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Teaching Portfolio

Elif Burcu DildenJob Market CandidateKansas State University

October 8, 2020

Elif Burcu Dilden Kansas State University

Contents

1 Teaching Philosophy 2

2 Training 4

3 Teaching Interests 4

4 List of Courses Taught 4

5 Teaching Assessment and Students Comments 5

6 Teaching Method 10

7 Appendix A: Raw Copies of TEVAL Summaries 14

8 Appendix B: Sample Course Materials 29

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1 Teaching Philosophy

I have been the primary instructor for nine economics courses while a graduate student atKansas State University. I have taught in a variety of different teaching settings - including first-year seminar, honors, and distance (online) classes- with sizes ranging from six to ninety-ninestudents. My main goals as an instructor are to 1) create a diverse, inclusive and supportiveenvironment 2) use active learning techniques and 3) establish a productive learningenvironment.

I have been successful in achieving my first goal as evidenced by my high TEVAL scores for “interestin helping students learn” (4.6/5 for most recent course) and “willingness to help outside of class”(4.8/5 for most recent course). As additional evidence of my commitment to creating a diverse,inclusive and support environment I helped organize a Women in Economics networking eventthrough my role as President of Women in Economics. Through completing both the GraduateTeaching Assistant (GTA) Professional Development Series (offered by the Teaching and LearningCenter) and the Association of College and University Educators (ACUE) Certificate in EffectiveTeaching Practices, I have learned about and implemented many active learning techniques whichhave improved student engagement. Due to my teaching strengths, I have been awarded the De-partment of Economics Teaching Award for excellence in undergraduate level teaching in 2020.

Goal 1: Create a diverse, inclusive and supportive learning environmentStarting in the first week of class, I memorize student names and encourage student participationby having think-pair-share in class. I support students by being willing and able to help studentsoutside of class by appointment or by hosting more office hours than what is required. My open-door policy allows students to get help immediately, which encourages them to achieve in class.Giving students opportunities for group discussions and presentations allows them to exchangetheir ideas with their peers and create an academic bond. This way, the classroom is not only aplace to come and go, but an environment that promotes effort and enthusiasm. The Women inEconomics Networking event also seeks to get more female students interested in and retained in theeconomics major. In addition to providing students with an opportunity to meet and get to knoweach other, the event allows them to get to know graduate student instructors and faculty members.

Goal 2: Active learning techniquesI integrate real-life examples to get students more actively engaged in their learning. For example,I use podcasts from Planet Money, NY Times, or EconTalk, video-clips, and case studies duringclass. I use live polls and give low stakes but frequent quizzes with feedback right after introducinga new topic to actively engage students in the new learning material. To emphasize the criticalelements of the material covered, each of my class starts and ends with a summary using interactivetechnology. Students like these reviews since these live discussions allow anonymous answers, whichmakes the class fun and alleviate the fear of making mistakes.

Goal 3: Create a productive learning environmentI clearly state the learning objectives, provide an organized course structure, and make the neces-sary materials available online to help students meet and exceed their expectations. When I noticea student is falling behind, I proactively reach out to ensure that it does not lead to disengagement.After exams, I use a post-exam reaction survey that gives students a chance to react on their examperformance and the effectiveness of their exam preparation. This survey also allows me to receivefeedback about my teaching and identify the points that need to be improved to adjust their learn-ing environment. When students offer an incorrect answer, I ask them to explain their logic so thatI can work with them towards the correct answer.

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I am a lifelong learner, seeking advice from colleagues, seminars, and conferences to keep abreastof the latest teaching strategies and methods. I look forward to further honing my teaching tech-niques to challenge and support future students as they develop their appreciation for economicsin the world that surrounds them.

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2 Training

To develop my teaching skills and effectively engage in my students, I look forward to the op-portunities where I can learn new teaching methods that can be applied for both in-class and onlinecourses.

I have participated in the Graduate Teaching Assistant (GTA) Professional Development Seriesthat is offered by the Teaching and Learning Center. In this workshop, professors from differentdepartments share the teaching techniques that they find very useful in their classes. This work-shop gave me some fruitful insights, and I adjusted one of the Biology Professors flow diagramapproaches in my class to analyze the market equilibrium changes. Also, I participated in GoodIdeas For Teaching Success (GIFTS) where participants learn more about the difference between afixed and a growth mindset.

In 2019 Spring, I have completed an online training course hosted by the Association of Collegeand University Educators (ACUE) about effective teaching methods. This class was very beneficialin terms of learning new teaching methods with demonstration and guidelines. I tried some ofthe techniques in class and received positive feedback from my students. Besides, I was chosen bythe Staley School of Leadership Studies to be a participant of the Graduate Student LeadershipProgram (GSLDP). I believe educators are leaders and make a change in students life.

Attending these workshops helped me to understand the importance of how can I respond todifferences in student backgrounds and improve my communication skills.

3 Teaching Interests

My teaching interests include Microeconomics and Macroeconomics at the principles and inter-mediate levels, Industrial Organization and Public Economics.

