One of my biggest ongoing teaching challenges is keeping students engaged during lectures. Sure, there are ways to add interactivity here and there, but sometimes there’s just no way around an old-fashioned lecture. There are a few ways of dealing with this, and I haven’t been satisfied with any. It’s their grade, if . . .
One basic logical principle that gets emphasized in the physical sciences, but – oddly – not in economics, or even in elementary math, is the importance of carrying through the units in an analysis. Sometimes this does pop up in limited form – for example the occasional discussion about whether . . .