . In this proposed pedagogy, students will have the opportunity to collect data, familiarize themselves with the meaning of economic variables, perform various econometric models, interpret empirical findings on the basis of macroeconomics,  \nand make connections between data and theory. Furthermore, the proposed pedagogy is also implemented, and students learning experiences and feedback on the effectiveness of this pedagogy are obtained through an anonymous survey. Overall, the survey results suggest promising  \nevidence that the pedagogical method proposed in this study can be an effective material for learning and teaching macroeconomics, and it makes macroeconomic concepts more practical and understandable to undergraduate students. Economic teachers are strongly encouraged to consider this proposed pedagogy as an interactive teaching tool to effectively demonstrate the bridge between macroeconomic theory and empirical evidence, and enhance students learning experiences.  \nJos. Schumpeter, John Maynard Keynes, and Bill Gates Walk Into a Bar in Helsinki  \nJeffrey Cleveland, Howard Community College  \nAbstract: One component of critical thinking skills is the ability to identify and synthesize a diverse set of abstract and unrelated data points, relating them in ways that might not be obvious at the outset, and using them to creative a cogent narrative. This paper and presentation uses ideas from two prominent economists and one of the world’s great business leader","cbCaitZc4no3ODbn","https://ap.wps.com/l/cbCaitZc4no3ODbn","pdf",443965,12,"English","# Concurrent Sessions\n## \"I am Just Not a Math Person\" and Other Obstacles in the Principles Classroom\n## Connecting Theory to Data: A Proposal to Enhance Students' Learning Experiences\n## Jos. Schumpeter, John Maynard Keynes, and Bill Gates Walk Into a Bar in Helsinki\n## Using Active Learning to Teach Concrete Examples Before Abstract Concept","[{\"question\":\"What instructional approach is proposed for principles economics students who are not well prepared in math?\",\"answer\":\"The workshop discusses using ALEKS and an in-class math test, along with active-learning modules for remedial or introductory microeconomics contexts to help students master the math needed for introductory economics courses.\"},{\"question\":\"How does the proposal connect macroeconomic theory to empirical evidence?\",\"answer\":\"Students collect data, interpret economic variables, run econometric models, and relate empirical findings to macroeconomic topics such as short-run to long-run transitions, economic fluctuations, and growth, with effectiveness assessed through an anonymous survey.\"},{\"question\":\"What policy and narrative issues are examined in the Helsinki session?\",\"answer\":\"The presentation uses ideas from Schumpeter, Keynes, and Bill Gates to frame manufacturing innovation, productivity, and worker displacement, then evaluates policy proposals such as taxes on automation and Universal Basic Income (UBI) to address unemployment and stagnant wages.\"}]","Concurrent Sessions - 3Oth Annual Teaching Economics Conference - Friday, February 22, 2019 | PDF",1790469763]