4 List of Courses Taught

• ECON 120: Principles of Microeconomics (First- Year Seminar), Fall 2017, 21 students

• ECON 110: Principles of Macroeconomics, Spring 2018, 6 students

• ECON 110: Principles of Macroeconomics (Honors Section), Spring 2018, 15 students

• ECON 110: Principles of Macroeconomics, Fall 2018, 11 students

• ECON 120: Principles of Microeconomics, Spring 2019, 99 students

• ECON 540: Managerial Economics (Online), Summer 2019, 11 students

• ECON 110: Principles of Macroeconomics (First- Year Seminar), Fall, 2019, 23 students

• ECON 510: Intermediate Macroeconomics, Spring, 2020, 35 students

• ECON 540: Managerial Economics (Online), Summer 2020, 8 students

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5 Teaching Assessment and Students Comments

5.1 Teaching Evaluation (TEVAL) Statistics

Student rating of instructors are out of a 5 possible points, with 5=Very High and 1=Very Low.Some ratings are adjusted for individual and cohort attributes. The courses are defined as follows:ECON 110: Principles of Macroeconomics, ECON 120: Principles of Microeconomics, ECON 510:Intermediate Macroeconomics, ECON540: Managerial Economics.

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Table 1.Teaching Evaluation Summary Statistics for Regular Sections

ECON540 ECON510 ECON110a ECON540 ECON120 ECON110 ECON110 ECON120b

Summer 2020 Spring 2020 Fall 2019 Summer 2019 Spring 2019 Fall 2018 Spring 2018 Fall 2017

Overall effectivenessOverall effectiveness as a teacher 4.4 4.2 4.0 4.3 3.4 4.0 4.7 3.8

Increased desire to learn about the subject 4.3 4.4 3.7 4.1 3.1 3.5 5.0 4.2Amount learned in the course 3.5 3.7 3.7 3.7 3.5 3.9 4.9 4.2

Establishing a Learning ClimateMade the course goals and objectives clear 4.0 4.2 3.9 5.0 3.8 4.4 4.5 4.1

Well prepared for class 4.0 4.5 4.6 4.0 4.2 4.6 4.8 4.8Interest in helping students learn 4.0 4.6 4.5 5.0 4.3 4.5 5.0 4.9

Willingness to help outside of class 4.0 4.8 4.7 5.0 4.6 4.8 5.0 4.6

Facilitating Student LearningExplained the subject clearly 4.0 3.6 3.2 5.0 3.3 3.6 4.7 4.4

Stimulated thinking about the subject 4.0 4.2 3.7 5.0 3.7 4.0 4.7 4.2Grading procedures fair and equitable 4.0 4.6 4.2 4.5 4.1 4.3 4.8 4.4

Number of students 8 35 24 11 99 12 6 18

Notes:1. The scale is from 1 to 5 with 5 being the highest. Some ratings are adjusted for individual and cohort attributes.2. Summer 2019, ECON540 is a distance (online) class.3. ECON110a and ECON120b is a First Year Seminar (FYS). In year 2017 FYS was requiring IDEA evaluation due to the programrules.4. Complete copies of my TEVALS and IDEA are attached in the appendix.

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Table 2.Teaching Evaluation Summary Statistics for Honors Section

ECON110Spring 2018

Overall effectiveness as a teacher 2.8Increased desire to learn about the subject 2.3

Amount learned in the course 3.1Made the course goals and objectives clear 3.1

Well prepared for class 3.7Interest in helping students learn 4.0

Willingness to help outside of class 4.6Explained the subject clearly 2.4

Stimulated thinking about the subject 3.2Grading procedures fair and equitable 2.7

Number of students 15

Notes:1. The scale is from 1 to 5 with 5 being the highest. Some ratings are adjusted for individual andcohort attributes.2. Complete copies of my TEVALS and IDEA are attached in the appendix.

5.2 Comments from TEVALs

Summer 2020

• She did a great job keeping everyone updated and staying in touch, great professor!

Spring 2020

• Thank you for all you have done! It was hard to switch to online class but I think you handled it well.

• Thank you for making this course so enjoyable! I was not looking forward to ECON510 but Elif madeit interesting and exciting. Thank you for helping us to understand and learn.

• You are a great person and a hard-working teacher! I enjoyed your personality and friendliness.

• I really enjoyed having you as a teacher! I’m not the biggest fan of economics and was nervous aboutthis class but you made it very manageable even with the change to distance learning.

• Overall, I learned a lot about economics in this course. I enjoyed the unemployment and minimumwage material we learned about. The class structure could be improved and the assignments couldbe spread out more evenly throughout the semester. Elif was always very willing to help and helpfulwhen I asked questions, she genuinely wants to see us succeed and she did a great job communicatingwith us. Keep it up! Thanks!

• Thank you for a great semester! I wish it could’ve stayed in person, I think it was better when it was.You’re a great professor and it was great getting to know you. Have a great summer!

Fall 2019

• I throughly enjoyed this class. You can tell that Elif really cares about her students.

• The instructor is extremely helpful during office hours and genuinely wants students to succeed. Thiskind of thinking does not come natural to me at all, and I was nervous going into this class, but ElifDilden has helped me so much, and I haven’t been stressed and have been encouraged to do my bestbecause of her.

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• Mrs. Dilden does an amazing job teaching and making sure all of us understand the material. If wedon’t she is open to helping us learn in and out of class.

• I appreciated how much Elif tried to cater to the needs of each student. If someone was struggling sherecognized immediately and did everything she could to help. She was never unwilling to meet up foroffice hours. Her desire for her students to learn and understand the material did not go unnoticed.

Spring 2019

• Ms. Dilden is an exceptional teacher. She is one of my favorites I have had here at K-State. She isvery good at acknowledging each individual student.

• This teacher was always trying to improve herself and her teaching style. She adapted to the classand encouraged questions.

• Good, personable professor.

• The videos in class are helpful as well as posting slides.

