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Gilleskie, Donna B.; Salemi, Michael K. – Journal of Economic Education, 2012
In a typical economics principles course, students encounter a large number of concepts. In a literacy-targeted course, students study a "short list" of concepts that they can use for the rest of their lives. While a literacy-targeted principles course provides better education for nonmajors, it may place economic majors at a…
Descriptors: Economics Education, College Instruction, Course Content, Introductory Courses
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Walstad, William B.; Salemi, Michael K. – Journal of Economic Education, 2011
The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…
Descriptors: Program Descriptions, Electronic Learning, Economics Education, Workshops
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Salemi, Michael K. – Journal of Economic Education, 2009
One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how…
Descriptors: Economics Education, Technology Uses in Education, Feedback (Response), Learner Engagement
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Becker, William E.; Salemi, Michael K. – Journal of Economic Education, 1977
Reports on the evaluation of an audiovisual tutorial (AVT) package used in several two-year colleges, finding that the AVT experience has no differential effect on learning for the experimental group. Also discusses basic research problems and offers solutions. (Author/JR)
Descriptors: Audiovisual Aids, Community Colleges, Economics, Economics Education
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Salemi, Michael K. – Journal of Economic Education, 1987
Discusses Galbraith's (see SO516713) three major points, 1) that the Joint Council's "Framework" should not hide the fact that macroeconomics is messy and political; 2) that the emphasis in the "Framework" is misplaced; and 3) that in certain areas, such as aggregate supply and demand, it is wrong. (JDH)
Descriptors: Conferences, Curriculum Guides, Economics, Economics Education
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Salemi, Michael K. – Journal of Economic Education, 1996
Identifies four microeconomic concepts students should learn before entering the study of intermediate macroeconomics. Included are relative prices, general versus partial equilibrium, constrained optimization, and the nature of production concepts. Recommends making intermediate microeconomics a prerequisite for intermediate macroeconomics. (MJP)
Descriptors: Academic Education, Concept Teaching, Economics, Economics Education
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Salemi, Michael K. – Journal of Economic Education, 1996
Briefly reviews the declining enrollment rates for undergraduate economics majors. Observes that after record enrollments during the 1980s, interest in a bachelor's economics degree dropped sharply in the 1990s. Discusses possible reasons for this decline and provides statistics. (MJP)
Descriptors: Course Selection (Students), Declining Enrollment, Economic Factors, Economics Education
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Salemi, Michael K.; Eubanks, Carlie – Journal of Economic Education, 1996
Notes that economics is often the second choice of students screened out of an undergraduate business program. Argues that the increased enrollment in business programs during the 1980s led to a transient rise in economics enrollment. Current declining enrollment in economics corresponds to a decline in business. (MJP)
Descriptors: Business Education, Course Selection (Students), Declining Enrollment, Economic Factors