Enhancing the teaching of introductory economics with a team-based, multi-section competition

Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

doi:10.1080/00220485.2017.1320608

Cited by 9 publications

(5 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The project's integration of interdisciplinary content, active learning exercises, and the continuous dialogue encouraged a deeper, more critical understanding of the topic and content. Student engagement and empowerment also improved as the project required critical analysis of a real-world case and consideration of prevention strategies (Beaudin et al, 2017;Kleinberg, 2008;Salemi, 2002).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students

Rima

Rodriguez

2020

Teaching of Psychology

View full text Add to dashboard Cite

Interdisciplinary pedagogy can enhance Introduction to Psychology curricula. We developed an interdisciplinary project to make meaning in a learning community (LC) clustering Introduction to Psychology with Introduction to Criminal Justice. Our purpose is to describe the project as a model and report on students’ evaluations of the project and their academic progress. We collected questionnaire data about students’ experiences completing the project. Results were positive with most students valuing make meaning, feeling more connected to psychology and expressing satisfaction. We measured student learning using project grades and final grades in the psychology course. Participants performed satisfactory on the project and outperformed a comparison group in the Introduction to Psychology course. Findings demonstrate the value of interdisciplinary pedagogy in psychology curricula.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The project requires students to critically analyze an issue. Student engagement increases as they evaluate the issue and develop solutions to real-world problems by reflecting upon their lived experiences and previous knowledge (Beaudin et al, 2017).…”

mentioning

confidence: 99%

Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students

Rima

Rodriguez

2020

Teaching of Psychology

View full text Add to dashboard Cite

show abstract

“…Only one-third of economics principles instructors believe students learn best from lectures (Goffe and Kauper 2014). Consequently, to enhance learning outcomes, economics teachers have been complementing traditional "talk and chalk" pedagogical approaches with active learning techniques (Gundersen and Shwachman Kaminaga 2019;Beaudin et al 2017;Singh and Russo 2013). Numerous studies have found that students in classes with active learning techniques outperform students in traditional lecture-based classes (Yamarik 2007;Emerson and Taylor 2004).…”

Section: Introductionmentioning

confidence: 99%

Presentations To The President: A Role-Play Assignment For A Macroeconomics Principles Class

Gundersen

Kaminaga

2022

jeconteach

View full text Add to dashboard Cite

“…A better understanding of both effects helps us manage project teams at universities (and maybe also in real projects) more effectively. Beaudin et al (2017) show that team-based student competitions enhance learning outcomes by enhancing student creativity, collaboration and communication. We therefore hypothesize that our results are highly relevant for complex rather than basic team assignments.…”

Section: Introductionmentioning

confidence: 99%

Diversity and group performance in a real estate project

Schrand

Just

2019

JERER

View full text Add to dashboard Cite

Purpose Successful developers need to manage a large number of cooperation partners and find innovative solutions for specific tasks, as each real estate project is somehow unique. Thus, the question arises as to whether intelligent group formation for real estate development calls for more or rather less diverse project groups. Design/methodology/approach This paper aims to test the impact of group diversity on overall group performance with a unique data set. The authors collected the results of 150 project assignments from real estate executive education students at the IREBS Real Estate Academy from 2010 until 2016. Findings The authors find that group results were impacted positively for groups with disparity in work experience and ability. Differences in sex and age did not yield any measurable impact, neither positive nor negative. Originality/value To the best of the authors’ knowledge, this is the first time that the relationship between work group diversity and group performance was tested for real estate educational projects. The authors believe that the results are highly relevant for all university work, for which teams have to cooperate on complex rather than basic assignments and problems. Moreover, they are the first to develop a framework that combines diversity theories with a clear distinction between three diversity concepts.

show abstract

Enhancing the teaching of introductory economics with a team-based, multi-section competition

Cited by 9 publications

References 14 publications

Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students

Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students

Presentations To The President: A Role-Play Assignment For A Macroeconomics Principles Class

Diversity and group performance in a real estate project

Contact Info

Product

Resources

About