• Elif is a great teacher that truly cares. Thank you.

• Elif is super great and always willing to help if you reach out to her!

• She was always willing to help outside of class or go over multiple times in class until we understood.Very good teacher.

• Great effort

Fall 2018

• Overall the class is very effective to learn knowledge of the course.

• Miss Dilden made a class that I wasn’t exciting for interesting. She is very passionate about economicsand thus was always going out on her wat to help us understand. She provided lots of useful examplesand even printed needed material for the class. She truly wanted us to show up and try our best-she have us all we needed to be successfull in this course. I would highly recommend this teacher toanyone!

Spring 2018

• This is my second time taking this course and Elif has made it so easy for me to understand thematerial. She is always offering additional help via email or meeting during office hours. She relatedthe information in this subject in a way that I can understand.

• The instructor explained the course and its material effectively.

• She is a great instructor. Always willing to help in or out of class. Does a great job of giving examplesand making sure everyone understands.

• She has done a great job teaching this course. At times she can over explain however she always makessure we understand what we are going over. I really enjoyed this class!

• Very fair to all students. Understand when we need help. Has lots of examples to help us to learn.

Fall 2017

• Overall Elif was an excellent teacher that showed interest in the subject and teaching us so we under-stand! Thanks for a great semester Elif!

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5.3 Sample Unsolicited Feedback

The following shows the random emails or notes behind the exams that I received from grateful students.

Figure 1: Random email

Figure 2: Random email

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Figure 3: Random exam feedback

6 Teaching Method

6.1 Storytelling

Students enjoy and show more interest to the class material if I start introducing the new chapter bystorytelling. Storytelling makes the material more familiar to students since I try to choose them from reallife examples. Later in the chapter, I connect the example article or the podcast with the given concept;which makes the chapter (or class) more understandble.

Here are few examples of the sources that I am using:

• Google’s Mobile Monopolyhttps://www.npr.org/sections/money/2018/07/23/631652230/google-s-mobile-monopoly

• Malthus, the false prophethttps://www.economist.com/finance-and-economics/2008/05/15/malthus-the-false-prophet

• Humans of New Yorkhttps://www.humansofnewyork.com/post/102101391301/im-trying-to-raise-my-daughter-with-the-same

6.2 Showing Media Clips

I like to show fun video clips or scenes from the movies than relate the given content with the classmaterial. Based on the feedbacks that I received, student find the video clips useful.

• Hudsucker Proxy, The (1994)https://www.youtube.com/watch?v=Ng3XHPdexNM

• Is price gouging bad?https://www.youtube.com/watch?v=R6ojYtKazgQt=1sfrags=pl%2Cwn

• An Open Letter to Students Returning to Schoolhttps://www.youtube.com/watch?v=x78PnPd-V-At=37sfrags=pl%2Cwn

6.3 Conducting Class Experiments

Illustration of The Gains From Trade:In this experiment, I call ten student volunteers and ask them to stand in a line at the front of the class. I

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randomly assign each of the students a present (e.g., candy, calculator, nail polish). I then ask each studentto rate his or her gift from zero (not preferable) to 10 (excellent). Then, we add up the total rating of allthe gifts (out of 100). Then I turn the class and ask: “What if we allow the students to trade, what willhappen to the total value rating?”. I then give 30 seconds to trade with one another. To do so, they mustfind a student willing to trade “voluntarily.” After their exchange, I ask students about what is their newratings of the items and record them on the board. Then, we add up the ratings and compare them beforeand after the trade. Total grades increase significantly after the trade, and this is a great demonstration toexplain how trade creates value to society.

6.4 Polling the Class

When I use technology for class participation through conducting live polls or discussions; I have ob-served that, especially in large classes, students are more comfortable and engaged in class. Since Spring2018, I adopted Top Hat and found it very useful for reviews and practice questions. Before I start and endthe course, I ask a couple of questions (multiple choice or open answer) to remind last class material andsummarize the main points of the current class.

Here are a few examples of how do I conduct live polls or discussions:

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Figure 4: Sample question from a review section before starting the class

Figure 5: Discussion: Examples of Inferior goods from daily lives

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Figure 6: Discussion: No Free Lunch

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7 Appendix A: Raw Copies of TEVAL Summaries

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1

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STANDARD DEVIATION

RELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%

ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE

Responses from 1 of the 8 enrolled (13%) Offered: 07/20/20 - 08/07/20

Overall EffectivenessNumber Responding [VL=1, VH=5] Statistics

VL L M H VH OMIT SD1 AVG

Obtained Responses1. Overall effectiveness as a teacher 0 0 0 1 0 0 0.0 4.011. Increased desire to learn about the subject 0 0 0 1 0 0 0.0 4.014. Amount learned in the course 0 0 0 1 0 0 0.0 4.0

Statistics Comparative Status2

Raw Adjusted3 Raw Adjusted3

Averages and Comparative Status1. Overall effectiveness as a teacher 4.0 4.4 M HM11. Increased desire to learn about the subject 4.0 4.3 M HM14. Amount learned in the course 4.0 3.5 M LM

Ratings of Student Attributes and Instructional StylesNumber Responding [VL=1, VH=5] Statistics


Relevant Student Attributes12. Interest in the course before enrolling 0 0 0 1 0 0 0.0 4.013. Effort to learn in the course 0 0 0 0 1 0 0.0 5.0

