ECONOMICS EDUCATOR: COURSES, CASES & TEACHING eJOURNAL

"Demand and Quantity Demanded: A New Pedagogical Approach to Improve Student Understanding of Two of the Most Fundamental 'Economics 101' Concepts" Free Download

THOMAS LITKOWSKI, Butler University - College of Business Administration, Economics, Law, and Finance
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Students in principles of microeconomics courses have difficulty understanding the difference between a change in demand and a change in quantity demanded. This paper offers an alternative approach to presenting the concepts in the classroom, which may improve students’ comprehension of these two important elements of basic economics. The approach revises the use of the phrase quantity demanded as currently used in the economics lexicon, and adds two new terms that may be fundamentally more intuitive to students. The paper discusses how this modified approach might be used to help students distinguish between a change in demand and a change in quantity demanded. Further, it shows how this approach can be applied to the concept of elasticity.

"Teaching Unemployment with the Jobs Train" Free Download

TYLER WATTS, Ball State University
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The jobs train is an interactive classroom exercise designed to provide students with a concrete, intuitive understanding of why unemployment occurs naturally in a market economy. In a classroom economy simulation, students experience a contrived labor market regime that generates 0% unemployment. By contrasting the obviously unsatisfactory outcomes of the jobs train with real world labor markets, students observe clearly the market-based underpinnings of both frictional and structural unemployment. With this experience in mind, students are prepared to discuss the natural rate of unemployment, and gain an appreciation for labor market institutions that promote optimal job search and skill matching.

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About this eJournal

This eJournal is devoted to advancing the scholarship of teaching and learning economics encouraging contributors to combine ideas in economics with current ideas about teaching and learning, in a way that is public, open to critique, and in a form on which others can build in a timely manner. Unlike refereed journals, this electronic journal does not subject submissions to review but will publish abstracts as works in progress with links to the full-text working papers in the SSRN database. Eligible submissions could provide descriptions of innovative courses, case studies, student activities and other teaching materials and information related to the manner in which economics is taught or its teaching assessed at the post-secondary level. (Note: Suitable material submitted to the Journal of Economic Education (http://www.Indiana.edu/~econed) will be considered automatically for inclusion in Economics Educator, thus, giving potential JEE authors worldwide visibility for their work during the extensive JEE refereeing and editorial process.)

Editor: William Walstad, University of Nebraska at Lincoln

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ERN SUBJECT MATTER EJOURNALS

MICHAEL C. JENSEN
Harvard Business School, Social Science Electronic Publishing (SSEP), Inc., National Bureau of Economic Research (NBER), European Corporate Governance Institute (ECGI)
Email: mjensen@hbs.edu

Please contact us at the above addresses with your comments, questions or suggestions for ERN-Sub.

Advisory Board

Economics Educator: Courses, Cases & Teaching eJournal

SAM ANTHONY ALLGOOD
Associate Professor of Economics, University of Nebraska at Lincoln - Department of Economics

WILLIAM L. GOFFE
Associate Professor of Economics, SUNY Oswego - Department of Economics

PAUL W. GRIMES
Dean, Kelce College of Business, Pittsburg State University, Emeritus Professor of Economics, Mississippi State University - College of Business

KIMMARIE MCGOLDRICK
Professor of Economics, University of Richmond - E. Claiborne Robins School of Business

MICHAEL W. WATTS
Professor of Economics and Director of the Center for Economic Education, Purdue University - Department of Economics