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8/14/2019 A Global Economics Course - RMU
http://slidepdf.com/reader/full/a-global-economics-course-rmu 1/27
Internationalizing the Curriculum:A Global Economic Issues Course
Katherine M. Sauer
University of Southern [email protected]
February 20, 2009 20th Annual Teaching Economics Conference
Robert Morris University/McGraw Hill - Irwin 1
8/14/2019 A Global Economics Course - RMU
http://slidepdf.com/reader/full/a-global-economics-course-rmu 2/27
Outline
I. course background
II. course content
III. engaging students
IV. participant discussion
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I. Background
University of Southern Indiana
- Evansville, IN
I. background
II. course content
III. engaging students
IV. discussion
Source: USI website
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- established in 1965 as a regional campus of
Indiana State University
Source: USI website
-1985 USI became a separate state university
The University was located in response to need for
higher education in southwest Indiana.
1985: 33% of regional HS graduates went to college
2007: 84% of regional HS graduates went to college
I. background
II. course content
III. engaging students
IV. discussion
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- Current enrollment: 10,126
- 62.5% from southern Indiana counties- 25.4% from other Indiana counties
- 12.1% from out-of-state or country
Full time faculty: 322
Part time faculty: 244
Average class size: 25
I. background
II. course content
III. engaging students
IV. discussion
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5 colleges within the University:
- Business- Education and Human Services
- Liberal Arts
- Nursing and Health Professions
- Science and Engineering
The economics degree is conferred by the College of
Liberal Arts.
The economics program is housed in the College of
Business.
I. background
II. course content
III. engaging students
IV. discussion
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ECO N 241: Global Economic Issues
prerequisite is one economics course
(three options)
required for:
all business majors
international studies majors
fulfills the University Core Curriculum¶s ³Global
Communities´ requirement
also taken by:
economics majors
political science majors
I. background
II. course content
III. engaging students
IV. discussion
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In 1995 USI moved from a
general educationrequirement to a core
curriculum model.
- ³Global Communities´
AACSB:
- emphasized
³internationalizing´
the curriculum
- strict number of
hours taken outside
of business
I. background
II. course content
III. engaging students
IV. discussion
ECO N 241
Global EconomicIssues
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Course Description:
An introduction to the causes and consequences of the
growing economic interdependence of nations.
Emphasis is placed on how different people, cultures,
institutions, and economies are affected by, and respond
to, current global issues.
I. background
II. course content
III. engaging students
IV. discussion
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II. Course Content
There is no common course content requirement across
sections of this course.
- 5 or 6 sections a semester, 3 faculty
Reasons:
- not a prerequisite for any other course
- flexible to address current issues
Most faculty teach this as a survey course.
I. background
II. course content
III. engaging students
IV. discussion
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Topics:
1. introduction to the global economy- size of economy, standard of living,
economic growth
2. economic globalization
- history (three waves and reversal)
- downsides (ex: human smuggling)
3. development issues
- poverty and hunger
- characteristics
- World Bank
I. background
II. course content
III. engaging students
IV. discussion
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4. international trade
- absolute and comparative advantage- trade pattern, importance of trade in
an economy
- trade barriers, WTO, fair trade
5. international investment
- influential factors
- host country / sending country benefits
and concerns
- sweatshops
I. background
II. course content
III. engaging students
IV. discussion
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6. migration
- push and pull factors
- benefits / concerns for receiving and
sending nations
7. ICTs (Information and Communication
Technologies)
- factors for effective use
- use in developing nations
8. environment
- tragedy of the commons
- rich nation / poor nation issues
- trade issues
I. background
II. course content
III. engaging students
IV. discussion
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9. health
- malaria, TB, HIV/AIDS- globalization and health
- pharmaceutical industry
10. international finance
- currency and exchange rates
- Balance of Payments, IMF