Instructional StylesA. Establishing a Learning Climate

2. Made the course goals and objectives clear 0 0 0 1 0 0 0.0 4.03. Well prepared for the course 0 0 0 1 0 0 0.0 4.05. Interest in helping students learn 0 0 0 1 0 0 0.0 4.010. Willingness to help students 0 0 0 1 0 0 0.0 4.0

B. Facilitating Student Learning4. Explained the subject clearly 0 0 0 1 0 0 0.0 4.06. Stimulated thinking about the subject 0 0 0 1 0 0 0.0 4.07. Made helpful comments on student work 0 0 0 1 0 0 0.0 4.08. Grading procedures fair and equitable 0 0 0 1 0 0 0.0 4.09. Realized when students did not understand 0 0 0 1 0 0 0.0 4.0

Instructor's Description of ClassA. Type of classB. Class sizeC. Physical facilitiesD. Previously taught this course?E. Approach significantly different this term?F. Description of teaching load?G. Attitude toward teaching this courseH. Control of course decisionsI. Differences in student preparationJ. Student enthusiasmK. Student effort to learnL. Additional comments?

Teval Report: Student Ratings of Instruction

Teaching and Learning Center | Kansas State University

Faculty Member: Dilden, Elif Course Name: Managerial Economics(11684) Course #: ECON 540

Hr./Days: Distance College: Arts and Sciences Term: Summer 2020

page 1 of 2

Distance Courses1 2 3 4 5 OMIT SD AVG

1.1 Enthusiasm for teaching online. 0 0 0 1 0 0 0.0 4.01.2 Timely return of graded materials. 0 0 0 0 1 0 0.0 5.01.3 Ability to create an environment that is conducive to learning and sharing. 0 0 0 0 1 0 0.0 5.01.4 Effective use of technology to deliver course content. 0 0 0 0 1 0 0.0 5.01.5 Ease of navigating the course (course structure). 0 0 0 0 1 0 0.0 5.01.6 Ability to engage students in communication, discussion, and group

interaction0 0 0 1 0 0 0.0 4.0

1.7 Timely and useful response to your communications. 0 0 0 0 1 0 0.0 5.01 = Very Low | 2 = Low | 3 = Medium | 4 = High | 5 = Very High

1 2 3 4 5 OMIT SD AVG2.1 Your enthusiasm for online learning. 0 0 0 1 0 0 0.0 4.02.2 Your effort to prepare for this distance learning course (for example -

making sure you met the minimum technology requirements, were able tosign in to your course and reviewed the syllabus).

0 0 0 0 1 0 0.0 5.0

2.3 Your effort toward involvement/participation in class discussion and groupinteraction.

0 0 0 1 0 0 0.0 4.0

1 = Very Low | 2 = Low | 3 = Medium | 4 = High | 5 = Very High

Additional Comments1. Additional Comments

• she did a great job keeping everyone updated and staying in touch, great professor



Faculty Member: Dilden, Elif Course Name: Managerial Economics(11684) Course #: ECON 540

Hr./Days: Distance College: Arts and Sciences Term: Summer 2020

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STANDARD DEVIATIONRELATIVE TO KSU CLASSES RATED BY 10 OR MORE STUDENTS: H=UPPER 10%; HM=NEXT 20%; M=MIDDLE 40%; LM=NEXT 20%; L=LOWEST 10%ADJUSTED FOR STUDENT CHARACTERISTICS & CLASS SIZE: SEE TEVAL GUIDE

Responses from 14 of the 35 enrolled (40%) Offered: 05/04/20 - 05/19/20Overall Effectiveness

Number Responding [VL=1, VH=5] StatisticsVL L M H VH OMIT SD1 AVG




Averages and Comparative Status1. Overall effectiveness as a teacher 4.1 4.2 M M11. Increased desire to learn about the subject 4.1 4.4 HM HM14. Amount learned in the course 3.6 3.7 LM M


VL L M H VH OMIT SD1 AVGRelevant Student Attributes

12. Interest in the course before enrolling 1 4 2 5 2 0 1.2 3.213. Effort to learn in the course 1 0 4 4 5 0 1.1 3.9


2. Made the course goals and objectives clear 1 1 0 4 8 0 1.2 4.23. Well prepared for class 0 0 1 5 8 0 0.6 4.55. Interest in helping students learn 1 0 1 0 12 0 1.1 4.610. Willingness to help outside of class 0 0 0 3 11 0 0.4 4.8



Teval Report: Student Ratings of InstructionTeaching and Learning Center | Kansas State University

Faculty Member: Dilden, Elif Course Name: Intermed Macroecon(10888) Course #: ECON 510Hr./Days: 1130 MWF OnCampus

College: Arts and Sciences Term: Spring 2020

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Responses from 21 of the 24 enrolled (88%) Offered: In ClassOverall Effectiveness





Averages and Comparative Status1. Overall effectiveness as a teacher 3.7 4.0 LM M11. Increased desire to learn about the subject 3.2 3.7 LM M14. Amount learned in the course 3.6 3.7 LM M







Instructor's Description of ClassA. Type of class Lecture,SeminarB. Class size About rightC. Physical facilities SatisfactoryD. Previously taught this course? 2-3E. Approach significantly different this term? NoF. Description of teaching load? AverageG. Attitude toward teaching this course I was really enthusiasticH. Control of course decisions Yes- I was responsible for all decisionsI. Differences in student preparation Not a problemJ. Student enthusiasm HighK. Student effort to learn SatisfactoryL. Additional comments? No additional comments


Faculty Member: Dilden, Elif Course #: ECON110Hr./Days: 1020 MWF On Campus College: Arts and Sciences Term: Fall 2019

