Personal Information
Organization / Workplace
Eugene, Oregon Area United States
Occupation
Assistant Professor at The University of Texas at Austin
Industry
Education
About
Introducing and Teaching a New Concept :
As I introduce and develop a new concept I prefer to have students play an active role rather than look on passively as I unfurl and explain a fully ‘finished’ example. One instance of this, in the International Trade class, is in the development of the notion of an autarky equilibrium. Instead of me taking on the entire task of locating the equilibrium and providing the rationale for it, I let the students accomplish it. While locating the equilibrium usually poses no problems, offering a rationale for it proves to be quite daunting.
Here’s where I intervene and prod their thought processes by asking them to draw an analogy with th...
Presentations
(41)Likes
(12)Marketing research
Arian Hadi
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11 years ago
People Don't Care About Your Brand
Slides That Rock
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11 years ago
How to design a great speech
Hugh Culver
•
11 years ago
Sexual games
Manu Melwin Joy
•
11 years ago
Workflow That Works Under Pressure
Jeff Eaton
•
11 years ago
Active Listening, Questioning Skills & Coaching Conversations
Mostafa Ewees
•
13 years ago
The Power of Visual Notetaking :: SF Design Week, General Assembly [Tue Jun 17, 2014]
Kate Rutter
•
11 years ago
The Future of Newspapers
Vivendi Content
•
11 years ago
Conscious Computing Apps in Age of Distraction
Beth Kanter
•
11 years ago
From Smart Cities to Bug Cities ? The Urban Planing alternative
Alain Renk
•
11 years ago
James Altucher: 40 Alternatives To College
JamesAltucher
•
11 years ago
Conditionals - Grammar explanation
Angel Ingenio
•
13 years ago
Personal Information
Organization / Workplace
Eugene, Oregon Area United States
Occupation
Assistant Professor at The University of Texas at Austin
Industry
Education
About
Introducing and Teaching a New Concept :
As I introduce and develop a new concept I prefer to have students play an active role rather than look on passively as I unfurl and explain a fully ‘finished’ example. One instance of this, in the International Trade class, is in the development of the notion of an autarky equilibrium. Instead of me taking on the entire task of locating the equilibrium and providing the rationale for it, I let the students accomplish it. While locating the equilibrium usually poses no problems, offering a rationale for it proves to be quite daunting.
Here’s where I intervene and prod their thought processes by asking them to draw an analogy with th...