- exchange rate regime choice
I. background
II. course content
III. engaging students
IV. discussion
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How Topics were Chosen:
drivers of economic
globalization:trade, capital flows, migration
set the stage: - global economy overview
- history of globalization
- negative consequences
facilitates the
economic drivers:Information and
Communication Technologies
I. background
II. course content
III. engaging students
IV. discussion
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other relevant topics: - environment- health
- development
I. background
II. course content
III. engaging students
IV. discussion
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Useful readings:
³The Five Wars of Globalization´ by Moises Naim F oreign Policy Jan/Feb 2003
³America¶s Bittersweet Sugar Policy´ by Mark
Groombridge Cato Institute Trade Briefing Paper #13Dec 2001
³Borders Beyond Control´ by Jagdish Bhagwati
F oreign Affairs v82 n1 pp98-104
I. background
II. course content
III. engaging students
IV. discussion
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Videos/MultiMedia
World Bank¶s ³One World One Goal´ video
IMF¶s series ³Millennium: the IMF in the New
Century´
IDRC¶s series on ICTs ³Connecting People ± Changing
Lives in Asia´
60 Minutes ³The Electronic Wasteland´ Nov 10, 2008
LA Times series ³The New Foreign Aid´
WTO¶s ³Case Studies of WTO dispute settlement´
I. background
II. course content
III. engaging students
IV. discussion
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III. Engaging Students with Local Preferences
1. connect the students¶ lives to the class material
2. current event analysis with reflective opinion
3. use of classroom games / experiments
4. wide latitude in choice of topic for presentation
I. background
II. course content
III. engaging students
IV. discussion
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1. connecting the material with the students¶ lives
- developing nation issues: comparison of family in
Material World book to own life
- trade: look at ³made in´ labels of possessions
- investment: map of foreign investment in Indiana,
³sweat free´ movement on campus question
- migration: eat in local ethnic restaurant or visit
ethnic grocery store
I. background
II. course content
III. engaging students
IV. discussion
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- ICTs: personal use of ICTs
- environment: assess personal carbon footprint and
³green-ness´
- health: look at the status of the 3 global diseases in
Indiana
- foreign exchange: Big Mac Index
I. background
II. course content
III. engaging students
IV. discussion
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2. current event analysis with reflective opinion
- summarize current event
- relate article to class in 3 ways
- give personal thoughts on the topic
I. background
II. course content
III. engaging students
IV. discussion
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3. use of classroom games / experiments
- ³When the Classroom Mimics Reality: A Simulation inInternational Trade and Relations´ Brian Peterson
and Suzanne Wallace
- ³International Trade Experiment´ (Adapted from E conomic Experiments in the Classroom) Denise Hazlett
- tragedy of the commons ± ³fishing´ for Hershey¶s
Kisses that are worth bonus points
- ³An Experiment withOfficial and Parallel Foreign
Exchange Markets in a Developing Country´ Denise
Hazlett and Jeela Ganje
I. background
II. course content
III. engaging students
IV. discussion
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4. wide latitude in choice of topic for final presentation
- explain how their topic relates to a global
economic issue
I. background
II. course content
III. engaging students
IV. discussion
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What students have to say«
Question posed to business/econ majors taking the course:
What value do you see in requiring this course?
- It puts the world in a better pers pective.
- Y ou can see the world as the world ± not just the
US.
- I think we need to know how the world o perates
before we can run our own [economy].
I. background
II. course content
III. engaging students
IV. discussion
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IV. Discussion
Short of creating a new Global E conomic Issues course,what is one course you currently teach that you could
³internationalize´?
What are 3 ways that you could bring internationalcontent into your course?
In which course would you like to see your students
³connect´ with the material more?
What are 3 ways that you could help your students to
make connections?
I. background
II. course content
III. engaging students
IV. discussion
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Comments? Questions?
Katherine M. Sauer
University of Southern [email protected]
February 20, 2009 20th Annual Teaching Economics Conference
Robert Morris University/McGraw Hill - Irwin27