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Responses from 2 of the 11 enrolled (18%) Offered: 07/25/19 - 07/29/19Overall Effectiveness





Averages and Comparative Status1. Overall effectiveness as a teacher 5.0 4.3 H HM11. Increased desire to learn about the subject 5.0 4.1 H HM14. Amount learned in the course 4.5 3.7 H M





2. Made the course goals and objectives clear 0 0 0 0 2 0 0.0 5.03. Well prepared for the course 0 0 0 2 0 0 0.0 4.05. Interest in helping students learn 0 0 0 0 2 0 0.0 5.010. Willingness to help students 0 0 0 0 2 0 0.0 5.0




Faculty Member: Dilden, Elif Course Name: Managerial Economics(12060) Course #: ECON 540Hr./Days: Distance College: Arts and Sciences Term: Summer 2019

page 1 of 2

Distance Courses1 2 3 4 5 OMIT SD AVG

1.1 Enthusiasm for teaching online. 0 0 0 0 1 1 0.0 5.01.2 Timely return of graded materials. 0 0 0 0 1 1 0.0 5.01.3 Ability to create an environment that is conducive to learning and sharing. 0 0 0 0 1 1 0.0 5.01.4 Effective use of technology to deliver course content. 0 0 0 1 0 1 0.0 4.01.5 Ease of navigating the course (course structure). 0 0 0 1 0 1 0.0 4.01.6 Ability to engage students in communication, discussion, and group

interaction0 0 0 0 1 1 0.0 5.0

1.7 Timely and useful response to your communications. 0 0 0 0 1 1 0.0 5.01 = Very Low | 2 = Low | 3 = Medium | 4 = High | 5 = Very High

1 2 3 4 5 OMIT SD AVG2.1 Your enthusiasm for online learning. 0 0 1 0 0 1 0.0 3.02.2 Your effort to prepare for this distance learning course (for example -

making sure you met the minimum technology requirements, were able tosign in to your course and reviewed the syllabus).

0 0 0 0 1 1 0.0 5.0

2.3 Your effort toward involvement/participation in class discussion and groupinteraction.

0 0 0 0 1 1 0.0 5.0

1 = Very Low | 2 = Low | 3 = Medium | 4 = High | 5 = Very High

Additional Comments1. Additional Comments

• I remember on a couple tests, there were quite a few questions that seemed to have significant typo's on them or weren'tentirely clear on what they were supposed to represent (for example: an equation Q = L1/2K1/2 could mean Q = L * (1/2) * K *(1/2) or it could mean Q = L^(1/2) * K^(1/2)). Other than that, overall great!


Faculty Member: Dilden, Elif Course Name: Managerial Economics(12060) Course #: ECON 540Hr./Days: Distance College: Arts and Sciences Term: Summer 2019

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STANDARD DEVIATION



Responses from 58 of the 99 enrolled (59%) Offered: In Class






Averages and Comparative Status1. Overall effectiveness as a teacher 3.4 3.6 LM LM11. Increased desire to learn about the subject 3.1 3.5 LM M14. Amount learned in the course 3.5 3.8 LM M










Faculty Member: Dilden, Elif Course #: ECON 120

Hr./Days: 105 TU On Campus College: Arts and Sciences Term: Spring 2019

page 1 of 1

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STANDARD DEVIATION









Averages and Comparative Status1. Overall effectiveness as a teacher 4.0 4.3 M HM11. Increased desire to learn about the subject 3.5 4.0 M M14. Amount learned in the course 3.9 4.0 M M











Hr./Days: 530 MW On Campus College: Arts and Sciences Term: Fall 2018

page 1 of 1

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STANDARD DEVIATION









Averages and Comparative Status1. Overall effectiveness as a teacher 4.5 4.7 HM H11. Increased desire to learn about the subject 4.3 5.0 HM H14. Amount learned in the course 4.5 4.9 H H











Hr./Days: 530 MW On Campus College: Arts and Sciences Term: Spring 2018

page 1 of 1

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STANDARD DEVIATION









Averages and Comparative Status1. Overall effectiveness as a teacher 2.6 2.8 L L11. Increased desire to learn about the subject 2.1 2.3 L L14. Amount learned in the course 3.1 3.1 L L











Hr./Days: 1030 MWF On Campus College: Arts and Sciences Term: Spring 2018

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8 Appendix B: Sample Course Materials

The following sample materials are from the Spring 2020 semester.

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Course Description: Macroeconomics is the part of economics that studies the aggregate or macro economy. Topics will cover the classic macroeconomic issues such as inflation, unemployment, interest rates, growth and technological progress. An emphasis will be placed on different policies, such as monetary and fiscal policies, their impact on aggregate economic outcomes. The material focuses on both long run and contemporary higher frequency economic fluctuations providing a unified framework for understanding macroeconomic performance over time.

Class and Instructor Info:

Learning Outcomes: After taking this course you will be able to answer the following questions:1. What drives economic growth? What explains the large differences in

economic performance across different countries of different times? What is the role of policy in economic growth?

2. What are the determinants of consumption and saving? How do they matter for both the long run and the short run?

3. Why are people unemployed? What should the government do about unemployment?

4. Why does macroeconomic activity fluctuate? How do different shocks and policies affect employment, output, investment and consumption over the

Dilden Intermediate Macroeconomics Page 1

Pre-requisite Principles of Macroeconomics (ECON110)

Principles of Microeconomics (ECON120 or AGEC120) or an equivalent course.

