We introduce an exercise in which a student enrolled in principles of economics completes an economic ideology survey, makes choices from "The New York Times Deficit Reduction Project," reflects upon these ideology measure and choices, and records self-interest for debt and deficit reduction. Economic ideology is defined as "a view of the world that influences what one considers important." Of students completing rather than submitting a partial assignment, the difference in reported self-interest for debt and deficit reduction is significantly different. The conclusion we draw is students completing the assignment are more engaged.
Michael McAvoy, Lester Hadsell and William P. O'Dea. "Economic Ideology and Deficit Reduction Choices: An Exercise to Engage Students in an Economics Principles Course." Proceedings of the New York State Economics Association. vol. 5, October 2012, p. 160-170
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