Team Teaching an Interdisciplinary Short-Term Study Abroad Experience: Innovations in Course Design and Collaboration

A great deal of research has indicated that study abroad courses offer meaningful and impactful learning experiences for university students. Accordingly, when it comes to course design, it is essential that the study abroad is carefully planned, executed, and delivered in order to maximize the benefits for students. Collaboration is also critical for a successful learning experience. This paper examines an innovative course design which was used successfully in an interdisciplinary, team- taught class for undergraduate and graduate student athletes. The model developed is generalizable to other student populations. The use of this model notably increased student engagement and reflective learning

MARKET REFORMS AND THE LIMITATIONS OF MONETARY POLICY: THE CASE OF COLOMBIA

In the early 1990s, Colombia moved rapidly to reform its economy including a dramatic opening to foreing trade and capital. This study shows that as a result of this opening, the Colombian economy has become much more economically integrated with that of the rest of Latin America, especially Venezuela and Ecuador.

Market reforms and the limitations of monetary policy : the case of Colombia

In the early 1990s, Colombia moved rapidly to reform its economy including a dramatic opening to foreing trade and capital. This study shows that as a result of this opening, the Colombian economy has become much more economically integrated with that of the rest of Latin America, especially Venezuela and Ecuador

Surfing You-Tube for Increasing Marginal Returns on Student Engagement in Introductory Microeconomics

This paper presents a teaching technique that diverts from traditional lecture by using scenes from mainstream media in order to teach introductory Microeconomics. We present a user’s manual which lines up each topic in a typical semester long microeconomics course with a media clip that easily engages students. The presence of Gen Z students gives rise to developing methods with which instructors can engage digitally native students. Presenting economics concepts through familiar scenes from film, TV or other media outlets engages students and enhances their interest in the material while fostering increased student participation and reflective learning