It is also assumed students critically can evaluate graphs and solve algebraic expressions.

Grades:

In-Class Assignment: 45 points

Homework: 120 points

Midterm 1: 95 points

Midterm 2: 95 points

Final Exam: 125 points(Cumulative)

Total Points Available: 480 points

DAYS AND TIMES: MWF 11.30-12.20

CLASS LOCATION: Waters Hall 348

CLASS WEBSITE: K-State Canvas

ECON510: Intermediate Macroeconomics Syllabus Section B, Spring 2019, 3 Credits Kansas State University / Department of Economics

INSTRUCTOR CONTACT INFO: Name: Elif Dilden

Office: Waters 302-C

Office Hours: Monday and Wednesday 1-2pm (or by appointment) I will be available to meet or to set up

mutually convenient time to get together.

Email: [email protected]

business cycle?5. Should the government try to stabilize the economy against business-cycle fluctuations, and how? Is it

better to restrict what the government can do even if it is fully benevolent, or should we give full discretion to the government?

6. What causes financial crises? What is the role of financial markets in the macroeconomy?

Course Materials: • Required: Macroeconomics by N. Gregory Mankiw, Worth Publishers, 9th Edition - you are welcome to

use previous edition (to save some money), however, please note that the chapter numbers may be different than those listed on the course schedule.

• Required: Top Hat. We will be using the Top Hat (www.tophat.com) classroom response system in class. You will be able to submit answers to in-class questions using Apple or Android smartphones and tablets, laptops, or through text message.

• You will need to access the course Canvas page before each class for announcements, class notes, homework assignments and other class materials.

You can visit the Top Hat Overview (https://success.tophat.com/s/article/Student-Top-Hat-Overview-and-

Getting-Started-Guide) within the Top Hat Success Center which outlines how you will register for a Top Hat

account, as well as providing a brief overview to get you up and running on the system.

**An email invitation will be sent to you by email

Note: our Course Join Code is 994403

Top Hat may require a paid subscription, and a full breakdown of all subscription options available can be

found here: www.tophat.com/pricing.

Help and Support:

Should you require assistance with Top Hat at any time, due to the fact that they require specific user

information to troubleshoot these issues, please contact their Support Team directly by way of email

([email protected]), the in app support button, or by calling 1-888-663-5491.


How to register Top-Hat?

Assignments:

There will be 2 midterm exams, and a final exam during the course of the semester : a midterm on Friday, February 21 and Friday, April 3. Final exam will be on Tuesday, May 12. Midterm exams will be scored out of 95 points while the final exam will be scored out of 125 points. Exams will be a combination

of True/False, Multiple choice and short answer questions. The final exam will be cumulative.

Exam Make- Up Policy: If extenuating circumstance arise that prohibit you from taking the exam in class, you must notify me before 10am on the day of the exam to arrange a make-up. I am willing to work with you, but I will not grant make-ups to anyone who contacts me after this time.

There will be a total of 7 homework assignments and will cover the previous week’s lectures. You will have one week to complete them and the due dates will be announced in class. You can work as a group, but you need to submit your assignment individually. The assignments are designed to reinforce concepts covered in class and help you to practice for the exams. There will be a mix of question types (multiple choice, fill-in the- blanks, graphical analysis, short answer). To allow for the possibility of unexpected

events, out of the total 7 assignments, your lowest score will be dropped. Since I drop the lowest grade,

late submissions are not permitted.

Students are expected to attend and participate fully in each class. There will be in-class assignments throughout the semester that will contribute to your final course grade.There will be total of 10 in-class assignments. Each assignment is worth 5 points. To allow for the possibility of unexpected events, out of the total 10 in-class assignments, your lowest score will be dropped. The 9 top scores will count for 45 points. Since I drop the lowest grade, make ups are not permitted. Missed in-class assignments will receive 0

points.

Grading and Assessment:


A=90%-100%; B=80%-89%; C=70%-79%;

D=60-69%; F=59% and below

• Grades are solely on the points listed on the syllabus

• There is no extra credit offered in the course except for attending Joe Tiao Lecture on an economics issue of current interest.

1. Exams

2. Homework (120 points in total)

3. Class Participation (In-Class Assignments) (45 points in total)

Course Policy: Communication: Please feel free to contact me! Come to my office hours, if you have questions see me after class or get an appointment. I am here for you to learn and will do my best to help you to success!

Usually, I will respond to your email within 24 hours. Please remember if you email me after 5 pm, or on a weekend, I may not reply to you until the next day.

Understanding: If you become ill, experience a death of a loved one, or have a major life disruption that will negatively influence your participation in our class, please contact me as soon as possible so we can discuss your options. I can’t help you if I don’t know what’s going on. If unexpected events arise that prevent you from attending a lecture, be sure to get notes and other information from a trusted classmate and see me to find out what else you may have missed.

Technology use: Please do not use your AirPods when you are in class. I like to ask random questions to each of you, so please, if you are attending my class, make sure you are following the material.

Tips for Success: Attendance: COME TO CLASS EVERY SINGLE DAY. The material in this course will build on itself rapidly and missing a class will confuse you later down on the road.

Participation: Class participation is absolutely encouraged- 50 minutes is a long time for me to be lecturing with no input from you! Please ask questions. They are not imposition at all. In fact, they are welcome and makes class more interesting for all of us. Chances if you are having difficulty understanding a topic, so your classmates and they will appreciate you asking. If you feel uncomfortable asking a question in class, please see me after class or come to my office hours.

Review: Go over your notes every day after class. I know it seems like a lot of work, but it will force you to review the material when it is fresh in your mind. When doing this, please be sure to write down any questions you have and ask them before or during the following class.

Homework: Working through the problems on the homework assignments will tremendously help you to understand the material covered in class. I recommend starting homework assignments as early as possible so that you can keep up with the lectures and are able to ask questions if needed.

Study Group: I highly recommend that you form a study group with classmates who are willing to work as hard as you are. Explaining the material out loud is one of the best ways to learn!

Free Tutorial: Attend the free tutorial session provided by the department. Please check http://www.k-state.edu/aac/tutoring/


Other important reminders: Accommodations for Disable Students

If you have any condition, such as a physical or learning disability, which will make it difficult for you to carry out the work as I have outlined it or which will require academic accommodations, please notify me in the first two weeks of the course. “Students with disabilities who need classroom accommodations, access to technology, or information about emergency building/campus evacuation processes should contact the Student Access Center and/or their instructor. Services are available to students with a wide range of disabilities including, but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit disorder, depression, and anxiety. Contact the Student Access Center at [email protected], 785-532- 6441.” Visit: http://www.k-state.edu/accesscenter/

Academic Honesty

“Kansas State University has an Honor System based on personal integrity, which is presumed to be sufficient assurance that, in academic matters, one's work is performed honestly and without unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full and part-time students enrolled in undergraduate and 5 graduate courses on-campus, off- campus, and via distance learning. The honor system website can be reached via the following URL: www.k-state.edu/honor. A component vital to the Honor System is the inclusion of the Honor Pledge which applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: "On my honor, as a student, I have neither given nor received unauthorized aid on this academic work." A grade of XF can result from a breach of academic honesty. The F indicates failure in the course; the X indicates the reason is an Honor Pledge violation.”

Visit: http://www.k-state.edu/honor/Academic

Statement Defining Expectations for Classroom Conduct

All student activities in the University, including this course, are governed by the Student Judicial Conduct Code as outlined in the Student Governing Association By Laws, Article V, Section 3, number 2. Students who engage in behavior that disrupts the learning environment may be asked to leave the class.


Diversity and Inclusion Statement:

“A university is a place where the universality of the human experience manifests itself.” Albert Einstein.

It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups.

Statement with Copyright Notification

Copyright 2020 (Elif Dilden) as to this syllabus and all lectures. During this course students are prohibited from selling notes to or being paid for taking notes by any person or commercial firm without the express written permission of the instructor teaching this course.

Syllabus Change

This syllabus is a guide and every attempt is made to provide an accurate overview of the course. However, circumstances and events may make it necessary for the instructor to modify the syllabus during the semester and may depend, in part, on the progress, needs, and experience of the students. Changes to the syllabus will be made with advance notice.


COURSE CONTENT BY TOPICS (TENTATIVE)

Introduction to Macroeconomics (Chapter 1)

Demand and Supply Model

The U.S. Economy

The Data of Macroeconomics (Chapter 2)

Real GDP vs. Nominal GDP

GDP Deflator, CPI, Unemployment rate

National Income Accounts Identity

National Income (Chapter 3) (Long- Run Economy)

Production of Goods and Services

Demand for Goods and Services

Equilibrium in Goods and Financial Markets

Monetary System (Chapter 4) (Long-run Economy)

What is money?

The Role of Banks in the economy

Monetary Policy by Central Bank

Midterm Exam 1: February 21 (Friday)

Inflation (Chapter 5) (Long-run Economy)

Quantity Theory of Money

Social Costs of Inflation

Unemployment and the Labor Market (Chapter 7) (Long-run Economy)

Natural Rate of Unemployment

Frictional Unemployment

Structural Unemployment

Economic Growth I (Chapter 8) (Very Long-run)

The Solow Model

The Golden Rule Level of Capital

Population Growth

Economic Growth II (Chapter 9) (Very Long-run)

Technological Progress

Policies Promote Growth


Midterm Exam 2: April 3 (Friday)

The Business Cycle (Chapter 10) (Short run)

Aggregate Demand

Aggregate Supply

Stabilization Policy

IS-LM Model I (Chapter 12) (Short run)

Goods Market and IS Curve

Money Market and LM Curve

The Short-Run Equilibrium

IS-LM Model II (Chapter 12) (Short run)

Fiscal Policy and IS Curve

Monetary Policy and LM Curve

The Great Depression

The Open Economy (Chapter 6) (if time allows)

The Role of Net Exports

Exchange Rates

The Effects of Trade Policies

Final Exam: May 12 (Tuesday)


Homework 2

Instructor: Elif DildenECON510- Intermediate Macroeconomics,Spring 2020

Due on February 17, Monday*

*For this homework assignment, please send me a scanned copy of your assignment andsee my email for submission instructions.

Problem 1. Suppose that production function for the corporate sector is well presented bythe Cobb-Douglas production function:

Y = K0.3L0.7

With this production function:

MPL(K, L) = 0.7K0.3L�0.3 and MPK(K, L) = 0.3K�0.7L0.7

a) Suppose the capital stock of the firm is K=10. Show that the demand for labor isgiven by:

b) Find the amount of labor demanded for WP

= 0.1,WP

= 0.3, WP

= 0.5, WP

= 0.7 andWP

= 0.9. Plot the combinations of labor demand and real wages on a diagram in whichlabor is on the horizontal axis and W

Pis on the vertical axis.

c) Now suppose that the labor supply of the firm is L = 10. Show that the demand forcapital is given by:

d) Find the right amount of capital demanded for RP

= 0.1, RP

= 0.3, RP

= 0.7 and RP

= 0.9.Plot the combination of capital demand and real rental rates on a diagram in which capitalis on the horizontal axis and R

Pis on the vertical axis.

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Problem 2. Consider the following competitive economy:

Aggregate capital stock: K = 400Aggregate labor stock: L = 100Production Function: Y = K0.5L0.5

Consumption function: C = 8 + 0.7Yd

Investment function:I = 50 � 200rGovernment spending:G = 40Tax Collections: T = 40



a) Name the di↵erent markets in this economy.

b) Define the term competitive equilibrium.

c) Find the competitive equilibrium in the capital market.

d) Find the competitive equilibrium in the labor market.

e) Find the competitive equilibrium in the loanable funds market.

f) Find the competitive equilibrium in the goods market.

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Problem 3. Suppose the economy is given by the following:


Consumption function: C = 1.7 + 0.7Yd

Investment function:I = 1.5 � 5rGovernment spending:G = 1Tax Collections: T = 1

a) Find the equilibrium level of output, consumption and investment. [You do not needto calculate the equilibrium for labor and capital market, since Walras’s Law says that in aneconomy with n markets, if n-1 of the markets clear, then the last market clears]

b) Find the private savings.

c) Find government savings.

d)Find national savings.

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ECON510-B, Intermediate Macroeconomics, Spring 2020 In Class Assignment#4 Assume the economy has the following production function below with the given marginal product of labor and marginal product of capital: 𝐹 𝐾, 𝐿 = 𝐾&.(𝐿&.( 𝑀𝑃𝐿 𝐾, 𝐿 = 0.5𝐾&.(𝐿.&.( 𝑀𝑃𝐾 𝐾, 𝐿 = 0.5𝐾.&.(𝐿&.( Given the supply of capital is 𝐾 = 400:

a. How do we show the demand for labor?

b. Find the amount of labor demanded for 12= 0.1, 1

2= 0.3 . Plot the labor combinations of

labor demand and real wages on a diagram in which labor is on the horizontal axis and 12

is on the vertical axis.

Midterm Exam 1

Instructor: Elif DildenECON510- Intermediate Macroeconomics,Spring 2020

February 21, Friday

Instructions

• You have 50 minutes to finish your exam.

• There are 4 questions in this exam worth total 95 points.

• You should only have your writing materials and a non-programmable calculator onyour desk.

• All cellular phones, electronic dictionaries, graphing calculators, or other communica-tive devices must be left in your bag. Make sure your phone is turned o↵ for theduration of the exam.

• Write your name and student number on your scantron sheet and on this exam booklet.

• Please show me your work for each question to receive full points.

Good Luck!

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Problem 1. Consider the following competitive economy:


Consumption function: C = 14 + 0.6Yd

Investment function:I = 54 � 200rGovernment spending:G = 40Tax Collections: T = 40



a) Name the di↵erent markets in this economy.(3 points)

b) Define the term competitive equilibrium.(3 points)

c) Find the competitive equilibrium in the capital market. Draw a digram which showssupply and demand curves for capital market and show the competitive equilibrium pricesand allocations. (8 points)

d) Find the private savings.(3 points)

e) Find the government savings.(3 points)

f) Find the national savings.(3 points)

g) Find the competitive equilibrium in the labor market.Draw a digram which showssupply and demand curves for labor market and show the competitive equilibrium pricesand allocations.(8 points)

h) Find the competitive equilibrium in the loanable funds market. Draw a digram whichshows supply and demand curves for capital market and show the competitive equilibriumprices and allocations.(8 points)

f) Find the competitive equilibrium in the goods market. Draw a digram which showssupply and demand curves for capital market and show the competitive equilibrium pricesand allocations. (8 points)

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Problem 2. In each of the following answer the questions below:(1) What happens to the unemployment rate?(4 points)(2) Does the unemployment rate given an accurate impression of what’s happening in thelabor market?(4 points)

a. Hanna lost her job and beings looking for a new one.

b. Bryn just lost her $120,000 job as an assistant professor. Immediately, she takes apart-time job at Sephora until she can find another job in her field.

Note: Credit will be awarded based on the way you explain your answer and use of for-mulas. I won’t accept increase/decrease as an answer.

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Problem 3. See the table below for a given economy.

Table 1:Year Food Produced Price of Food Shelter Produced Price of Shelter

2013 20,000 $3.10 8000 $302014 21,500 $3.50 8200 $302015 24,000 $3.70 8400 $30

Assume 2013 is a base year. Economists determined that the average person consumes45 units of food and 15 units of shelter.

Calculate the inflation rate for year 2015 by using CPI as a price level.(16 points)

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Problem 4. Determine whether each statement given below is True or False

4.1. Ellen bought $500 worth of IBM Inc. stock. This transaction was brokered byRalph, who received $90 for his help. I think the $500 should be included in GDP, and the$90 should not be included in GDP. (True/False) (4 points)

4.2.If a firm increases its capital by 1 unit, the Marginal Product of Labor (MPL) in-creases.(True/False)(4 points)

4.3.Profit maximizing firm hires an input up until the point where its marginal productis equal to its real price. (True/False)(4 points)

4.4..For a given year, additions to inventory is subtracted from GDP.(True/False)(4points)

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teaching portfolio - kansas state university...elif is a great teacher that truly cares. thank you....

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